001hi Maya that reminds me like I think me and Lisa are the first mentors for celvin and we haven't done anything D we need to get on that what what was that Mark I missed the first part your audio is pretty low mark my audio is low your mic there you go uh I think me and Lisa are dein's first mentors and we haven't really done anything on that wood front we need to get on that we we just welcomed them a couple days ago so I don't think you've missed anything yet okay it looks like everybody's here if I can see I'm reading correctly on our list here so pull up our agenda so I'm calling to order our work session for the Hillsboro School District board and our first item that we have
002for our work session is lock consol at Eastwood Elementary and mberry Elementary School with Adam hey Erica before we start that um could we have the uh could we have our students introduce themselves this is their first meeting and just want to make sure they feel welcome and and feel awesome for being selected so maybe if we could just have each uh each student introduce themselves the school they're representing and why they were interested in being on a representative to the board great idea all right thank you um I can see Maya on here so Maya if you want to go first and then um they're on you can just keep going yeah go ahead okay perfect okay so hi my name is Maya Smith and I am representing um high school and a reason
003that I would want I wanted to be on the school board was to specifically advocate for our first language Spanish speaking students um at our schools thank you heom are you on just unmute your mic yeah hi um my name is ilhom um I'm representing Liberty High School and one of the reasons I want well am on the board is because I want to advocate for students who are scared to voice what uh their opinions and change for their school district thank you and dein all right uh hi my name is delin nil I am representing Liberty High School I also so um one big reason why I wanted to essentially take this position is that I feel like there's a lot of kids at Liberty that have some really good ideas and I just
004want to be essenti I just want to be the voice for the people at uh Liberty High School essentially thank you Devon welcome to the board okay with that um we'll move to our first item with Adam um I don't see Adam on here and I have texted him to ask him to jump on but it doesn't look like he's jumped on yet um Casey are you yeah I don't have the details uh of what Adam was going to cover let me I'll try to get a hold of them too um I just know the short version of it about our it's something our general lot consolidations that the city and county are making us do so I'll try to track him down thank you and maybe we can go on to the next two
005and go back yeah um so we I was gonna say most of the items that we have on here um we can come back to that one since it's it's an actionable item so our next item on our agenda is our notice to intent to purchase uh with Jordan beverage yes uh this item is our notice intent to purchase our onetoone uh Chromebooks um as we have gone through that process so this will be the number of devices needed to outfit the middle schools and high schools uh with a new one:1 device and so um we are buying through a uh purchase uh through cdwg um and is off The Inter Mountain ESD contract so that's why we need the approval to use that compo conf I'm looking for a motion Board of members I
006made that the board of directors acknowledge the notice of intent to purchase by use of a Cooperative purchasing agreement under the authority of the state of Oregon OS 279 a. 215 permissive Cooperative procurements second second okay I caught Sheen so it has been moved by Jackie and seconded by Shen is there any discussion Casey and none please signify by oh go ahead Jackie you have a question sorry I couldn't find my keyboard um just a question as to the roll out of these and when they will be rolled out and available uh we should know sometime in early August whether they'll arrive prior to school starting that is of course the hope there are quite a bit of manufacturing and shipping issues going on worldwide of course and so uh that's not a guarantee at
007this point and so they uh cdwg and Lenovo are trying to make that happen for us uh we did purchase uh the additional setup of the devices so that when they arrive they're basically already enrolled and set up of for our schools and so we' just be able to hand them out um at that point it'll also be boxed and a green uh way so that there's not there's not a box there's not a single device in each box there's a larger box with up 10 to 15 devices in it so it's much easier to unload and get ready to go so um uh hopefully they'll get here before school starts but right now we don't have a guarantee of that okay thank you uh Mark you had a question as well yeah just to
008clarify just in case for the 75 people who are watching uh secondary one: one mean means uh we get for 7th eth and 7 through 12 is that right Jordan yes that's correct so we'd already planned on moving forward this before all of the you know covid things happened was moving forward with the onet to one device roll out and so that is part of this and so yeah it would be every student would have a take-home device that they would use every day and then Michelle this is we're allocating Bond dollars to do this because we're buying stuff not people right correct thank you I guess I just had a question back to our um some ways of doing cost recovery do these because we already made this per can we not um do
009cost recovery due to co for doing online distance learning I am super glad that you asked that Erica because we can in fact and we try to do some cost recovery to mitigate the expense for the bond funds if we can get get any of that refunded we will awesome thank you okay if there are no other questions board members please signify by voting I or nay in the chat for this motion okay the I votes are Martin granham Lisa Allen Mark Watson Jackie spra Sheen Kim adir Martinez and myself the motion carries our next item that we have on our agenda is another notice to intent to purchase with Jordan beverage as well uh so this goes along with the one to one device purchase this is a software package uh that would be
010used as a basically classroom man teaching tool uh with all of the Chromebooks allows the teachers to um share Things Push things out to the devices see what students are doing on their devices during their class period uh and be able to work back and forth with students on the Chromebooks it also gives us our filtering both when the students have the devices inside of the district and at home uh so it just applies a lot of that management of the one to1 devices that we'll need to uh use them appropriately and we're buying this again on a Consortium contract through oetc it's through light SE systems called their relay light I'm looking for a motion I move that the board of directors acknowledge the notice of intent to purchase by use of a Cooperative
011purchasing agreement under the authority of the state of Oregon or S 279 alpha. 215 from permissive Cooperative [Music] contracts yir so it has been moved by Martin and seconded by yir is there any discussion see I only had one followup question since we're buying these technology items as well um is there any plans for us um or need for us to get additional hotpots uh we actually have additional of the 1500 hotspots that we ordered and got on site we gave out about a thousand of those um and so we still have about 500 devices that we've currently deactivated um and so we're not paying anything on those but we'll we can reactivate them at any moment so we plan on pushing those out in the fall and doing a big uh push out a
012buting making sure every student not just every family has a device and also has Wi-Fi hotspot Andor signs up for the comra that's Central where we can pay for up to six months of serve for family thank you Jordan if there are no other further questions please signify by voting I or in the chat please the eye votes are Martin granham Jackie spross Mark Watson adir Martinez Lisa Allen Sheen Kim and myself the motion carries okay um let me look see on here yet I don't see Adam on here but I know that we have our situation page as well I can fill you in on the the lot consolidation if you want me to go okay goe are we ready okay um this is not uncommon um what we've seen over the last couple
013years when we've gone through um certain Bond projects through the land use process they found that oftentimes our properties have been divided into several lot lines over the history of time um so this is the case for muber and Eastwood and the city and the county is doing this as well as we go through these land use process just wants to clean up the lot lines since we're the sole property owner so instead of having two distinctive lots for an elementary school is just to clean that up so it makes it so it's one lot line and that's the case here for um Eastwood and mberry I know we did it at uh Glenco and we've done it at a few other schools in the last couple of years so nothing out of the ordinary
014it's just that process where we are on the land use thank you Casey I'm looking for a motion I'm moved that the board of directors approve the resolution for mberry elementary consolidation bargain and sale deed for lot consolidation for muber elementary and the wishart and Eastwood bargain and sale deed second okay so it has been moved by Mark and seconded by Martin is there any discussion seeing no discussion board members I'll go ahead Mark sorry I didn't I didn't get there fast enough uh nor normally we would uh not be doing too many action items and voting on things in a work session like we are today and this work session was sort of called uh for other reasons than these things would it have been fine if we handled these in August and we're
015just doing it because we can what why accelerate the timeline agress these today as opposed to in our August session yeah I I can answer that is um we're trying to wrap up um the those two pro projects you know we we got the building permits and the land use we accelerated the permit process so now that we're in the process of getting ready to close those out um they wanted to get this lot consolidation down so we can close the project out in theory we could have waited until August just where we don't have that regular board meeting in July and that's when we wanted to close out the projects is the reason thank you Mark and Casey uh board members if you don't have any additional questions please signify by voting I or
016nay in the chat okay the ey votes are yadir Martinez Mark Watson Lisa Allen Shen Kim Jackie spross Martin grantom and myself the motion carries and we'll move on to our next item on our agenda um we have item e diversity equity and inclusion work core beliefs and values around law enforcement Partnerships with Mike and myself do you want to kick us off Mike yes please so H as you know this is this has been an ongoing conversation for the last several weeks and I just want to say I appreciate the thoughtful process that the board is engaging into to learn as much as we can about um our own um interactions with school resource officers in the Hillsboro School District I appreciate just the thoughtful nature that and the thorough nature that you're you're
017going through to um to reach an eventual decision the discussion tonight um is going to be a continuation of the one that we had a couple weeks ago we have some we because we were short on time last during our last meeting uh Alex did not get an opportunity to share the data that uh um that we've gathered around school resource officers for Hillsboro so wanted an opportunity to do that we also wanted an to have um some of our school administrators share um share some information um in terms of their interactions with school resource officers and in that information talk a bit about um how how officers get engaged in a situation what are some typical um patterns of how they spend their time and just some of the EXP experiences that they've had
018and so we thought it would be helpful to have um to have four administrators here with us you can see that Amy Torres is here with us she's an assistant principal over at Liberty High School she's the one waving at you um ber lulle is the principal at Reedville Elementary prior to Reedville she was at Lincoln Street um as an assistant principal so she's had um experience not only at the um with the city of Hillsboro School resource officers but also with Washington County school resource resource officers um I forgot to mention Amy has had experience at the high school and the middle school as well uh the next person we have is OJ Gully OJ is um currently the principal at Evergreen Middle School prior to that he was an assistant dean of students
019at Liberty High Fran you're not muted and then finally we've got Dave vicory joining us and he has had both middle school and high school scho experience as well he's um he was a Dena students over at South Meadows Middle School he was um he has been at hillhigh and at um Glenco and is currently the principal back at hillhigh so those four folks are also going to um shed some light on typically the the types of involvement that we have with our with our school resource officers a following that conversation we're also going to have a chance to hear from Dale as as I've shared with you in the past we're the process of gathering information from our community regarding their experience and their wishes for um school resource officers as we move forward
020and Dale is going to share with you basically the manner in which we are collecting that data and when we should have that information back and available to share with you um and then we also want to share some potential areas of improvement that we've been talking about as an administrative team knowing that we're going going to gather more information when these survey results come in obviously throughout there's going to be questions and we want we want to have plenty of time to answer those those questions as well so um I will be quiet and Pitch it over to um Alex who has he's gonna kick us off with some data to share before we start just with Alex I think having just a format on how to ask questions for our school board members
021um if it's I think that um if you can just utilize the chat to kind of notify us that you have some questions if you want if you want the convers to kind of keep going but you or the information to keep going but you want to just make a note of your question when there's a pausing moment just type your question in there and then once we get to that pause moment we'll address those questions all right thank you thank you Alex alrighty uh hey thanks again for uh having me and we shall blast into statistics um so we we've had the Hillsboro Police Department and the Washington County Sheriff's Office pull some statistics on their deputy and SRO um and before we started dive into the statistics I just want to reference for
022the Hillsboro sro's they are technically a detective um at the Hillsboro Police Department so that makes this a little unique when we dive into this because they carry they basically carry a detective case load where a patrol officer responds to a radio call goes out for calls for service writes up an initial report and would fire that off a detective potentially would pick that up and it would become a part of a detective's case load and so the numbers that we pulled for the sro's I'm going to give you their case load but um again I just wanted to give give you that reference that um those some of those cases occur outside of the school they come into the SRO because they have a youth Nexus to them so uh we could as we
023get further into it if we have questions we can clarify that um so for the eight SRO that we have U servicing the schools within the city limits uh Dave we looked at a complete school year so with the pandemic year we threw that one out we went back to H the 1819 full calendar year school year and they had 338 case cases assigned to them uh so that averages about 42 cases per SRO um those cases can further be broken down into 151 of those cases have a child abuse child neglect Nexus so those come from a variety of sources um they can come from a general call to dispatch on a an abuse type situation or a neglect type situation a patrol officer could go out if it's after school hours um investigate
024the complaint but if the subject of that investigation turns out to be a juvenile there's a Nexus for that that case could potentially be assigned to an SRO so 151 of those cases um are are of that category so that's a that's a big that's a big challenge 45% of their case load is a child abuse and neglect um I think a better Stat or a stat that shows what an SRO typically could do while they are on duty in their assigned schools would be a call for service so the sro's when they when they come on duty U and they log on to their computers um they begin tracking their day and if there is a call for service whether that is a um a dispatch call through our wacka Dispatch Center that happens
025to be at one of our schools um and they get dispatched to that call U the SRO will have that logged as a call for service uh wacka hey Jackie wacka is our Washington County Consolidated Communication Center and that is the Dispatch Center that dispatches first resp responders in Washington County sorry about that sorry about the acronym uh so the sro's in their in in their cluster would typically dispatch knows that if Lisa Ericson is working she is assigned to these six schools if there's a call for service in any one of those schools and Lisa Ericson happens to be working she will get dispatched that call and that'll be a call call for service so further breaking down that 338 I think the calls for service give us a little bit better glimpse of
026what they actually do day today when they're on duty potentially in our schools and that breaks it down even further to 151 calls for service um so that with that in 2018 yes uh least one calls for service let me just double check that now that you mention that seem little law that would be 151 right hey that that's a good catch it was uh I'm sorry 138 138 would be calls for service just a question Alex also you mentioned that that's one way that they get through wacka what is the other way that they get called in for service so a call for service could be um an SRO is out of school uh they come across um an incident it it could be a disturbance it could be um it could be a
027uh information that comes from a student for an incident that happened over the week weekend but it's an incident where the SRO feels like there is a uh there's enough to maybe start an investigation or look into it a little bit more than maybe a conversation they'll create a call for service for that so they'll they'll they'll find uh the best category that they can they can title that maybe it's a again an abuse complaint or maybe it's a disturbance that happened over a weekend um something that happened at skate park but they will they will title that they'll create a call they'll pull a pull a case and that'll be a calls for service that wasn't dispatched um they could pull a traffic stop somewhere along along the line going from one school to
028another school and that comes up as a call for call for service so a lot of other ways to call for service um can pop up but that really shrinks it down to what they're doing for that day um the case load just becomes a sort of a that number is is is just really difficult we try to maybe pin that down a little bit further but without reading The Narrative of those 338s it's hard really to tell where that occurred who reported that it was just some leg work that if that becomes a a statistic that we want to look at that you guys want to look at further we can do that with probably a little bit more time um to find have have folks read those reports uh Sheen that's correct 130
029138 will be for the calendar school year Alex there was a question just um if there was some data like a presentation or something that you could share if you have it up if not that you could follow up and maybe share that with us a uh just a sheet on data that information BR down for us you bet I'll get I'll forward that to you and whatever ever the appropriate manner is for this form I'll get that to you and the other thing was for the when you mentioned the calls of service those are times where um Things Are Doc it triggers some document um versus maybe sometimes you were mentioning like if they just had um a discussion or some other type of interaction there wouldn't be that documentation only for the call
030to service is that correct that is that that that's um that that that's spoton there there are a lot of conversations that an SRO could have whether they're with staff members administrators students throughout the day once they're logged on and they're out of school at a out a out a property um where they come engaged in a conversation and um that conversation or that incident doesn't rise to a level of writing a report uh there's maybe not a criminal Nexus to it it that won't be documented there uh we just don't have a way to track those at this point um just the calls for service and the reports they write but you know again maybe that's as we're having this conversation you know maybe that we look at that um is there a way
031to do that um when we look at the statistics I think U another standout one would be physical arrests what are how many arrests are our SRO making in our schools where they where they take somebody into custody fingerprint transport them to another location um for the Hillsboro SRO in 1819 there were two physical arrests that happened um and we were able to go back we went back one more year for that and and we looked at 1718 just to see if that was what that would look like and and 1718 there were also two physical arrests um in 1819 the both arrests were of Hispanic Latino students in 1718 both arrests were Caucasian students um the four arrests since the they were so minimal we we looked into them and wanted to tell you
