11/20/2023 Regular Meeting of the TTSD School Board

001all right good evening everyone we are a lively happy Bunch this evening which I love um welcome everyone to this regular meeting of the tiger twon school board I will now call this order this meeting to order at 6:30 pm uh Dr Ricky Smith are there any changes to the agenda there are none sure all right hearing that I would entertain a motion to approve the agenda I move that we approve the agenda as presented I second motion was made by Vice chair he and seconded by director zers is there any discussion on the motion hearing none we'll move to a coral vote all those in favor say I I hi hi any opposed motion carries unanimously and with that we will move on to recognition and good news good evening chair irin directors and

002students um I am standing in for community relations manager Lisa Burton this evening who is celebrating the birth of her first grandchild so shout out to Baby Josephine and I have the pleasure of introducing Allison Heath who is here with her team to talk to you about how the district to implement Senate Bill 13 tribal history and shared history so with that I'm going to turn it over to Alison okay welcome hello members of the board hello members of cabinet I'm Alison Heath I am a social science tag and health tosa for teaching and learning here at Tiger twon and I'm going to introduce Bryce Bennett uh I am Bryce Bennett I teach sixth grade at twality middle school I'm introduce Amy Curtis I'm Amy Curtis I teach uh ELD at toon high school and

003um we have one other person who is not able to join with us and that's Jennifer strand who teaches social studies at toity middle uh we're here to share with you say uh information about Oregon Senate Bill 13 which is uh called tribal history shared history and our District's implementation process um from kind of the beginning of the introduction of the bill through uh present day um if you want to change the slide sorry I'm not sure who did Point At You um Senate Bill 13 or tribal history shared history is an agreement between the state of Oregon and and its government and the nine uh governments of the nine federally recognized tribes in the um that reside in Oregon um it is the contributions or it celebrates the contributions that um the indigenous population

004has um made to our our state as well as our country um and recognizes the contributions that Native Americans have been minimized and mischaracterized are completely left out of Public School curriculum completely it uh provides multiple perspectives to um history from indigenous populations perspectives um it is in intended to increase inclusion and equity and um acknowledging that it is impossible to understand the states and US History without the rich culture and contributions of its native people um I became um an advocate for this uh bill be being uh fully implemented in um tiger totin as part of my go as the um adviser for the Native American group at Tuality um Advisory Group we met um in the mornings weekly and when this bill was rolling out and starting to get press my students were

005wondering why they were not seeing it in their classroom as they should be as indicated by reports in The Oregonian and that sort of thing at that time I went and reached out to um Zenia an and um me and a team of other of two other um people Pedro who is at the high school and um Reena who is no longer in our district as our elementary rep and the three of us went and got um trained at the trainer of trainers at the very beginning um way back in the before times um in 201 uh 2019 um and began to offer opportunities for um holding Community meetings through the board in the evenings and um and then also once we ended up in lockdown um we offered multiple Community meetings throughout the summer

006of 2020 um through Zoom as well um I keep forgetting that I don't have control over the slides um this is one of the first slides that we talk about in our uh training um of teachers and where the nine confederated tribes are we've had the opportunity to work um pretty extensively with grand Ron which is considered our local tribe um y all right next but so U I'm I'm Native American my tribe is a scolum tribe in in Washington and um I love teaching about Native American histories it's one of my favorite things to teach about so as a part of my units I always ask just a quick Kwo chart and the first is what do you know about Native Americans and after a while I of reading responses I've started to notice

007um something that was typical Within students response and up on the slides are three typical uh responses but I would say that 90% um had this and I was observing that many of our students talk about Native Americans in the past tense and they talk about Native Americans as if they were a part of of the past and so Senate Bill 13 is something that is trying to hit on that and um talk about Native Americans in present tense next slide please in our trainings we do and talk a lot about the lessons themselves but we also talk about the why behind the lessons and the why behind um we what we're teaching and these are the critical orientations and they the lessons talk about Place presence perspectives and political nationhood power Partnerships each one

008of the lessons plays these pieces play a role within the lessons and not only do we talk about this we talk about uh the nine critical understandings as well next slide please as a training group we take teachers and we read about a different perspective of Native American history um from the different perspective on time to treating that were signed and broken um to Identity and how there can be so many different identities of Native Americans in our country and we talk about these we read about them we discuss about them because it's important to know the why behind the lessons and know the reasonings behind the lessons to create a good foundation for teachers in order to teach the lessons to our students uh next slide please so we're hoping after teaching these lessons

009that we can change some of these these what do you know about Native Americans from past tense to present tense next slide please okay I'm going to give you a brief timeline of this uh Senate B 13 implementation here in Tiger twon Amy told us a little bit about her actual part in this which is wonderful so reaching way back to 2014 um the organ Department of education's state board adopted the Native American Alaskan native education state plan and part of that plan objective seven stated at every school district in Oregon should Implement a K12 historically accurate culturally embedded place-based contemporary and developmentally appropriate Native American Alaskan native curriculum so fast forward three years to 2017 and then the Oregon legislature actually enacted and passed Senate Bill 13 which we call trial history shared history

010this law directed OD to create a K12 Native American curriculum for inclusion in organ public schools and to provide professional development to Oregon Educators the next year in 2018 OD provided funds for the nine federally recognized tribes in Oregon to work together to create the tribal history shared history curriculum that we now use in our classrooms together the tribes also wrote the nine essential understandings and the six critical orientations of indigenous studies which underpin each of the tribal history shared history lessons Additionally the tribes created their own individual place-based curriculum now in 2019 and 20 OD provided a variety of professional development opportunities for