032that um out of those four arrests one was a student versus student menacing with a with a deadly weapon it was a knife um one was a sex abuse one um one was a juvenile felony warrant and one was a Runway reported from ppb so pretty significant events that um with two of those being really not there's really no dis discretion to to not make that arrest uh acronym sorry ppb would be a Portland Police Bureau um another piece that the sro's are involved in is the attendance and treny process we have here in Hillsboro Hillsboro is a little bit different in the sense that we use the SRO in that process and the attendance process where other districts tend to use Northwest ESD um and so with that the uh from our district recording
033of uh numbers the SRO in Hillsboro were uh they had 518 referrals from our schools uh again that are within the city limits of Hillsboro um out of those 518 referrals 17 of those cases were assigned to sro's meaning out of that um Improvement was made in attendance where they didn't have to go a further step in the process um a school intervention worked the attendance improved uh maybe a mandatory meeting happened and again the attendance approved where it didn't have to evolved to the last step of the treny process where uh a citation was issued for the truancy so out of 518 that's a pretty big number so 17 cases and that's not saying that all 17 of those were cited the family cited because that's not the case either um 17 just took
034a case number which could mean that um it just warranted a little bit more than a mandatory meeting um they went a little bit further with that uh the Sheriff's Office reported uh we have one Deputy working within the Hillsboro School District in our unincorporated schools uh yes uh Yer well I guess this is this is just a question um not just for you but um for anybody that can answer it so why would I guess I just don't see attendance being something that an SRO would need to deal with ever I feel like this is something that should be done on the school level with us counselors maybe like a social worker something like that because that just means that I feel like there's there there's other problems within the family unit that I
035think would be better addressed by by someone else so I guess maybe that's a school district type thing that we need to look at but I just feel like like an issues over attendance I'm not sure you know that sro's you I I guess I see it as an intimidation thing right and that's a that I mean that thank you uder for that um input and feedback and and and and absolutely I think we should take the opportunity that we have to look into that but I uh also want to throw out that just so we know the SRO piece of attendance um comes after the school administration does their piece with the attendance it it takes a bit to get a referral to the SRO so the the the the school administrators have have
036reached out have have done things have made contacts have attempted contacts with kiddos and maybe families but it got to that point where they felt like okay maybe this is the next step in the process and they made that referral right wrong or indifferent but there has been a school piece prior to that that the SRO piece is not the only piece of that process um and maybe it would be appropriate to to have one of our school administrators talk about the process that they go through when it comes to attendance just to shed a little bit of light on that yes anyone want to take that one Amy can you help us out with that one yeah I can help so we have U we have a weekly attendance meeting um every week when
037we were in person and when we were not as well and so we go through and we talk about kids that we need to connect with and so I'm in char of nth grade and then so we go through every list and we look at pluses and negatives of attendance and then we talked about have we called them have we met with them have we checked in with them have we done this and and given that we are uh you're chronically considered chronically absent below 90% so we look at that piece of it and so this is after every so this will probably take anywhere from anywhere from like four to eight weeks to get to the SRO so at that point we've met with the family we've done different things or maybe we the
038family has not necessarily engaged with us and so it's been it's probably a four to eight week period before it gets to that and it's just a letter um saying like this is what it is and this is this is what we need you to do and what's what us with the SRO that I've worked with they usually work with the families like talk to the families the SR the parent thing calls the SRO and is like well I can't get my kid out of bed I don't know what to do can you come pick up my kid and um rsro is really good about like that's not what my job is to do like I don't want to intimidate your kid into school so how can we work together to create a plan so
039that we're ensuring that we're following the rules and that we're getting all the kids that we need to do but it's not like you're going to true and see right away it's usually a 4 to eight 4 to8 week process it's about between that time there's been anywhere from like 3 to 10 phone calls and two to five meetings when we get to that place just a question also to follow up on Mark's comments um and maybe there's somebody that can answer this question about what what's the I guess why we have this model versus other districts using the Northwest ESD and what is it that they get through the ESD uh or maybe we get through this model that why we decided to go this route yeah I can answer uh Mark's question because
040we we at one time did use more of the ESD basically what the ESD has is um a a truancy officer what they call them who is has the ability to write tickets so a lot of times it's a former law enforcement person what we found and what our schools found is those folks don't know um our schools very well they don't know the families and so it was really a push to have our SRO more involved because they have a better background of working with their staff how um they understand how our schools run they know the families we found that the ESD um had more of a the the treny officer was more apt to write tickets uh for for truancy violations and we were a little bit different in Hillsboro um I
041there's very few of any Metro Area SRO that are willing to uh assist schools with the truancy part ours happen to so we it's already part of the the payment I guess that they're already on that our schools and Sr um they do participate in those uh weekly attendance meetings almost all the time they try to um I I can't say they're at everyone but I know that they get filled in so that's just a little bit background I hope that answered your uh question mark on the ESD part and the attendance meeting thank you Casey can I just add one quick thing um we have a really comprehensive attendance manual that we train our teams on and it's in line with the law around U mandatory attendance we have a very good structure for
042circling around and supporting our families our care coordinators um our resource officers our teams there we try every angle um it would be great to do a complete different presentation on attendance and the different uh ways that we reach out to our families in order to support them we want to be with families um we don't want to site them um but sometimes it gets to a point that we've tried everything and families are resistant or they're not really um willing to collaborate or work with us so it's it's another approach that we can use to help collaborate and and get families to understand how serious it is to um have their students attend and sometimes somebody different outside of our school system having a conversation with them helps them understand that we need to
043try different things things to get their student to attend so happy to do an entire different presentation on their attendance process if if the board is interested I'd also add to and we can probably gather this data very few if any of even those letters actually result in a family going to truancy Court I mean I can only think of a maybe a handful less than a handful a year that get to that point and um a lot of times the the parent wants the student to be at the truy court so they can they just need help so it's a very minimal U actually getting a family cited let's say I think that's that's the last resort yeah out of the 518 I want to say there were less than 10 um that that
044resulted in that so very very small amount oh yeah I think this is is a a perfect time to talk about some of the the interventions that that our that our SRO have I I know when we think about police officers it it's usually someone that we call after the fact or or something's happen and we and we call them to to come in where our SRO are 100% opposite of that um when with our SRO it's it's really about interventions and and one of the pieces yes is the attendance piece but it's also a care team which is a group that has um wraparound services and they're part of that where they bring another um group of of people to help and we keep calling them sro's you know but they're actually youth service
045you know detectives youth service and they bring those services to and that's why out of those 518 there's very few sighting because of all the intervention pieces um they you know they go to care team they go to attendance team um they do a good job about being in our buildings for another another adult for a student with and we'll kind of go into that later as well but it it's it's they they're a piece of the school not another entity that we call in which is is quite different than than some other school districts and I think it's proof with some of those those things that we see with the the data that they really are making a difference before um the end if I can chime in if that's okay for an example
046with the tendance you know having the uh being uh formerly at Lincoln Street as the assistant principal there for four years where our chronic attendance was the highest I believe in our elementary um schools and so just like Dave and everyone Alex was saying you we try so many things right um you know Adela who I worked with four years yes part of the Care team and it was really nice with that with adeles not only she did she know my students at Lincoln Street she knew the siblings at um the middle school and at gleno high school so if there's an issue not only with the students that I had at the elementary level it was the same issue we're having at the Glen you know at gleno right so then we would call
047and you know just doing home visits you know one example I can think of you know it was a sixth grade student right he needed to be in school had so many what they were already at the treny level when they had so high high um attendance problems and his Kinder little sister who had missed the third by second quarter so when you do that home visit and you know the last thing we want to do is like a ticket or a treny it's like what can we do to help and so after a month when you see that progress oh you needed a right or you needed this and really educating some of our parents because sometimes it's that Defiance on the parent side saying I'm not sending them you need to send them
048so that's just one example I'll jump into um at the middle school level in four years there I can think of I think one sit situation where it actually ended up in a citation where it actually went to court in a citation out of numerous amounts of times but most of the time it ends up with the family begging to meet with the SRO because they don't know what to do next and it leads to that partnership and nine times out of 10 our SRO has has and well what happens is a lot of times the parents will leave work or leave for work early and the kid will end up staying home uh because the parent are not there so our SRO like I said nine times out of 10 will set up a
049situation where they pick that student up and bring them to school I see that more times than not um so like Dave was saying it's more it's it's more of like that intervention piece that proactive piece that we're trying to keep kids in school not a punishment um like I said one time that I can remember and that was kind of like parent neglect but other than that it's it's a true partnership between us SRO and parents so thank you everyone um let's go back to Alex if we want and move on to next the next kind of data that you had or other topics that you wanted to bring up you're muted Alex thank you for not letting me go two minutes muted um hey just real quick to close the loop uh so
050the sheriff's office with the one deputy uh three arrests for that school year uh three of those one occurred on a school property it was an adult who was uh arrested over at Indian Hills Elementary who had been trespassed off the property previously U the other two were also adult arrests that occurred off school properties most likely as a patrol assist not as uh in his SRO function um our County SRO had 71 referrals for attendance treny during the school year for his nine schools and that's really the statistics I mean I could give you some categories of uh you know some some examples of maybe types of calls but know if we really if if that's of Interest or not um you know what we have a a question in there and I did
051wanted to just follow because I think on our last conversation that we had on this one of the things that I was asking about if there was research done either by the National Association of the SRO or um anywhere else that has kind of more uh research and data that um shows what the impact is of having them in schools versus not um what is the you know the what is there a benefit in and how do you measuring that I think that's really important as we look to make our decision is um what what are we actually looking at in the data not just in our school but that shows like yes does this um minimize criminal activities does this create better attendance does this program you know keep our kids challenged academically so
052I I guess I'm looking to see if that Association has any information like that um and then we before we continue uh Jordan maybe if you can let Jackie in the meeting please I think she accidentally got out um she might be waiting and then we have a question from Maya hi um I just had a question so with making schools feel like a safe space for all students how are students that don't feel safer on officers and especially officers in uniform being accommodated yeah that's a great question Maya um sort of along those lines I I will say that the SRO program is a program that has changed its day-to-day procedures throughout the years that I've seen the program the program hasn't been so entrenched where needs or or daily protocols had to stay
053a certain way way um when I was a SRO back in 1999 it was a little bit different the the the the school safety scene was a little bit different and I looked like a much different police officer than maybe we would see today walking around in our schools right um and I think the national Trend back in 1999 was more of um educational piece we were teaching dare programs we were in the schools um but unfortunately Maya we we we live in a Time safety has responded or shifted towards you know a national trend of there there there's been active shooter scenarios that have have occurred and we've morphed to a little bit more of a Target hardening um and I think we see the effects of you know how does that affect how
054a police officer looks every day in a school and I think that those are the type of conversations Maya that now is the perfect opportunity for us to explore so I think moving forward um we look at that and we see um how does that look um I think Dale is going to have some great information after the survey comes back and I think um we will be able to if if if if we feel like the piece of school safety still includes that then I think that's a conversation we have so that's a great question we could go with hard uniforms we call them soft uniforms Maya where they don't wear the outer vest or the you know the leg holsters um a lot of those things were taken into consideration when we have
055police officers in our schools we're you know carrying lawn guns um rifle looking guns and those are strategies that we can definitely have a conversation with our local law enforcement um and accommodate our students and staff um to the best that we can so I appreciate you asking that Maya your your question is really at the heart of why we're having this discussion is to make sure that we are making sure that students feel comfortable as well as safe and and taking a hard look at our program and our existing protocols procedures and relationships and and if those need to be morphed into something different then we are we're certainly ready to do that um one of the things that um one of the reasons that we invited our um school administrative team here tonight
056is to have them give just some you know their perspective on how SRO spend their time you know we've heard a lot about relationship building we've heard about um abuse um investigations involvement with DHS we've heard about treny and we've heard about um the consultation that they do and the education pie that they do we we all know that those are components um together with that safety aspect that sro's provide in School setting but would would want to give the opportunity to our school administrators just to share how they work with SRO and how they see them using their time and the kind of things they call them in for um it's and we Erica will'll get you any data that we can from that um from National I know there's a fancier name for
057it but we'll call it the national school resource officer Association I don't even know if okay there we go um we will get that research for you but we also wanted you to have a firsthand look of what it really looks like in Hillsboro so if we could have one of our school administrators kick off and just talk about your experience with SRO um that would be helpful well I guess I'll go um so i' I've had the opportunity to work in um two buildings with two SRO but then also multiple SRO from other buildings and the the one piece that I've found the SRO that that I've been with is their their ability to be mentors and I think a good example of that is if you guys know Victor Castro I think he's
058probably been a mentor to the OIC program for about a hundred years straight every time he has a mentor that that graduates it seems like there's about 10 kids knocking on his door uh to to do it again and he keeps um keeps in touch with with them and helps them through those and and that's just from that organization and then you know we have Stephanie who who's a great resource you know especially for um the girls in our school that that come to her and and talk to her about other situations and there's when they walk around at lunch or or whatever and they're in their building you can see that the crowd of kids that kind of come around them and and talk to them about you know their day and what's going
059on and just the fact that they they really bring them under their wing and and help them out on at so many different levels whether it's school things whether it's home life whether you know it's dating advice I mean it's it's it's just so much that that the the kids get mentored on from them from somebody else um in our school I can piggyback on that uh the mentoring piece even at the middle school level uh we use our SRO for onetoone mentoring with students that maybe our counselors aren't connecting with maybe our Administration isn't connecting with uh May with that SRO in a different perspective I can't tell you numerous times where we've connected a student to our SRO and it turned out to be a great relationship um we've had you know I
060can remember a specific student that is you know Middle School on drugs right just consistently doing drugs and the one we had we tried everything and then we partnered him with our SRO and it was a success story so we do that a lot but on the dayto day we you know it's it's all relationship building it's mentoring relationship building being visible supervision things like that is what we are consistently using our SRO for um and like Vic said it's not just the one when ours is out you know they all come running if we need something so that that's just it's huge to be able to do that and and have them you know when we need them so so I've gotten a couple questions on here and I think um let's go with
061uh Shen and then uh I yeah thank you my question was actually referring to one of the data points that Alex you shared at the very beginning of the presentation um when you said that 151 cases involved the child abuse neglect um which that constitutes about 45% of of the cases that sro's respond to and my question is kind of two part one are those calls being are are those calls taking place during school hours or even at school or is it happening mostly at home and two how are we capturing um I guess which calls come through the SRO line versus which calls get connected through let's say DHS or something like that especially when it pertains to a child abuse or a neglection um yeah it without diving deeper into the statistics we
062again unfortunately the would have to basically read The Narrative of that report to find out if um it was a DHS report or if it was a uh a building staff member who called and and initiated that report or if it was the SRO themselves who made that report it's hard to distinguish that um that number I gave you was just the total number that was assigned to the sro's we would have to further break that down and and again I think we can do that um but I thought that that was just such an important piece to what they do um and knowing what a difficult situation A DHS incident can can can can be it's difficult for for the kiddo who potentially is involved with um a family member for our staff members
063to navigate a DHS complaint as well um so our SRO who are in the schools they really they're detectives they get specialized training that that's one of the benefits of being a detective is a child abuse detective gets specialized training for child abuse a a major crimes detective gets training for that our sro's get additional training and we follow multi-disciplinary protocols for the county for child abuse that the sro's help us maintain making sure that we don't ret traumatize victims of child abuse DHS is just such a sensitive type of call a child abuse call um that the relationships our sro's have with our staff typically you know DHS also has you know same members working in geographical areas so the SRO and our staff members get to know our DHS workers and that information
064flow just becomes easier um you know the the the the kiddos who maybe can't be reached at home after school um and maybe an abuse situations that happening at home um it's just becomes a better practice for our victims um to be involved uh at school away from potential perpetrators um and to make that process go easier I think is a very very important part of what an SRO does for us so thank you we have another question from alome and then dein yeah um so my question was um how do sro's build relationships with students especially like with students who are uncomfortable with police officers and ones that don't want to have a mentor be helped we have one of our school folks answer that just what to see on a daily basis how
065that occurs yeah I think I think um a lot of that happens in the earlier grades you know um and I think once once we get to the a situation where they don't feel comfortable you know it's going to take a little bit more but all of our SRO do a lot of things in the summer camps and some other things that um to build relationships with with kids at a younger age so as they go through our schools that they they they have ability to keep those relationships and the other piece is that they they're just part of what we do I I can think of multiple times when SRO have been a part of lip syns or you know flash mobs or they they they're more human right they're not seen as a
066police officer in our buildings they're they're seen as a member of our staff they're seen as a a human being um we had a situation where we have uh a pumpkin carving U tradition here that we started a few years ago and our SRO brings her family with her little child um you know and the kids and she's running around so just being more human and not being that that person and that's you know got the vest and the gun and I think that's that's one major way that I see it in my building I'll go next you know again coming from the elementary level right um you again it was four years as the assistant principal at Lincoln Street and this year I have one Deputy at Reedville and so I think of Adela
067working with her for four years I mean she really knows our community right um you know it's that trust that if you talk about a certain place you know where it's at I know she was really upset and I was too when the police Chings got moved right it was downtown what was it by 10th right really close to a lot of her communities in it got moved way out the to Cornell right and so when you ride with our SRO you know when when you do a home visit I mean it's huge I mean she'll come in she would come in and do Kinder right we're we're talking about community helpers in our community and she's one of her community service uh people so she bring her patrol car so at that early age
068at kindergarten when they're learning about community service people they see Aela right as a woman as a person of color and so you build those relationships too because I have to tell you the truth you know sro's compared to police officers I mean I can tell you many stories as as a person of color it's been it's different when it's a police officer compared to our sro's and I see a little difference too right now being at Reedville when Nathan our Deputy you know is not available and he has to call backup and it's a police officer it's very different because our sro's really know our students you know they know the community again it's that alignment too that they really speak up there sometimes their voices for our fam especially our families that have
069fear of law enforcement right they voice for them so if something comes up whether it's treny or you know student to student especially at the older grade that they're going to speak on behalf of her family so it doesn't end up to be a ticket or to go in jail especially as they get older right and so I think that really you know I was talking to my own Sons one's a sophomore going into college and one's going to be a senior and I was asking what do you think of our sro's you know so I think that student voice that we continually to have like this year at redil I invited Nate introduce them to our staff you introduce them again so that they see it's a positive image because again they're you know
070I wish I had more positive relationships or experiences as a student you know because I am a student product of Hillsboro School District since third grade here and so you know I know there's many more things we need to continue doing but I think again when they're the voices and they really know it's that relationship like girl saying if they know our students and families where they're coming from you know we um advocate for them too so that's just a little little bit of what I wanted to say with my experience with the two schools I've been another quick note um rsro building relationships he sent prior to when he got sick in December um he was sending uh recording weekly videos and sending them out to our our students we' watch we'd use an
071advisor every Monday morning we'd watch the video students loved it they looked forward to it uh it was related to our kids what we were seeing in school what we were seeing in the community um fun it was it was all about culture and climate those videos also went to families we got great feedback on that um so that's just more so being visible building relationships but also um at the middle school level our students go into health for four weeks and um our SRO he would push in and teach a quick unit on you know regarding health social emotional what we're seeing in the community what students should expect what they're what they need to look at out for all of those things it's not like um just ways to be visible build relationships
072with students and and he would be honest there's no question you can't ask me you ask me anything um school appropriate of course but you ask me and I'm going to do my best to answer it for you uh because let's face it Middle School in in all ages they're they're curious so I just think being visible the way that he is it goes such a long way um as far as culture and climate and proactive work so thank you OJ um deblin you had a question uh yes um so what I wanted to ask is so from what I'm getting it sounds like that there's a lot of effort put into essentially building relationships especially in those elementary and middle school years when it comes to school resource officers I just wanted to ask
073how does that sort of change over time so like some because I understand that there's probably going to be differences in attempts to build relationships in elementary versus middle versus high school I just want to know like how does that change as students get older I think it's just more of a presence as they get older you know I'm just sitting here thinking about detective Slade who is the resource officer over at Liberty and how he would come over during during lunch every day because he really liked the Bento here at Hill High and the kids started noticing that Slade showed up every day during Bento time and and so it became like a a thing so the kids would see him and they would talk to him and he wasn't even rsro and and
074I think so that's a perfect example of like at the high school you know yeah it's less about Rockets you know what they do in the summer and those things and it's more about just hey bud I saw you you know in the band I saw you at the football game I saw you here um what's going on how's that class going um it's more of that kind of building relationship what are you going to do after high school you know are you on track you know I I those type of things is how they build relationships for what I've seen especially at the high school level thanks D for picking that up I kind of want to shift our conversation a little bit into for the administrators to ask them in regards to discipline
075when do you call them in um I think it was one of our sessions that we had maybe a month ago um with our previous student rep Maria who I want to honor her voice um and her comments that she made that sometimes what she saw is um when kids of color would be called in for discipline automatically there would be an SRO in the room and she wouldn't see the same thing so when and and to the point of Alex's um the documenting process those kind of interactions I would assume wouldn't get um that uh call for service but there are touch points so kind of to the administrator when do you decide to call in and why um would they be in the room for any kind of interaction with students around discipline
076Amy would you mind taking that one I know that over the years you've you've developed a pretty it's pretty straight in your mind what what you want sro's involved with and what you what you want to handle on your own could you take that one and kick that one off yeah ultimately as an administrator I have I have the decision making of what when I want to involve an SRO I always consult with an SRO before I talk to a kid if it's an issue involving like drugs or a weapon or something I always consult with him so he can give me like his side and his thought about it and just to make sure that I'm not missing anything and then at that point I invol I usually don't involve the the SRO in
077a lot of disciplinary things because I just need to know the law side because what I have found is like I make as an administrator I make the decision to involve them like if if it's it's my job as an administrator to say no this is a school issue we're going to deal with this school issue so I've been able to develop that relationship with different sro's not all my SRO experiences have been positive I can say that and I think one of the things is like I'm in charge and I as an administrator need to know when I need to involve the police and when I do not need to involve that and I think what it happens is when it is an issue of um drugs and it's like it's after uh lot
078of issues with drugs it's not like the first time they come in it's not the second time like for me it's usually like the third time and and they are not follow they're not following through on what they need to do and I think that's one of the things where I involve them sometimes if there's a safety concern um you know I I involve our school resource officer but it's not they're just there and I give them the heads up and they're like just call me if you need me and when I'm when I when I need him then I call him and it's usually not the case and ultimately sro's can be involved even if we don't want them like if there's a fight if there's an assault and the victim decides to press
079charges I can't I can't tell the victim you can't press charges so the student is the victim and they decide to press charges and it does go through their SRO so that's time where for me as a person of color gets very difficult to be like well they're pressing charges and I would rather you talk to our school resource officer than a a uh you know somebody else that I don't know what you're going to get because I know what you're going to get with our sro's here um in Hillsboro so ultimately I as the administrator have the decision to involve them in ours which is how we said earlier it's like the last thing we want to do it's like the ultimate last thing and it's after several interventions that we've tried with specific
080students going that way but I decide when and if the SRO is involved if it's a school issue but if it's an assault issue that is kind of has to go through the parents and not parents but the student deciding that they want to press charges and I also involve them in like if like if there's a threat of some I usually involve them because I want to make sure that I have everything checked out and that if it's a threat if it's you know and he does a really good job of like walking us through the process and making sure that we realizing that we're following all the protocol you know last year I did have a proo we had a significant case where we had to do go to a level two and
081they're involved in all that but I think ultimately they um they like they have the law side and when it comes to and they're more specific about like pulling out their law book and like giving me this and telling me that that necessarily I don't know from the top of my heart like they do but I think it's important that we look use them I use them as a resource thank you Amy I think it was a really good point that you made um about being a person of color and also being an administrative role and um to that effect I mean we have seen our leadership change at hsd and having more um people of color in our administrator's role um and kind of to the point that you made about how that has
082flued that that uh decision whether to involve them or not is really based on administrator to administrator and a lot of the data that we see in our own District that is um very desperate between our students of color and not and when that decision is made is kind of where we call into question when we involve a lot of our SRO so I don't know if um David or OJ you have any additional thoughts around that and um and then after you're done I'm going to call on Jackie for a question yeah I can I can I can go with that I think you Amy hit the the nail on the head there with with getting our s SRO involved it's not something that we tend to do very often unless it's a law
083breaking the law situation and and talking about the threat assessments and once again an SRO is part of a team of that too like that's not just all on them that level two is also another team with multiple hsd folks on it um I one of the things that I really appreciate about our SRO is that when it comes to their their abilities in the law they they kind of can live in a gray area where a a patrol officer comes in and and they are I'm doing this this is the law bang bang bang where our our SRO have the ability to to say you know I'm not going to get involved right now because I think the school's got it handled and you know be able to make those decisions about not putting
084our kids on paper or knowing the family situation and some of the documentation of our families and knowing that if they do put something on paper how that jeopardizes every family member and so they don't so so sometimes when we're talking about data I kind of think that it's hard to not having some data is good because it means our kids were able to to not be on paper and and that's every SRO I've ever had always starts it with I don't want to put the kid on paper I don't want that like we need to find resources and I've I've had every opportunity to say I don't need you I don't want you a part of this um and EV almost every time unless it's very severe um I it that's that's been taken
085and I can't think of I know it's never happened with me any time where an SRO has tried to overstep us when overstep me for sure where you know I can say nope you're not in this one and they're say okay no big deal you know like Amy said call me if you need me they never try to go above us uh what I've seen I I'll also include um the part we've had a couple of serious incidents you know where there's you know serious weapon um threat of a gun things like that that stuff happens right we've we've had that and it's the principal's decision ultimately to recommend for expulsion and go that route if we get to that point but I use and I'm sure Amy and and Vic and ber to do
086the same thing we use our sros as thought Partners when it comes we always have to put a safety plan we always treat them as if they're going to come back to school so we put a safety plan in always and have that SRO as a thought partner in that the SRO is never in a position where they're saying oh that kid needs to be expelled you need to do this they don't do that they know that we are treating them like they are a student they're going to be a student so we put plans in place and then once we have that plan in place if we need to expel the SRO are out of that situation they're not included in that expulsion situation so we separate that for sure but we definitely use
087them as thought Partners uh throughout that process in serious situations thank you OJ Jackie did you want to add more did that answer your question with what Amy mentioned earlier I think it pretty much answered my question that I know it can be a fine line but it sounds like our administrators um and our SRO work well together making sure that that line is still kind of stays separate so thank you okay sounds good um I had a couple questions go ahead can I just add one more thing to that the SRO have have historically all been very well vered on uh just the sheer presence of a police officer and that what that presence entails legally um so sitting in a room with a kiddo on a school disciplinary matter is not the role
088of an SRO they've really really really tried to have a clear delineation on that that when I'm sitting with the kid is one thing but when I'm sitting with the kid with a uniform a badge and a gun that's a different thing so I think I will Echo the administrators have said I've seen everybody seems to have a very good idea of their Landes when it comes to discipline and crime thanks thank you Alex back to a question to you I think well one I think um um Bera and um somebody else mentioned uh VOR C and Adela and how important it is to have someone that's bilingual and bicultural um and ensuring those relationships and I think that's one thing that we've talked about as a board is that we don't really get to
089have a lot of say and who gets assigned to us and who gets to build those relationships and be in our spaces um so maybe talking a little bit Alex about how somebody gets put into the program um the other thing for you to address Alex um is there's this um and I think I hear it even in our own um people of color that we have in this space is a lot of the interactions that we have had historically with police have been very traumatizing or have been you know um there's been a lot of hurt and so the positive work that is done during this space in the SRO relationships and mentorship if that isn't found outside when we call somebody that's regular do you know of how that um communication is from
090the SRO program to police at large to kind of have something similar because I mean if and I mentioned this um in another meeting that I have um um and Pat gar was there where he mentioned the statistics that the majority of white people in our community feel very safe with police but that's not the same statistics for people of color um and the um and the way that our internal culture is in law enforcement is there is there any communication that says we're doing this work and how does it reflect outside into our community as well or that might be a question also Mike for when we talk to our partner agencies but I wanted to make sure that I put it out there for Alex in case he knows because he used to
091work there yeah that's a great question Eric I mean I think that you know what you're what's your what you're alluding what you're stating is you know how are how are law enforcement agents gencies here in Hillsboro coming to a fair and bias fair and bias free policing strategies and what are they doing and and how does that bleed from the schools to the streets and and I think our law enforcement agencies here have worked very hard on on explicit and internal biases um they've trained to that um our SRO here in Hillsboro are are a little bit unique in the sense that um I don't know if folks know that a lot of school districts and a lot of SRO are temporary SRO per se they they they are SRO when schools in session
092but our SRO here in Hillsboro they they are part of I think uh one of the administrators have said it they're part of our youth services you know unit and when school's not in session our SRO still get to be assigned to youth services so they're working with our kids throughout the year when they're on break um we know they know that our kids and families still may need resources and and need visits and they do home visits there's a program where sro's work with administrators on breaks and they do home visits um they run summer camps throughout the summer so I think that there is a concerted effort here in Hillsboro to get the word out and to try to we we've we've been very very fortunate that um community policing strategies are accepted
093here in Hillsboro um and I think [Music] again the SRO program showing that it has been able to shift gear over time shows that they want to be engaged in that process and they're willing to be engaged in that process and I think that it shows that the the police leadership is sending out strong messages um I know that they're working on recruitment and hiring um and I think that I've heard great pieces in the last board uh meetings leading up to this about how we can improve supervision and accountability um training I think measurement and assessments need to be explored um and I think that the the the key piece in Fair and bias free policing is community outreach which I think we are doing right now and we're getting input so I think
094on our way Erica with that uh but there is still obviously work to be done with that thank you sorry I just wanted to make sure it captured the um how how they're selected to serve on an S as an SRO sorry um so so the SRO process basically is an assignment it it um the sheriff's office in HPD uh they have to reach a benchmark in years of service they have to typically be off probation uh they can't be a probationary officer or Deputy um typically there's a uh process that um the officers put in for the assignment um they look at uh their work history they try to find the best fit uh but they can't force people to put in for assignments um typically they uh you know the assignment opens they
095get a handful of folks who put in for it um and then the the the department looks again that um a lot of things leading up to that selection um and then they also have historically looked to Community Partners to be involved in that process so I know the school district has sat on many many panels uh for the oral interviews for the SRO um so they typically sit through an oral panel uh with Community youth Partners they some they they they do presentations that are related because they know that SRO have to be comfortable in speaking and teaching they try to zero down that right personality fit for that position um but again it's it's not a position that the agencies can pick and just say U hey Jackie you're an SRO because we
096think you're a good fit that person has to put in and go through the process Mike you wanted to add something um Fran had made a point I want to give her a minute to speak then I wanted to talk about just some feedback I re I received from our clinical psychologist for the district but I wanted to give Fran an opportunity to share a little bit um something that she shared in a conversation a couple weeks ago and regarding and just to give Fran a heads up so she knows what I'm talking about um it had to do with how we how we get the demographics of a police department to actually change hi everybody you know I just I don't think everybody in this board knows but my dad was a cop and
097my mom worked for LAPD for nearly 40 years so I have a long history of of being raised in with a law enforcement family as well as um having them be a part of my everyday life so I understand the perspective of law enforcement that being said as a person of color and this was shared with me um in an affinity group and I'm sure she'd be fine to for me to share it but with one of our other administrators of color that if we don't start putting our people of color out in front of our kids as positive role models the trajectory and the the scenario and the narrative that we're writing is never going to change and so any opportunity that we can with our SRO to put people who represent and look
098like us in front of them in a positive role model role model manner allows us the opportunity to change that scenario because nothing's going to change if it stays the same right um I know from my own experience when I leave this position and when I'm not here how I'm treated by the world is different and so had I had somebody who looked like me who was in front of me and was able to support and be a model for me um my my my trajectory my narrative may have been different and so I just wanted to share that go ahead Mike sorry thank you Fran um Alex do you know what our current makeup is of our sro's of um officers of color versus [Music] not we have a between Hills Ro and County
099we have eight Caucasian one Hispanic Latino okay thank you Erica that's one of the conversations that as I've talked to sheriff Garrett or to Chief Coleman they're very interested in involving us in a greater capacity on the selection of school resource officers um they they too are trying to diversify their Workforce and they understand the power that a school involvement can have in that process so I just want you to know that they're they're very interested thanks Mike we have a question from Sheen and then a comment from Martin yeah thank you um thank you to the administrators this is a question for you I've really appreciated your guys' uh feedback when it comes to SRO in the buildings and you know mainly focusing on relationship building mentorship and supervision um I would love to
100hear of any challenges that you guys have faced with with working with SRO and maybe even a better way to put that question is you know what are the areas for improvement you know if we're all here right now to see how we can um improve the partnership with us s r if we were to continue and so I would love to hear maybe some ground level perspective of what are some changes that you would want to see in the partnership that we have with SRO uh to better serve our students I'll go I'll piggy back from what Fran was saying I think one thing that I've been thinking a lot about is you know Fran you mentioned I think we need to you know depending right I've been in title schools right that's been
101my experience with with you know being an educator but I think we need to really create it's like teaching right I'm in the teaching world we try to create our own teachers in our district I think that we need to do the same thing with you know our SRO or just like any of our fields we need to create our own so creating that mentorship that students no matter who I am that I can see myself becoming an SRO becoming a police officer so I think that mentorship that I think it's the beginning of many more things um you know I think we we've been saying this to to diversify right because the title school is going to be different from a non-title school but it's just a community overall in our district so for
102me I think that's one thing I know and I shared with our group um when we met a couple weeks ago that mentorship just like you know and it began at the early age right from kinder because because we know what happens by the time to middle school and high school sometimes it's a little too late they need to need be knowing right now what do you want to be when you grow up and I think I said it before we all have different experiences right I mean not just SRO but just La enforcement police officers and so we all come from different experiences but how can we advocate for our students in our community and our schools that you know whatever experience that they have it doesn't mean that it's going to be the
103same for that SRO that police officer you know so I think that mentorship that we can create for our students um will really benefit our community thank you baa I think one of the improvements that can be made I think Alex or Mike spoked about it is like as an administrator I really we have the agreement but really what does that look to day today like what can I expect my SRO to do um what should I expect him like at this part of the day kind of a thing and I think that's also you know uh being clear on both sides like I know we have a meeting with our SRO every beginning of the year just to check in we have a weekly meeting but that's I don't think that's necessarily expected or
104done across across the state or whatever so I think just having that clear feedback and roles and responsibilities as we do to make sure that we know what we're what they're supposed to do and that we're talking and that we're communicating and just ensuring that we're able to have those tough conversations also with our SRO that not necessarily have a lot of equity training they do do implicit and you know bias but I just think sometimes like I have a great relationship with rsro and I can call it out but I don't know if I would have done that four years ago when I was like newer in my career but now I can say like that's that's not what we do this you need to look at this how does this impact this but
105I think it's also that's the part that we really need to be able to look at is like what are the roles and responsibilities so that I can that as an SRO as an administrator in whatever feeder area it's the same experience and that kids have that same experience I agree with that over the two schools that I've been at I've had three different srls and all different and I think somehow if we could I don't know get on the same page with consistency I my the one I have now I got two years ago and it was the best thing ever because I was able to sit down with him and let him know the expectations what we're about you know not just me the school but the district uh that was huge and
106it's show it's showed but I think coming into a school with an SRO that's already established and had a mentality and thing that that's just tough so somehow I don't know the answer to it but somehow if we can get on the same page some consistency within our within our SOS from school to school maybe there's a they meet with administrator I I don't know um I know I meet with mine consistently weekly but if we can all do it together so there's a common message I think that's huge some are more visible than others right um I've experienced that so if we can lay down some common expectations around you know if you're able if you're in the building this is where you should be when you should be and things like that I
107think that will sh up a lot um in itself right there so I think yeah just a real quick you know talking about some of the when you some of the maybe the things that not a problem but something with with an SRO especially early on in my admin career um I W I wasn't clear on what was SRO and what was administrator and luckily I had an SRO that was really really great and sometimes I'd be like hey I need to get you involved and he'd be like no you don't um you know so I think where we do need to um do trainings and some on the same page as our SRO so of our brand new administrators should probably do the same thing with the SRO um so that they didn't don't
108make the same mistakes I did we're trying to get them involved where they shouldn't be involved um and and so or putting them in a situation that they shouldn't be in because of my lack of experience all right I can if maybe this is a good opportunity to transition to um the rest of our conversation um you know one of and I will share I was I was going to share with you but we kind of moveed beyond that I want to share with you just the thoughts of Dr will Henson who's our clinical psychi um psychologist and I'll share that with you in a in in an email but um I also wanted to transition us a little bit towards um the information that we're Gathering from our community and give Dale an opportunity
109to talk about that the type of information that we're Gathering the methodology that we're using and but before we do that I see yir does have a question yeah there's a couple questions like so before we move on to that I just want to make sure that we have we're good on time and if we go over a little bit it's okay so um we have uh dein Mark yir and then Jackie um sorry okay do you want me to talk or yeah go ahead if you have a question okay so what I wanted to ask is why do we have sro's doing stuff like a okay I don't really know how to ask this but why SRO and not counselors when it comes to interacting with uh kids and stuff like that like talking
110about more casual things because I think one of them was talking about or I think Alexander was talking about a dating advice or something like that just I'm just wondering why would we have SRO do those things instead of professionally training counselors I I think the example that Dave was giving is that um it it's not that we we assigned an officer to talk about dating advice it's that um students form a relationship with an officer sometimes and they will maybe share concerns that they have and that kind of thing it's not that they are assigned to do that it's that that relationship develops and um and it becomes a place it becomes a trusted adult that they interact with thank you um de and Mike U Mark uh it sounds like and I don't
111want to what I want to make sure I give you guys a chance to answer this in your own voice because I don't want to mischaracterize what it sounds like you're saying in response to Sheen's question about changes and and whatnot it seems to me like you're you you would all sort of suggest incremental changes and not a revolutionary upheaval um and if that's the case I just want to make sure that that's the message you're trying to put across and I'm not just misunderstanding what you're saying so it are the suggestions you would have regarding the SRO program yes there are changes need to be made but there are incremental changes we're on the right path or do are are we missing out that we really should be talking about revolutionary upheaval I'll I'll
112go first on that I I I say yes in my opinion incremental changes I think we're on the right path but we need to tweak some things we need to get on the same page from things and you're that's coming from a person that outside of our SRO if I'm on the street and I get pulled over something I legitimately am afraid right I do some things out of the normal put my hands up and things like that but I have seen over the years the positive work that the sros have done I've seen kids change and kids success stories to where I feel that truly sro's need to we need to keep them and that's just my opinion but um yes we need to tweak but I think even at the middle school level
113if they are gone if we don't have them it's it's a detriment not only to our school but to our kids and and their successes my opinion I would say the the same thing with is that I think we need to to to periodically examine all our systems and especially when we work with the most valuable kid you know our kids that we need to examine and tweak all of our systems and I think it this is a perfect example of that that we can examine and making it better for our staff our communities and especially our kids and uh I do think we're on the right track um I've seen so many positives come out of SRO and um and I I would want us not to lose them and to to keep going
114and just make it a better better better place and better system for everyone Amy bir you have anything you want to add because I have a followup as well so okay as as the safety person for the district also I would like to uh and and and having the pleasure of sitting in both seats I I think that when we talk District safety and how we get to the end goal of that there's so many layers and the layers are important we cannot do safety solely with one technique or one resource and I think the SRO are integral part of safety in in in many different facets but I also think that some incremental changes would benefit both parties but um I think that they are benefit for our district safety follow up I don't
115want to make you the four of you feel too uncomfortable and but your boss brought you here to talk to us so uh yeah shake your head Mike uh so I mean we got 36 buildings I think the vice principales principles we got maybe 60 of them or so we got four here uh do you guys think you're an accurate representation like just your opinion do you think your colleagues sort of share this perspective or if we mind a little deeper would we find alternative perspectives I I can speak for the high school um for sure and I would say that my colleagues um would share similar similar ideas that I have even with the tweaking right I'm reluctant to have you speak for your colleagues too much I'm just sort of trying to get
116a tener of things we have four how many so Mike maybe Dale how many principles Vice principles do we have overall in the district 60-ish yeah that's that's a good guess yes yeah right so I mean we have four here um and they all seem on the same page they all seem pretty supportive of the SRO program in general I'm wondering you know uh much to some of our points earlier I I believe they're probably members of our community who would be uncomfortable speaking out in this platform or speaking out in general uh negatively regarding any police because they would fear repercussion so if if those dissenting voices are out there I would love to figure out how we hear those as well and one way I was just gonna say one way that was
117brought up earlier is that there is an affinity group even with the um within our student sorry our teachers union so I was going to make sure that we pointed that out there's a way of getting those voices in the room in a way that um protected our administrators and also um people that might have different opinions but are afraid to do so I think it's it's important to to look at this from all the angles e especially the the voices that we don't historically see in these spaces because there is um fear around this topic so more to come I'm sure that D will share and Mike around that so I want to make sure that we give a chance to everybody that has asked a question so yadir you're next and then Jackie
118you're on Deck I just you know from from my own experience right it it just it's really different from what I'm hearing so so my lived experience is not meshing up to what I'm hearing so I feel like there's definitely improvements I definitely think that there has to be some type of overtip there has to have there has to be a way for our parents that in that have these interactions that are not documented to be able to express how they feel after an encounter like that which is what we're missing so so the other thing too is is I mean as me as a parent like like at what point um does the school share information with the resource officer as far as like what's my phone number where do I live or is
119that just something that can happen without um like giving permission to share but I mean just all of that information so but really just just some sort of accountability some sort of way so that we know that our parents can express um their feelings about those types of interactions because as far as I know right now we don't have a system in place where a parent might get a call from an SRO that they can say like you know what I don't really know why this SRO was calling me and I don't understand why it was handled in this manner so so just making sure that that that there is some oversight some accountability I I feel like something that can be greatly improved thank you adira um Jackie I actually um you don't have
120to ask my question I did want to know the Affinity voices or is that what you called them I'm sorry oh I see that yes oh yeah yeah so that's my question kind of is yeah yeah well we'll make sure that Dale might get on that and contact either a union representatives and see how we can get in touch and get some of those perspectives umam and then Mark uh oh never mind so just just you okay um so I think Mark kind of already asked this question um but so far we've only talked about positive to sro's are there any like negatives to having an SRO and if so what are they you know that that's exactly why we're gathering information from our community um you've you've heard um you've heard people chime in
121on you know kind of the positive attributes and the and the and the reasons that they appreciate having SRO in the district you've also heard some of the areas of concern uh we have surveyed our entire administrative team and we do have a list of areas for improvement um some of those are around the concerns that Yadira has raised um there's other there's concerns around around you know what what the appearance is and what that whole presence piece feels like and um so we are we are looking to gather additional information on that and I I do think this is a good opportunity for Dale to share um the the information that we are gathering and the manner in which we're Gathering it to make sure that we have a representative of viewpoints um indicated
122in these survey results so Dale would would you go ahead yes absolutely good evening Bard and thank you principles for chiming in and spending your time with us um I I can attest to the fact that these are all people who uh are honest and would share their um opinions without fear of me um whether that be positive or negative so I'm I'm thankful that you guys agreed to um join and Mike is right we did do a survey with our administrators and I think similar to what you've already heard I think um The Clarity around expectation and just um some concerns that uh is a little person dependent like how do we get it more consistent sort of like what OJ was talking about more visibility a lot of our elementary schools in particular
123said we'd love to see them even more um and so ensuring that we kind of get schedules um definitely Equity training um we can all continue on our Equity journey and and they felt like that was a concern and then there was quite a few people that uh felt like considering I think Alex calls it a soft uniform but more like a plain clo form um might be a little um softer in their presence on a School site so those are kind of the key ones but they did say um as a pattern they really appreciated um them being a consult or collaborative partner um that intervention piece helping think outside of what we do in a school but additional interventions within the community and the relationships uh again like um ver was talking about
124that K12 connection with families and connection with our community and time and time again hearing they are way better than the street cops um they have specialized training they understand development of Youth um they understand schools more and so that was a um resounding comment that we heard in the data so from that um I was tasked uh by the board and through Mike to work with a group to create a survey to get information from additional stakeholders um we obviously got information from our administrators but we're here to serve kids so we want to make sure that we hear the voices of our students um the parents that are caring for those students and the staff that also are working with our students so um and community members that perhaps no longer are uh
125students or staff or parents but nonetheless have experiences with our sros so um we kind of seiz the opportunity to uh have Alex Olga and Morgan quinby who's our district system support TOA they were already working with a group in Washington County and there was a grant for them to begin working through the um Center for Juvenile Justice Reform through uh Georgetown and so they were already kind of having a conversation and looking at theou for um for our SRO but their charge through that uh group was really to look at our drug and alcohol protocol um because we're seeing an increase in um drug use and I think Washington County as well as our school system has a real um interest in thinking about how to create a diversion program or how to address
126um The increased marijuana use and you've seen that in our discipline rates as well so um that's kind of what they were already talking about so we took that group and expanded it we added uh additional administrators licensed staff classified staff um people of uh many ages genders races on that group to begin digging in and creating a survey um that we could get out to um our stakeholder our various stakeholder groups so the some of the resources they looked at were um the center for Juvenile Justice Reform um resources the uh Center for Juvenile Justice Reform law enforcement partnership resources the National Association of SRO the community oriented uh policing services and the Department of Justice SRO implementation rubric to kind of look at Best Practices and some of the information that was out
127there in order to um think about the different ways that SRO might be used and um the different best practices that are out there in our community and so they got together created a survey we ran it past a variety of stakeholders including uh overtook it to the pack um there were different um groups of people that uh the um Team were connected with so they were able to kind of get some input on that survey um I also helped Brooke kind of look at it and made sure that we were looking at each question to think about how that data would help us um get the information we needed about uh how families student staff felt about working with the sro's um thankfully I've been taking classes on survey design so um tried to
128help redesign that to make sure we weren't using like leading questions that we were um making sure we were considering social desirability you know if you ask something like do you think SRO are important yes no socially we we kind of feel the pressure to say yes because we sort of feel like we should and so a better question is um between strongly agree and strongly disagree how important do you see an SRO on a school campus and then you kind of get a different kind of range um which would be more informative so um spent a lot of time kind of looking at the um at the survey finally boiled at 15 questions and we created a for staff one for parents and community members um one for high school students and then one
129for students um ages fifth through 8th grade uh paying attention to the language that was used so that um we could make sure that it was comprehensible to people and so um on Monday we sent this survey out globally uh through hot news and also through our um list Ser for all of our staff members um and then we have a list of people that um have natural connections already in our community that um we're asking them to uh either do focus groups or do Outreach to people so it might be that I call Alex and I say Alex you know there's this SRO survey I really want you to participate in it um would you feel comfortable me sending it to you and you just filling it out or would you like me to
130talk through it and I'm happy to fill this out for you but I I think your voice is really important so we're doing some very strategic Outreach um we've also ask principles to call um 10 students or families per principal to just make sure we're diversifying um our our group and because we want to make sure that we're not all calling the same family um we created a pretty comprehensive spreadsheet so that if I want to call Alex I click on it and pull down and I say oh look um they've already called Alex and his family so I'll choose another family and and so therefore we can continue to get um you know maximize uh the relationships we have but also continue to diversify our groups so um we've had targeted emails and we'll
131have Outreach in the next two weeks um to groups like our Latino youth group um OIC graduates uh GSA groups Etc so we're we're really doing a comprehensive um push to try to get as many diverse voices as possible in the um data set um it is open until the 27th at which time Corey Sakamoto who was one of the members on the team will do her magic and start crunching data and um the goal is to have uh data for you related to the questions that you asked in the last session um for the board retreat on August 3rd um we did pay attention and we got feedback from our uh staff of color who said that at the last question it was a pull down menu for um what school you were located
132at and we received information that some of them felt uncomfortable because they might be the only person of color in a given school and they didn't want to be identified so we modified the survey um within 24 hours to include just hsd staff or um multiple locations so that offered a little bit of anonymity and um people who participate in the survey can choose to identify their race or they can prefer not to answer and they can also um choose to share their agender or they can prefer not to answer so we wanted to um create a survey that would allow all people's voices to be heard but also respect their uh desire to be anonymous if they so choose Thank You Dale um so before we wrap up this um item on our agenda
133and our conversation there's of course more to come on this we want to be having a really transparent process to our community that we're addressing what we're seeing Nationwide as well as in our own community and making sure that we're addressing concerns and needs um I just want to do a quick um maybe just round table from our board members and students reps in case there's any additional and this is not more questions for our people chat because we have to move on to our next item but maybe if there's additional things that you might want to learn more about or hear more about um in a in another session and um as Beth notified Us in the chat make sure that you're speaking a little bit slower to ensure that our translators are able
134to capture your comments so I will um just call as I see you on there uh let's have uh Jackie Lisa Martin Mark and then I'll call again the rest um I think I want to thank the administrators for coming I think your perspective was very useful for me um not being in a school to to understand the role from your perspective of our SRO um I had three points that I just um one of them was I'm curious if there is a way we can uh document student interactions with our SRO in a disciplinary um situation so if there is a disciplinary situation where the SRO is brought in um how is that documented is it documented or is it only documented if it's an arrest I I I wasn't clear on that I
135know you said no more questions so this is just future information that I'm hoping to get um the soft uniform I I think that that's you know something that we we may need to discuss as well as possibly um um as we relook at the the program a different name from a a school or student resource officer um I think it was was David who said um youth services or something I I don't know I just it was something that that popped into my head but I want to thank you guys for coming because it was a great perspective thanks Jackie Lisa okay hi everybody uh so we're I guess just I don't have much new information to add or to request I think that you know we've we've kind of talked this out a
136lot and said the things that we want and and everybody's working hard to get that information which I really appreciate um and I also of course appreciate the administrators taking the time out of their evening um it's not like they got to work probably a shorter morning or anything like that so we appreciate you very much thank you um I guess the what I would say is you know we're talking a lot about SRO and maybe changes to the program or even eliminating it down the road and I think it would be important for us to hear the voices of our SRO which we haven't done yet when we are considered ing changes and maybe hear their thoughts on you know we think the soft uniform is a great idea I think I've heard that
137from almost every board member um including myself uh how do they feel about that hopefully good but it would be I think prudent to ask um that's that's what I would want or need moving forward thanks Lisa Martin and mark You're On Deck well uh in the spirit of just what's in my head that's not necessarily a request for more action but uh I'm just wondering if there isn't a Nexus between the 15% who don't graduate in the SRO program you know if we're trying to get to 100% graduation rate I'm wondering we have to do something different it's just one something I wonder as I've thought critically about this program and listened carefully these nine people were talking about maybe the most nine impactful people in the district they have a disproportionate amount of
138impact maybe for cause but you know I don't know that you pick nine other people out of the 2,000 plus who engage with our students on a daily basis that would be quite as high VI and quite as impactful so there's a nursery rhyme goes around my head when when they're good they're very very good but when they're bad they're the worst and I'm not talking really about SRO but I'm just talking about about the impact for most of us who are enfranchised which is pretty much everybody on this call we tend to look at the representatives of of Institutions favorably and see the good things but if you're disenfranchised they may be disproportionately impactful in a negative way hence the next is potentially with the 15% who don't graduate from our programs so you
139know I'm doing my best to listen and take it all in um and just see where this discussion takes us thanks Martin Mark I think I think Martin's completely right that we are pretty enfranchised folks and and without hearing the voice of those disenfranchised people uh it's I find it difficult to walk a mile in their shoes when um we haven't really heard their stories to this point uh I look I look forward to when we continue the conversation to hearing from our community Comm partners and our law enforcement Partners to Lisa's Point love to hear from some of the SRO or all of them directly I also think you know let one of the reasons we're having this is because of the national conversation and how it's impacting our local community and so I
140one of the things I would like to hear from our Community Partners um is you know how as they think about um changing their vision for how they serve the community as you know HPD or Washington Sheriff I think there's going to be pressure on them in the coming days months years to uh re-evaluate their model of support in the community and so I don't want us to get too far cart ahead of the horse and saying this is what we want from SRO is when the department may be saying we are reenvisioning community policing this way um so I look forward to hearing that and you know sort of with that in mind I guess I'll just close with sort of I I think we're all colding around a few ideas I also worry
141uh you know I don't want to be a toned deaf old white guy who says look we changed the system because they changed their clothes that doesn't seem like it's enough thanks Mark I'm yadir and then delin you're on Deck can you guys hear me okay um you know I I really don't have like or like any more information or or you know like that to add to what we've already been talking about but um yeah I completely agree with with Martin because I have you know I have you know had experience in in um hsd um I have a lot of family members that have gone through this system and then you know also the experiences that I know that they've had kind of you know it's it's very different than than um than
142some of the stories you know that I'm hearing right now so there definitely is a disconnect and I'm glad that we are having this conversation and addressing this I'm um I look forward to hearing what we get back from the survey results of all the different stakeholders so that that will be good but yeah I I I like that we are covering um possibly anybody that could have a perspective on this you know teachers SRO students so I think hearing um from from everyone is is really important but yeah I regardless of which direction we go with this is this is always um going to be a a difficult conversation to have and um it is something that has to be done thank you de we understand joys of working from home um then we
143have uh Devin and then Maya and Elum all right um I don't feel like I have any more information to really add or to ask about what I mean I'm sorry I'm really I'm not I'm can I just I'm not sure what I'm supposed to say I'm sorry yeah that's all it's just if you had any additional information you wanted um for us to gather or any additional comments you wanted to make around this topic um as far as additional comments I would like I would just like to say that I'm really happy that we're having this conversation about school resource officers and their current role in the Hillsboro School District I just I feel like that I would like to hear more viewpoints especially from parents and students especially definitely school resource officers because
144I've heard I've heard many different things about this subject and I would like to get a a better general idea of what people are thinking and how they feel about school resource officers in general and that's kind of really all I have to say thank you delin Maya and then um just to kind of add on to what delin was saying I'm also very happy that we are having this discussion I think it's very important um and I also wanted to add that I have been in the Hillsboro School District um Elementary Middle School and in high school and I think it's important um to help better their relationships with SRO officers if or with the sro's if we continue to have them in our schools and um just from personal experience um I personally
145have never come into contact with an SRO that is bilingual and I think that's an important thing to know and um if we're talking about tweaking things um and having better relationships with kids I think bilingual SRO would be very beneficial thank you Maya next and then Shen you'll be after her um so I don't really have a lot to say but kind of what Maya was saying as well having a bilingual sro's would Pro would be beneficial since um you know the Hillsboro School uh district is very diverse and um many students speak multiple languages I am looking forward to looking at survey results and having this conversation again thank you Chen thank you so I I Echo a lot of what my board colleagues have already mentioned one new thing that I would
146add that came from some of the feedback the administrator shared is actually training for our administrators I know that we've focused a lot on trainings for SRO um but kind of to the point that I think David you had mentioned you know when you're a new administrator and not really knowing when it's appropriate to call on an SRO or you know or not and I think that having some of those clear trainings um between SRO and admins and some of those clear expectations is something that would be um really beneficial moving forward and so I would love to see how those trainings can extend just beyond our SRO but really everyone who will be coming into contact with the SOS and I I also want to thank Alex for your time and all the administrators
147who are here thank you all so much for for taking the time tonight thank you Shen um that was actually one thing that I had on my um talking points on this topic was um any bias training that we have we know that there's a problem with our system because we see the data showing um that it's uh disperate among our uh ethnic andal groups in our school district so we know there is an issue there and so that's something that we have to address um in our own Administration in our own District um and then also um hold our partners accountable to the same um the other thing um back to a comment that I think OJ had mentioned earlier about you know the exper experience with them in in our spaces here and
148and that relationship that our students build with them that starts maybe in elementary school all the way to high school um but how that contrast to what they might experience out experience outside in our community when it isn't an SRO when it's somebody different and so my concerns and fear around this um program is we're we're kind of selling this ideal or idea of how law enforcement shows up to them in in here and they might have a different encounter outside that doesn't match up and how do we address that and how do we um have that conversation with our with our partners as well when they come to the table that this isn't just like a pilot program you know but this is should be how all of our students get treated in our
149community whether they're in our schools or not and so I think that's another conversation that we have to have um with our partners and make sure that we're not um creating something that um yeah that Gap um for our students in reality and what they experience in our spaces in the district um where we do have this ability to almost kind of build policies and parameters to protect them but then once they're outside in our community they experience something completely different um so we I think all of our board members feel that responsibility of that whole child well-being and not just when they enter into our doors but also when they're outside in our communities and how do we make sure that our students are safe um so more to come on this topic in
150conversation I'm really appreciative our administrators that um showed up today and and shared with us their candid thoughts and opinions and um thankful for that transparency as well as our board members um so thank you on this topic so with that we're going to move over to our next item on our agenda which is our fall 2020 update with Alex and Amy and OJ and Dave and Bera um thank you for spending your time with us this evening much appreciated I know some of you are actually on vacation today so this was an extra special day for you um Best Day Ever I know um so thank you for sharing your wisdom and experience much appreciate thanks guys so Mike and uh Travis if you guys want to kick off the next item yep very
151good thank you um so we next are talking to about um opening fall 2020 um we have been working on a plan that prepares us to meet the guidelines that have been set forth by OD and I know that all of you have seen those guidelines and I I want to say there's 37 Pages worth of them but I'm forgetting the actual number but a lot of guidelines with a lot 47 okay 42 okay um so wanting to uh okay there's lots of pages of guidance so we've been uh we've been of course pouring over there and making sure that the plans that we are developing are in line with those guidelines and we're we are well down that road with our work groups and we're on track um we're on track to meet the
152guidelines that we have there's many people that have put countless hours on that and really proud of their efforts and the tenacity at which they've approached this this work I do need to let you know though before we go into the opening that um due to the current state of the pandemic um there is and the the number of increases that actually exist in Oregon there's a growing conversation throughout the state as if we'll be a as to if we're going to be able to put this hybrid model into place in early September um depending on how the the trajectory of the pandemic develops um that that hybrid model could be in real Jeopardy and so I've been in a lot of Statewide conversations about this over the last week and and there's there's a
153lot of people that believe that they they will be employing a fully online model to start the school year um that in addition to that they would take a week and make sure that the teachers have an opport a greater opportunity for professional development um make sure that there the connectivity issues and the equity issues for access to an online learning environment or distance learning environment were were well in place before they before they moved into that process there's planning for um online and then transitioning into the hybrid model at a later date we've had some of the larger districts s um announced that uh um that they would not be offering hybrid or any on-site learning until potentially October and that again that is a that is a growing conversation that is occurring um
154not only throughout the state but in our immediate area as well um we're as you just to be completely transparent we are still hearing concerns from our staff and our community and from other districts regarding um if we can safely implement this hybrid model like I said we're meeting uh we're we're working to meet those guidelines and we are we are on Pace to do that but the evolving landscape and the evolving situation with the pandemic is definitely going to um it's going to inform where we go with that so and even as I say that even as I say that there's this consideration for starting in potentially a fully online model you know and that growing conversation we of course are weighing that against the needs of our students we know that especially with
155our youngest Learners with our kindergarten students our first graders and our second graders that that is the time period where they are learning to read and we having them on site and interacting with adults is is the model of course that we prefer and we prefer that in a big way um we will continue to work on our hybrid model we'll also continue to work on our distance learning model and making sure that we're making improvements on that and we'll continue to work towards both both of those with the eye on I'm ensuring that student and staff's safety are at the at the top of our list so um we are expecting additional guidance from OD next week and we know that we're going to get um additional guidance in August as well one thing
156that we can be certain of is that um we're going to remain we're going to need to remain Nimble and flexible as we navigate through these Waters because we know that guidance is going to change uh we know that as the um pandemic mic goes where it goes that we are going to have to be flexible and and there's going to be changes that occur so with that as an intro um let me shift over to Travis who will give an overview of our process and then from there we'll also have a Dale and Beth share just walk you through some of the specifics and some of the communications that we've got there out there in the community at this time so Travis thanks everybody good to see you tonight um the goal tonight is
157to update you on where we are with our blueprint process um August 5th at the board retreat we hope to share a more comprehensive blueprint and then we'll be submitting our plan to the uh Washington County Health Authority and then on uh August 14th we will be submitting our plan to the Oregon Department of Education all those are requirements of the process um as you know we're working in leadership teams at the district level we've got a bunch of work groups on different areas of this from transportation and Logistics to instruction um and we have school level teams at every school giving input on this process I think the board knows also that we're working with the district Management Group and the big five school districts around Oregon in an attempt to align our leadership
158and Communications audio is really um compromised right now oh I'm sorry there we go I think you sound better now and remember to slow down a little bit for our translator well thank you sorry now I've got a bathtub running next door it's just going to get worse from here can you guys hear me clearly now yes weird I haven't had that problem before do you want me to start over or just keep talking about the work groups keep talking thank you so what we want to do is create continuity and unity across our districts we know that um families live in Beaverton and Hillsboro and Forest Grove and we want families to have a predictable experience and to be able to manage their uh students lives and know what to expect in our region
159so we're we're valuing that collaboration it's also important to know that special Educators and federal programs folks and dual language educators are collaborating across districts in levels like that so that we know that students can U maintain uh their programming as we move forward in a hybrid or distance learning approach um this week is a big week for outreach what you're going to see tonight is where we are with a blueprint for an instructional model and a proposed hybrid model like Mike said all these plans are subject to change and Improvement based on feedback we're being very intentional about uh reaching out to our pack our Native American pack uh black and African-American families we have a plan to outreach to uh Asian and Pacific Islander families yesterday we did an online uh live stream
160uh in Spanish we had over 150 participants in that uh today at noon we did a live stream for staff and had over 650 participants in that um our goal is to have two-way communication so we want to provide stakeholders in the community with information about what our plans are we want them to be involved in those plans and then uh get feedback and input so that we know that Although our plans don't meet a 100% of uh fam's needs that we've had input um they've been part of the process and in the know we also hope that you are in the no so tonight what you're going to see with Beth is a presentation that we've done a couple of times now we hope that uh we can get your input and feedback on
161this presentation uh those of us who are involved in it will be able to answer questions also um after you see the slides with that best please take it away thank you um so actually we had over 800 staff members in the live stream today which was amazing that's about a third of our staff so we were happy about that okay I thought that I was sharing hold on one second let me present there we go okay oh for heav sakes present there we go all right so um just going to go ahead and take you through this presentation even though um several of the Salient points have kind of been hit already but I want you to see what our staff and Community have been seeing in these informational sessions to kick off those
162sessions so oops all right so just kind of a basic agenda of what we're going to cover and at a broad view we have obviously been operating under significant restrictions since March of 2020 as a result of the pandemic and in late June the governor issued her latest executive order stating that in-person instruction would continue to be subject to restrictions and she gave the authority to develop guidelines around those restrictions and guidelines for reopening to the Oregon Department of Education in consultation with tspc and the Oregon Health Authority sorry I'm trying to slow my speech down so all districts across the state are currently developing their written plans detailing how they intend to comply with od's guidance and these plans need to be submitted no later than August 15th currently we have eight different District
163level teams and school-based teams at every single school that are meeting weekly to work on various components of the plan all the way from delivery of instruction to transport to the control of disease transmission and more and as Travis has aptly mentioned in other meetings we are trying to take something that quite honestly would and should if you really were going to try to tackle it take years to figure out develop and Implement and it's being condensed into a period of about six weeks so we're all working fast and hard and I know there are lots of questions that still remain out there but we've got wonderful people doing really great work and um we are going to ensure that our students are kept at the Forefront of our planning so one of the big
164pieces of the planning process is to get feedback from our stakeholder groups and to that end we launched a specific website our blueprint planning website at uh the beginning of July and we have been putting out weekly updates uh every Thursday and we will continue to do so at least on every Thursday if not more frequently this week was a good example where we provided an update on Monday when we shared this presentation and reiterated our meeting times for people to participate in so we just want to make sure that people understand that we do still have lots of constraints that we're working within obviously as Mike mentioned the health situation and Governor's orders at the time that we are supposed to reopen schools the budget which is still not finalized for us and won't
165be for a few more weeks Transportation our ability to clean as often and to the extent necessary and the possible need to be flexible between a hybrid model and a comprehensive distance learning model and then Union contracts and Staffing concerns so again we need to be very flexible and Nimble in our thinking and planning so that we can respond to these rapidly changing conditions so right now I'm going to turn it over to Dale who's going to talk a little bit more about the three-pronged approach to instructional delivery thank you Beth so I wanted to go over um our proposed plan uh for fall instruction so I I want to start in the middle um because we really are making sure that we think about the fact that we no matter what happens we're going
166to create comprehensive distance learning for all of our students so we're spending a lot of time looking at the data as you will recall we looked at um we had surveys of uh family community members students and also staff about their experience in the spring so it's really driving what we need to do next in order to prepare for the fall so we're offering comprehensive distance learning where students um don't have to come in person um but nonetheless can engage with their local school and the teacher at their grade level or if they're in high school their their content area so um students would be able to engage in the comprehensive distance learning every day um they're in their in their school uh the teachers are creating the curriculum so it can be geared towards
167the student students that they serve in their specific needs and if and or when we get to come back um into our brick and mortar building then students can return to school as soon as they are able and slide into those classes um the hybrid model Beth could you could you mute your thing it's very airy could you mute oh yeah sorry no thank you thank you um the hybrid model is uh basically comprehensive distance learning and when have the opportunity to have kids in um our space that we would uh be able to help them go deeper with their content to apply um what they're learning whether they're having a debate or doing a science lab but it really is um thinking about how we take all that good learning that they're that they're
168doing in a distance environment and maximize the opportunity to be together so um our plan is for students to attend school um to two at least two days a week in grades probably 3 through six we're trying to bring um K2 or maybe K1 in every day because we heard loud and clear from the data that uh those students were really struggling to be engaged online and we know developmentally prioritizing helping our kids be um readers uh by grade three is really important and teaching reading is rocket science that is not something that is easy for a parent to do and so so our hope would be to bring those students in every day the other students would come two days a week or be invited to come if they can come two days a
169week and um students with special needs or uh students who are merging bilinguals or off track for graduation or just in other ways might need a little extra help could be invited to come for some segment of Wednesdays um to have additional support and their needs met um the final option for family would be purely um joining Hillsboro Online Academy um it would be their full-time op option for the school year um as you know Florida virtual curriculum the adum odysseyware those kind of package curriculums are kind of the foundation of the curriculum that we use at HOA and some parents said that um they would appreciate a more comprehensive uh curriculum um structure and so that would be an opportunity for families if they chose that um The Learning is more individualized because students
170uh sign up for certain classes um based on their level in need and the intention would be that if students chose HOA as their school that they would at least stay for half a year um and if schools open they continue to stay for at least half a year if they chose at the half year mark we could make some adjustments there so those are the models and that's you want to talk about this visual oh there we go um so this is an infographic that I had Omar my multimedia specialist create I know it's a little bit hard to read on a screen and especially when it's a little bit compressed here but it's just an attempt to kind of put on one page some visuals about what the three different prongs of the
171program look like and there's some bullet points along with each to further describe the different Pathways and back to deal thank you uh and so just to um get a little more meat to the sample student schedule so you see at the top if we can get students in in K1 or K2 the goal would be to have them in five days a week it will proba probably be a slightly shorten day transportation of our students following the guidelines for um Safe Transportation uh restricts the number of kids that we can have on a bus so Carol and her team have been running all sorts of different scenarios trying to find ways to run additional routes like maybe in more um condensed communities or um staggering the start and end times of the day in
172order to try to accommodate our dreams for instruction um in through through 12 you can see um like the yellow cohort would come on Mondays and they would also come on Thursdays and then the other days they would be doing comprehensive distance learning and then cohort 2 would come on Tuesdays and Fridays and the other days they would be distance learning I I want to speak um a minute to why that might look different than some of our uh neighboring districts and um in conversations I'm really thankful that we're collaborating on our models because it helps us understand kind of the reason why they're making the decisions they are but in the conversations that we've had um some districts feel like having Monday Tuesday a day and then Thursday Friday b day helps with continuity
173of a schedule for families or for students or for teachers um one interesting aspect of that is um as it was explained to me they would be teaching lessons one and lessons two to kids in group um a on Mondays and Tuesdays and kids in group b would be doing it independently at home on their own and then they would all distance do distance learning on Wednesday and then they would flip so students who were in the second cohort would come and learn lessons three and lessons four on Thursdays and Fridays and then the other cohort at would be at home learning on their own um we think instructionally it's a more sound approach to teach students on a Monday and say I will see you on Thursday I want you to do these activities
174do these readings watch these videos prepare for this discussion with this think sheet they come back on Thursday you do the activity you give feedback that format of assessment is really important check in on how students are progressing and then they go home on Friday with some more assignments and then you see them on Monday and it's the same sort of thing staggered for uh the Tuesday Friday cohort so instructionally we think that's more sound I've also heard that um they uh people feel like they can do deep cleaning on Wednesday if we had the cohorts separated um but our facilities Department um says that they're going to do deep cleaning every single day the cleaning protocol is not going to change because students are going to go home and so are staff to be
175with neighbors and family members and then they're going to come back so um they still want to do a good job cleaning in between any group that might be using a common space um on Wednesdays uh again that gives gives us some opportunity to kind of create that and we haven't had details around that specifically yet about what that might look like but we know that it's an opportunity for kids who need a little bit more help to get that more help um I did get a question um Mark asked about uh curriculum specifically what we would teach and and what kind of research is out there around uh different models so I can tell you that in terms of instruction there is research around um teaching and that formative feedback whether that's um like
176on a paper virtually or it's in person and we think separating those days is more in line with the research around instructional best practices um in terms of how do you teach in a pandemic surprisingly there's not a lot of research out there uh there is a book that just came out that is um in root uh to our office so that we can read about um some best practices around online learning and we have a team of people led by Becky King Smith and our semit trar really diving into professional development that our staff may need in order to be great um distance learning teachers they've separated uh per the feedback from the staff as well as uh their committee members um they've put the PD into three buckets specifically looking at uh best
177practices and distant learning instruction and we have really good resources in our own system Linda and her team at HOA we have some experts over there Luba um came from Connections Academy and did um some instruction at at the college level around distance learning so we have some good resources as well the second is technology tools for that grade instruction and so um Alano Becky and our semi are really um pulling some teachers together as well as doing research about what tools might be most applicable to serving our students needs and then the last um PD that is needed is the systems and procedures to support instruction we heard that a lot from all groups of stakeholders um how we could get consistent with uh the tools and learning management system that we use as
178well as um from a parent perspective if you have a fourth grader and a seventh grader and a tth grader that Google Classroom looks the same the way you communicate um with teachers feels the same and just really streamlining that so one of the things that Mike had mentioned earlier was um having kind of a stof start and uh taking maybe that first week that we are with kids to make sure we do that Outreach um helping kids and families utilize the the resources we heard from some students even that they didn't know how to use Gmail or attach uh some of their assignments to things you know it looks a little different than Snapchat and some of those other social media pieces that kids use so investing in making sure that our kids and
179families can communicate and get information about how their students progressing is important as well as ensuring each family has access to Wi-Fi and Chromebooks and just really making sure that we all have the tools in place um before we press go it also gives teachers a little bit more time to collaborate as you can imagine um not a lot of teachers have had deep uh professional development and best practices around the online education I think our staff did an incredible job switching quickly um but uh and and they worked in plc's and and they were working on things but um that also leads to the second question about curriculum and what we teach um one of the really interesting findings that Becky was able to find is some research around um how uh New Orleans
180post uh Hurricane Katrina how the school system was impacted and the students were impacted during that uh interrupted education and most students experien between a six and an eight-month Interruption of education but um because some of the area was not livable they had to leave the area and then they moved back so some of them experienc experienced over a year of interrupted education and basically the key findings were around um math was the most impacted area and we know that to be true um math is one of those areas that takes a lot of practice and a lot of formative feedback and so uh the greatest slides were in math um and they really found that remediating skills that kids might have lost um didn't really help a lot what they found is to stay
181on target with the standards use quality assessments and then scaffold and fill in and differentiate for kids it kept kids more engaged and it helped them progress more quickly but um some of the research did say that um 15 years later they're still feeling the impact from their Community um by the loss of uh this interruptive education that students had so um I think uh one of the key things that we want to make sure that we do is support our teachers and having that time to do great lesson plannings and lesson plans and collaborate with each other because um we're not going to be able to go back and hit every single standard I one of the great things about common core especially with math and uh English Language Art standards is they spiral
182and what I mean by that is in fourth grade you might see um a standard that says students will be able to identify the interaction of um of characters on the plot and then when you go to fifth grade it will say um students might students will be able to understand the interaction of character and plot and how it affects the resolution of the story so they kind of spiral and build on each other and so what will be key is um our teachers having the time to look at the standards that students didn't have opportunity to have access to um and to make sure that we focus on those standards and do a really good assessment to make sure that um those students who already know those standards because they were able to engage
183in the distance learning in the spring versus those students who may need a little extra help get that help I think to be completely transparent if it was like a chemistry class or if it was an art class and you missed large sections or you were unable to engage in that distance learning in the spring it'll be very difficult and probably unrealistic for us to go back and hit all those standards that were missed so I know um giving time especially at the middle and the high school level to have those conversations about if our students missed an entire quarter of chemistry at the end of the year as they progress onto biology is there any way that we can bring in some of those chemistry standards into biology and hit them because um we're
184just not going to be able to hit every standard to the same depth that we were able to in the past um but we have momentum and some collaboration already occurring in um at each level in different ways ways around uh bringing teachers together and starting to create some resources and tools that can be shared and just some space for them to start doing some of that um assessment and curriculum mapping [Music] work thank you so much Dale that is a lot of great information so we're just down to the last few slides here where we are basically so when we're giving this presentation for the the public sessions we are not stopping and giving that much explanation those slides are are kind of described and then we move on so we're kind of saying
185you know at this point what do you think how do you feel about this draft plan what do you like about it what concerns you about it what option are you likely to choose for your students um and so on one of the interesting questions that we will be asking parents is that if you live in a busing Zone might you be able to transport your child to and from school because at this point our ability to transport more students has a direct impact on the grade levels of students that we able to serve in person so if we can get more more parents to agree to their own transportation that will be SU significantly helpful and then uh what additional feedback do you have so as we've said a multi a multitude of times
186by now uh this is our week for public Q&A so we've had two 124 people participated in the Spanish speaking one on Tuesday 800 plus participated in the staff session today and I'm anticipating quite a large audience tomorrow for our General Session so and also as I believe Mike mentioned we're having other targeted meetings for our pre-existing groups to make sure that we're hitting some of our Affinity groups of families our our pack our Native American families our black and africanamerican Families Our asian-pacific Islander families um also our sped parents I know that our student services department is having a meeting for their families as well and as all of that rolls along We are continuing to work on the logistics of our plan we are incorporating feedback and will'll obviously make any adjustments necessary
187based on the updates that come in the ready School safe learner guidance those planned updates are coming out on July 21st next Tuesday and then again on August 11 and uh again state budget decisions will play a major role as will the status of the pandemic in mid to late August and Beyond so we intend to reach out to each family with a kind of a multi-purpose survey to ask what model they are planning to utilize what their transportation capabilities are um also to use that opportunity to do our online verification in hopes that we can really Shore up the quality of information that we have for each family so that we are able to communicate with them and uh our final plan will be submitted by August 15th and again as I mentioned we're
188putting updates on our blueprint planning website you have a few questions Beth I'm sure so the first one I think U Mark just typed it in the chat was is there any thought of having the distance learning coh Zoom or I think like beam into the in-person classes uh in a Time sync way yeah I know that is something that Jordan and his team are working on and I will dish to him to answer that we have been looking at this there's a number of sort of technical pieces to that um you see that work done like in conference rooms or things uh with companies um are systems in the classroom aren't quite set up that way you know we don't have like a Cisco telepresence type set up in all of our classrooms and
189that would be incredibly expensive to try to do something like that um we do have audio systems and such but trying to get those there's sort of the basics of there's three different types of audio systems in our classrooms two of the three would allow us to pipe the teacher's microphone back into the computer um and get that sound to go over the the meeting um one of them would not and that sort of just depends on the type of classrooms those were installed in um and which schools have those so and there's also no way to get additional cameras like webcams the teachers have a camera on their laptop but it does those are really designed to only catch the first three feet out from them um as for a webcam type situation and
190there's just no way to order cameras we ordered some cameras back in March and we still haven't received those and the companies are saying they have millions of cameras on back order that they can't fill so um so we're looking at ways that we can make that happen for certain uh situations but there are some issues we're running into thanks Jordan um we have a question from Martin for Dale thank you Erica I was in some uh really good Equity training um the other day and it and it said the Hallmark of a first century leader is uh vulnerability and so I thought you know are we candid with the community about really where the weak spots of this distance learning model is and and enlisting their support in in a clear way like if
191I'm a dad what should I really be focused on you know to do my part and just being candid with with parents about you know the the weak spots here I think I think probably the people in the know know where the system really is not going to work and should we be more overt about that and and really help people focus on compensating in the ways that they can even though they're not teachers you know parents or older siblings uh to younger kids you know what what should we be messaging about the ways we can Shore up the limitations of the our reality that is such a perfect question and I think that's really why we want to take that extra time and connect with our families you know we heard what didn't didn't
192work for them so that kind of creates a reciprocal accountability on us to figure out ways to address that so whether that's um like high school today said we heard from students saying I I'm working or I'm taking care of my siblings from 8 to 4 I need to be able to contact a teacher all the way up until 900 p.m like a real teacher so brainstorming ways that from that data we can make sure that we serve our families we also heard from families if I don't know how to do this I need help then because if I can't help my kid on the spot then they're frustrated I'm frustrated we shut the computer and we put it away so how do we in our system create like a hotline or how do they
193get On Demand support for their student right then and so we're really trying to think through ways to do that and then make sure that we have the time to go and and Olga and her her team they did a great job getting out to some families who said um you know we don't we don't know how to use this computer we don't know how to use the Wi-Fi and it's great to do it one time but we need to have a system where we're checking in with the grandom family over and over and saying how's it working now and I noticed your son didn't log in yesterday is everything okay are you having trouble with tech oh you had a family issue and and just creating those systems um it was the number one
194thing you know we were expecting people teachers and and families to say how do we do the distance learning but they really were asking for um the systems and procedures for um being effective online getting the support they need and making sure they understood what their role was as a parent or as a sibling or um what the teacher was going to be doing and not doing and so all of those things you talked about Martin are exactly what we need to um set up and uh get out to our families and students in the fall thank you D I'll just add that I don't think I wrote any of my high school papers until after Johnny Carson was over um I started them about 12:30 at night so a hotline available then might be
195really useful let's let's also give Olga a chance to just share some of the Outreach that she's been doing with her staff and really working to understand some of the barriers that have been in the way of taking full advantage of the distance learning program Olga would you mind sharing a bit as well yes uh thank you Mike uh from uh very early in in the process uh I believe it was uh March uh end of March when uh my team started meeting frequently with parents uh online uh we started with a smaller group and then they got bigger and bigger and bigger as they were able to access internet and um Chromebooks um and so so from the very beginning when they requested uh trainings and help uh they requested for you know help
196or work U workshops or videos on how to uh turn the the Chromebook on how to access said um my family lias were amazing at reaching out and really uh helping parents understand um that process and how to L in and how to get in and it got to the point where where parents were helping each other and supporting each other and so um the the the um level of Engagement since then has been truly amazing um to the degree that they have requested more regular uh meetings and so we have a an a meeting every Monday with them uh and it's uh I call it the meeting of the packs but dorota my family engagement leas calls calls it and so um when I like in I'm just impressed uh with the number of
197parents that that are online you know 40 50 parents online truly engaged asking questions um from their homes you know um and so moving forward they have asked if if we were to go back to school uh in person if that if we could continue to to meet with them in in that way and so or in a hybrid uh sort of a way um so that has been uh impressive um how you know quickly they were able to uh organize and mobilize in a way that um you know they they learned they had to learn a new a whole new system and they wanted to know how to check in and and ensure that their children were actually learning and they were online and they were not surfing the wayb and so uh the
198learning continues and the uh topics that U they cover every Monday are selected by them um and so yeah um I'm just super excited at that level uh of energy that they're bringing into the work that we're doing we um you know as new information comes um to us from from the state for uh regarding the blueprint the regarding reopening we're sharing that information with them and making sure that we are getting feedback every step of the way Olga just a follow up on that is there a way that um as you know I think as topics as we kind of come to that reality that we're going to continue in this distance Lear learning environment or hybrid that we can create a library of these videos kind of trainings um for parents so that
199they can always go back and kind of reatch or if somebody missed it maybe they can refer it and say oh I learned that topic or that subject we covered it that day you can find it here yes I I believe that DOA is keeping a library of them and um there's only so much that we can put on the website but there is a a resource page for families already she even created a Google classroom for parents and the lia son uh when they were um they were here through the mid June um they were accessing that Google Classroom to support families and to you know take them through the trainings and things like that to share those videos with them um and I think that that is really great advice um somehow if
200we can create a digital library that they can access always uh perhaps uh outside of our website I I don't know what how we could do it but I think that that's a great idea um it would really truly help especially during the time like right now during the summer uh it's a little bit more challenging to get all parents to participate because not all students are in school um we're trying the Monday the Monday aunos with the uh parents that of the children that are attending summer school but we're also reaching out to all other parents um but you can see that the level of participation is not the same as it was in March and April and and in May Erica before we continue can I add one thing to Martin's question I'm
201sorry I want to take the opportunity that part of the question was um how we should be messaging in the community and in one of our Equity based conversations in our blueprint team uh we were focusing on the assets of our community um and one thing that came up was that parents and families can really help us promote um information around safety hygiene and even something as simple as the importance of wearing masks has become politicized and we know that there are opinions about who should and shouldn't have to wear a mask and um it came up that uh in our diverse communities that we can have a real leadership opportunity with our parents and community members in just promoting handwashing and maske wearing um some of those things are not mandated at this point
202for children but just building understanding around the science and and around um what our health authority is telling us so I just wanted to throw that out there because I think in your advocacy Martin and other board members that would be a really important thing to to let community members know how important their voices are in promoting that with their friends and neighbors thanks Travis um we have a question from yir then Lisa so um first question um have we thought about how we can uh reach out to like volunteer groups or even like for example when transporting students to school like um you know can you take your own child plus like one or something like that or is that something maybe that maybe like parent groups can talk about um and helping with
203that situation so I guess just looking at um the different uh Community volunteer groups that are out there and seeing how um and if they can help um my second question is um about um equity and um in that kind of middle school Range so just um just I guess if we're taking a look at that like maybe a student that is um not doing well that's in that like middle middle school group grou that's just going twice a day like could certain students go every day that needed the help like is there room for that or is it just like two days because you're in this group or in this cohort Dale has a plan for that Dale has a plan for that um I think the goal is to try to serve students
204needs the best we can I think it's kind of dependent upon um how many kids say that coming in person um we're being asked to cohort kids as much as possible and so there is additional exposure if for example a student at middle school that was struggling came on campus five days a week that might be a concern so we're hoping to at least have them there two days a week plus the one and then I think dependent upon how many staff we have you know we're still waiting for Staffing that comes next in your agenda today but how many staff we have and and what the capacity is I think we are all in and trying to serve the differentiated needs of students as much as we can thanks St uh Lisa then uh
205Mark and then Jackie okay I have a question and a comment um my comment is I I really appreciate the Ingenuity of looking at the data around Hurricane Katrina and like the loss of school time and trying to apply that to our current situation I think that's brilliant um and I um uh and I I love that we have data that tells us that math is the thing that's going to slide the most and I totally understand and and see that as something that we want to focus on when we are able to come back um in whatever way I also am very concerned about the language abilities of our students who are in the Dual language program and trying to learn a new language uh you know my children are trying to learn Spanish
206and there's definitely been a slide in our home um and that's something that we have a limited ability to support them with and I I assume there are families who speak primarily Spanish who experiencing something similar um and so I just uh am very concerned about that um and uh and I I know that that's something you all are aware of but I just wanted to to voice that I think that's important and a concern that I hope we can address um and then the uh the question I have which I know you're not don't answer right now anyway and I just we talked about this early on months ago when we were talking about voluntarily closing right way back when before it was an option you know what is the end game right so
207Mike said before this whole thing as a preface hey the the Statewide conversation has shifted we are aware now that there's a possibility we might not even be able to do this hybrid model if that's the case and we're going to be stuck in distance learning learning I would really like to know what the Statewide conversation is around the endgame I know that it's out of our control but what what are the conditions that they're wanting to see uh is it going to be a semester a quarter a whole year are we waiting for a vaccine is the vaccine going to be required uh what is the endgame and I would I would really like to know that so that's my question thank you um before we move on I would say that um both
208we have actually three people Olga myself and we have a student that's in that advisory committee at the um commission to the governor on the Healthy Back to schools and the same questions that are we're asking here they're asking there it's the same conversation about what are our metrics how do we define success what does it mean to go back in and when do we when is the flip switch to go distance learning versus not those are the kinds of questions that that are also being asked so I don't know that we haven't answer yet but we're at least in those spaces to hear those conversations I don't know Olga if you wanted to add anything else yeah I agree with you Erica and um the from today's meeting uh what I was able to
209capture was that uh forward with the planning that we really need to think about the end goal of going face Toof face at some point right and I think that is the ideal goal for everyone um and so as we plan for that what are the uh the steps that we can have in place or what is the process that we can have in place um or inter play uh plans that we can have um right before we get there uh today they talked about a uh you know what happens with an outbreak you know we need to have a plan for how to address that um and how long will that take will it take three weeks four weeks and then can we go back to distance learning fully distance learning from uh being
210having being in a hybrid uh phase and so um they're wanting us to consider um all metrics um and I think that you know really it sounds like everybody's on the same on the same page with similar concerns um um similar um you know um recommendations that we consider especially with the young children that uh need that social in social emotional support and the social interactions with with each other um that Community is our children has been hugely impacted uh because they are not you know receiving the same level of support that they were receiving when they were in school and so we really need to keep that uh student population uh in mind than so so we have a couple more questions but before we get to um Mark Sheen and Jackie I wanted
211to give Beth an opportunity to share her screen and and maybe that might answer some questions so I want to do that first well thank you let's see here all right first I'm gonna I'd like to take you to the district website and this poor alert bar it was never intended to be a permanent fixture on our website but there's you know really no other way to keep something right up at the top of our website so um we keep our most important updates here and we have a link if I click this link right now we'd be taken to this board meeting but tomorrow when people click the link they'll be taken to a waiting screen for the information session so um we are also planning to send out a reminder well information about
212the session will also go out in tomorrow's uh blueprint planning up update and we're also planning to send out a text in the late afternoon just reminding people that they have that opportunity and then I just wanted to utilize the shortcut to our blueprint planning website https colon backback slit. lehsd blueprint fall and that takes you to our blueprint planning website all of our weekly updates are on this page in I'm using my home computer for this part a little slow uh in both English and then you can click up here for Spanish and then we have the planning team updates if you want to get a little more nitty-gritty about oh how is the response to outbreak team what are they working on or what is the you know what's the communications team working
213on or the equity team so those are there we have our FAQ that is just a start um there you know this could be honestly probably a 100 pages long at least and we are going to be adding more based on the types of questions that are coming in through our feedback module and through the information sessions but um you know that takes some time and we need to we need to comb through those and get them organized and answered correctly and then posted so we have our feedback module here and it's in English and Spanish people can submit their comments or questions and then if you go to the resources tab tab we have the presentation we have the infographic and then we have already the links to the videos of the information sessions
214that we've had so far and then after tomorrow's session for the general audience that video will be here as well so it's a it's a great website it's all about the blueprint planning process and uh it's kind of your One-Stop shop for keeping up to date on on how hsd is handling this thanks Beth Mark your questions and then we'll go to sh and then Jackie yeah I mean to to lease this point I hopefully our end goal uh top of the staircase is kid students back in classrooms every day right I mean that I don't know that every stair on the way there is built yet but if we got to the top of the staircase it would be students back in class and every day so I that's sort of what one of
215my questions is you know I if if we're wondering whether or not the governor's office is going to allow us to have class classes at the outset I I get I understand we have limited minutes before the school year is about to begin and we need to spend those minutes on the things that are most important but I don't think the hybrid work is wasted because whenever we do end up transitioning back in we will need to utilize so I guess my first question is is it pretty much everyone's expectation that when we can transition back into classrooms in some way is the first step of that the hybrid model yeah Mark we we believe that whenever that happens that there will be a transition period that will include a hybrid model that is that's
216the premise that we're functioning on as well and and it's one of the reasons that we will continue to build out this hybrid model um and we'll continue to focus on distance learning as well and and with the um yeah the some folks on this session probably getting annoyed by emails from me but I'm a big advocate for taking stuff outside the uh we learned something new about this virus every three days or so but it seems pretty convincingly that it's difficult to get outside not impossible but difficult to get outside or in big spaces gymnasiums that are wide open with only 10 people in them right so uh I'm hopeful that you know our sped students elll students that almost require that day today connection that we'll be planning on figuring out how to
217use all of our spaces effectively especially you know if we do stuff in the fall when the weather's still pretty good in Oregon uh easy question on the three column thing if you choose the HOA track I'm on the right I guess this way uh can you transition back into the classroom when classes go back in the classroom or if you choose the HOA track are you in the HOA track for the year so we've we've thought it might be nice for Staffing purposes if we at least get to like the half year mark so our ask would be if families commit to HOA they are at least there for a half a year because um we would need to move make sure that we have staff for students to move back it's it's more
218of a staffing issue than anything okay uh and I'll try to Cull my question list down uh I guess the more ethero one is anybody else extremely terrified about Transportation one of the one of the things that we expect to have additional Clarity on um as we get as we get more guidance over the next couple months is around Transportation um we and transportation is a huge limiter for us absolutely in fact that is more than anything that is what would um be a that is what would guide the number of students we could get back full-time so K1 you know kindergarten is one thing K1 that puts an additional burden on Transportation K2 that puts an additional burden so so yes that is a huge limiter throughout the state it it comes up on
219every conversation and it's one of the reasons that um you know that we that we will ask for assistance in parents taking their own kids if they're able to do that um we there's been conversations about I hate to even say this one out loud because there's been no changes but there's been conversations about what will walk Zones look like will those expand and there's been Statewide conversations around that um there's as you know there's there's all kinds of rules around that and there there's been no adjustments yet but absolutely transportation is the thing um well there's a whole list of things that are going to there's actually 40 scary can can mark the one thing that made me a little less terrified we try not to use the word terrified as we plan okay
220sure but uh one thing that was very encouraging and this is credit to Casey and Carol Hatfield and Michelle Brady and the team of nurses that are preparing us and training us we did we chose not to do in in-person learning for migrant summer school we continue to do in-person learning for about eight students with esy but we did the training with our drivers and our staff for migrant summer school to prepare for transporting kids to school and the degree to which they created familyfriendly tickets that had temperature check information and packets for families and um that were bilingual around what the expectations were and how to get siblings to seats together and how to space on the bus all the training that I was a part of and that our staff were prepared to
221implement was really carefully done and um it is a limiting factor to spread kids out on buses but I can tell you that our team is ready to do that uh so if that helps with the what are we doing about Transportation question I think I would lead with that conversation about the training that we have in place and Conor maybe you can chime in a little you traditionally or recently we've had trouble hiring bus drivers but there's a lot of folks out of work do we think that that might not be as difficult as it used to be I think that we're still continuing we still have a a posting up for drivers and we've had some interest uh there's uh other uh components related to the DMV and the timelines for uh folks
222to get CDL uh uh testing done that are not until September so some of those are the the pieces that we're looking at as well and looking into um the possibility of you know if you were to bring in house some of that testing so lots of opportunity to uh learn and grow and expand on kind of what we've done and what we're doing so give me a lot of confidence that we got the right people doing the right thing so thanks this turns into zombie apocalypse you're all on my Apocalypse Team thanks Mark thanks everyone um Sheen and then Jackie yeah so my question is just I guess just a minor detail question Dale when you had shared that uh the sample schedule of the different cohorts coming on Monday Thursday or Tuesday Friday
223what is that schedule going to look like for teachers does that mean the teachers are going to be sharing teaching the same lesson twice a week um and you know I guess this might be a conversation that you might share later in terms of Staffing but do we have teachers so far who teachers or even classified staff who are are hesitant in coming back um and and what would that look like in terms of our our staffing numbers so I can talk about the what it might look like and then I'll let Conor talk about the feedback she's getting from staff thus far so yeah you're right you would be teaching um a lesson on a Monday and then the students would go home for two days you'd see them again on Thursday and then
224you would do that again for the Tuesday Friday cohort um I think what's important again and this is one of the things that we're going to be working on with our school teams next week is to really help our teachers flip the switch about what they're teaching because teachers keep wondering well how am I going to get everything in and there's just so much and we're not we're not trying to do school in two days what we're trying to do is build a comprehensive distance learning program with opportunities for kids to come in and to get that feedback to get those opportunities to interact with each other do those cool science lessons do the performances in the classroom like it it you really have to flip your head around what that looks like because even
225in the best case scenarios we're not going to have a full school day like we have because transportation's going to take longer um getting uh getting kids um into the school uh off the buses is going to take longer getting their lunches is going to take longer so you know as we look at the high school schedule probably teachers would see students like taking biology maybe one hour on a Monday and one hour on a Thursday so if you get the chance to be with kids for two hours that you're teaching biology per week what are you doing like you're doing some amazing enriching sort of things and all the like content learning and the reading and all those things are going to happen outside of the the school day so that's something that we're
226all sort of struggling with is what does that look like um but we we've got some good plans and some good uh professional development to help us get there and then con if you want to address the other question yeah I have to answer that question so one of the things that we know with our um staff is they all want to uh know what the expectation is I think that's the heart of an educator they want to know they want to plan they want to organize and Implement things successfully and I think the thing is when it comes to safety you know there's a lot of unknowns around that and so that puts people in this kind of um space where they don't feel safe around those things and we've had uh really great
227conversations with Jill and Melody uh just talking about and processing those pieces and so something that we put together is a return to work survey that we are having all of our staff um participate and just in 24 hours we've been able to get, 1500 uh responses back from staff which is incredible and we're also looking at um Child Care needs and kind of uh we added a component that Kelly pie and Brook NOA and their team put together and embedded that into the ser uh to elicit that feedback but I think you know we want to meet people where they're at and understand that we all are feeling a sense of worry around as we go into these things but I always think too like we want to be responsive on how we do
228these things and so that information through the survey is giving us more information so that we can have more enriching conversations on how to try to meet those needs and the work that Michelle Brady and Casey and their team are doing around the operational components of what's going to happen and the PD that will happen around uh when you come back to school and what that looks like is I think also going to put people's mind at ease it's the heart of an educator than wanting to know what's expected and when they know those expectations and can meet those expectations then their affect is going to be lower and they're going to be able to uh serve the heart of our kids and meet the needs of our kids through that experience thank you Conor
229um thank you everyone I know we're running behind on our agenda but this is all really good content and really important conversations that we're all having um to do to address and I know that a lot of these questions are questions our communities are asking um the other for me just I just wanted to ask um back to the question about some districts you know deciding to start later or addressing that uh PD component professional development for our teachers or our staff and how we we're flipping every like Dell said it's like we're we're flipping everything on its side and differently than what we've done before and how much time are we giving I guess our our staff and and um and our both classified and licensed to kind of get a rhythm of what
230this is going to look like maybe do some trial runs um figure out what's working or not also preparing our families to what is a cohort what does it mean that your kids's going to be in a cohort and running through that scenario before they actually start so I wonder if there's already been some thoughts about us having to look at our calendar or figure out what makes sense for us all of all of those things that you just me mentioned Erica are exactly why we're considering the potential of moving back the start day for kids and even if that were a 4-day period um we don't want to burden families but at the same time we want to make sure that we're prepared and that would mean a professional development for our staff what
231does it mean to be really good at online teaching what does it mean to deliver culturally responsive instruction for all of our students what what is the PD that we can do around that there's also work to do regarding what are the responsibilities of families and how do we help people understand um what's a family responsibility what is a staff responsibility and get some clarity on that so um we also need to re-engage with students it's been um you know we you've heard about the drop off that all districts have had regarding engagement throughout the spring and we need to re-engage with families and have that touch touch point with them and reestablish that relationship and and that's why we would have that additional time that's exactly what that would be used for Dale do
232you have anything to add to that thanks Mike I just want to make sure I put that out there um and Jackie you had a question um yeah I do I I want to say I agree I think we have I know we have the right people doing the right work here and I want to thank him for that um I also know that we're all feeling the pressure to reopen the schools um to help with um economic recovery right I mean that that's one of the reasons that people are pre being I feel pressured that we need to open the schools but I don't want us to have any kind of false sense of of safety um because we still don't know a lot about covid-19 and I mean if we're being honest the
233only plan should we decide to you know what we're going to do the only plan that wouldn't change at all between now and when school starts would be um the full distance learning and and I think we can I mean that's pretty standy we all I think can agree with that um I would hope that I know we're waiting for guidance from OD and and the state and O SBA in Washington County um I hope that we don't wait so long and delay our decision that it negatively impacts our families even more than they're already being impacted um I don't know if we have a timeline on decisions I don't think we do I think everybody's in the same boat um I just want to make sure that we're not waiting so long for somebody
234else's decision that we um again make get harder on our families and and than than it already is because I know from what I'm hearing in the community and I've reached out to many groups asking for feedback it's we need to know right I mean and it is it's hard to not know what are we doing I mean the colleges have already decided and said what they're doing and and so I think that there's that added pressure as well and I want to thank our Mike and our cabinet for um being um responsive to that um and one question I had was my concern is the liability issue of reopening the schools with such a um communicable um disease and what that looks like I mean that that concerns me a lot with the liability
235to our district if something were to happen if someone were to contract co9 at school and it not end well um and then I also concerned about substitutes right are are do we have Subs that are going to want to come into the schools so yeah that was I know that was a huge train of thought but yeah that was it than I was just going to say thank you Jack I'm sure that we'll have more on this later and you can address these questions at a later time um in an effort for us to wrap up our meeting um we're going to move on to discussion time um I know that we have a osba Summer Conference update from Jackie um and what I'll do is since we have a lot of Engagement and
236conversations if you do have something that you want to add for discussion time just please um type on in the chat room your name so I can call on you um otherwise we'll just wrap up after uh Jackie's completed her osba Summer Conference update okay I'll try to make it quick it was really great to be in that Avenue and that venue of online um it was more one-on-one feeling um and more personal um I went to I think three there were three sessions three or four sessions and then two General Sessions um and I'll just kind of go through and there were some major things that I wanted to make sure that we all knew so um the first one was just a chat with osba leadership they talked about advocacy around the cares
237funds and what what other stimulus money might be coming in um 98 funds that kind of thing um basically the governor does say her says her highest priority in special session is continuation of school funding I think we all know that um the next one was a General Session planning for returning to school key considerations for health and Equity um so the ready School safe Learners document that osua put out on there and I pulled it up but there's a um a re a version number and he they they said that the you know right now it's 1.5.8 so if the number one changes it's major changes if the second number changes which is currently five that's minor changes and if the eight changes that's just kind of tiny changes I guess patch changes is
238what I wrote down I I'm not sure that's the right word just to let you know when you go in to look at it those those are what the changes in the version um means um and then I did a legal and policy update on sexual harassment sexual conduct and mandatory reporting of child abuse um so there for sexual harassment there are five laws that went into effect last year that directly affect schools and many overlap with different policies and processes um the federal government also came out with a definition that is different than Oregon's definition so and and I know hr's all all around that I just want to make sure that the board because we're now mandatory reporters understand that um there is a change they said coming to policy jba gbn um
239which will affect title dine changes that go into effect in August so we'll be I'm sure we'll be getting that soon um under sexual conduct um there's new legislation in last year that there were key changes including the definition to be more inclusive and comprehensive so um and regarding mandatory reporting board members aren't legally required to be trained but are strongly recommended to there's a free pre-recorded webinar on the osba website specific to board members the pace training they do have a training but it's not specific to board members um and I wanted to ask Lisa if maybe we could add that training link or information to the new board member training packet and booklet and I also just thought for rose that would be she's the the owner Rose I thought you said that
240would be gross and I was not no rose okay yes Rose thank you lovely and wonderful smelling and beautiful yes sorry and I don't know if we need to check and see if our student reps how this affects our student reps if they are m atory reporters are not so maybe that's something we need to ask um oh yeah Mark good question um the the next session was school law for board members covid-19 version basically it's the executive order 2016 adjusts what a quorum is so it says that um unless otherwise required by law a quorum of the governing body of a public body and the number of its members required for affirmative action blah blah blah so consists of a majority of its members excluding those unable to attend because of illness due to
241covid-19 so it changes the Quorum requirements a little bit so I just want to um bring that up and that's good until the executive order ends and then um they also told us and I I didn't know this and maybe you guys do um policy BBF suspension of policy so there are times where we may need to suspend one or more of our policies like public Comon at board meetings because right now how are we managing our public comet has that changed so if it comes to a point where we need to suspend some of those policies we can with board action we just they really we need to set a time limit for the suspension so that's just something that we might want to think about um the last one was a general session
242on Fall Athletics um an update from OSAA they had Peter Weber there um he did say that you know private clubs are making up the difference for our school sports but that's also increasing the disparity of those who can participate so they are well aware of that and that that made me feel well a little bit better um the OHA and the governor's office is going to be dictating what OSAA can do right now they're looking at other decisions that the states have made around us like Washington California um the fact is not all activities will be able to go through this fall not all areas will be able to participate uh July 22nd 20th and 22nd is the executive board meeting for OSAA and then they will send an update out to member schools
243by the end of July hopefully they'll have some more concrete directives um right now the first scheduled official practice for fall season is August 17th they're hopeful that will stay but it's not confirmed so um and they're rolling out a new star initiative I don't know if anybody's heard of this OB and that Casey has it's safety tolerance acceptance and respect fact and it's about equity and civil rights in school sponsored activities um oh thanks Mike perfect he says I he Mike's on the executive committee for OSAA and I'll keep this posted um that was pretty much it you know the I did tell them that I thought that the virtual Avenue and Forum of training is great because I think it's more inclusive of smaller districts that aren't able to attend a three-day conference
244in bed they don't they don't want to spend the money because you know they have a smaller budget they don't see the value in it but this this gives them an opportunity to participate in training so um it was really great and I'm really glad I went it was you know four hours five hours but really great so thank you for letting me update you I know I tried to go quick I hope I didn't for the translators sorry thank you um so I don't see anybody's on here having any additional comments or thoughts so our next meeting is at our board retreat and if uh Mike you capture those last comments there were just questions around um where we're going to have that I think because things are changing all the time as we
245get closer maybe we can um give it in a board update um if that changes our location okay and I'm looking at Mike you don't have anything else before we no I was going to try and get some clarity on whether you wanted an in person venue for the board retreat or if you want to do virtual and just get more of an opinion on that but I think we can wait a couple weeks and then make a decision based on where things are at that time yeah yeah I agree I think I think for the most part most of us had agreed that we wanted to have it in an open space where we can practice physical distance but as things are changing we have to keep that in mind and that might not
246be a possibility but we'll keep the board updated thank you everyone for the hearty discussion and all that information have a great evening and this session is over thank you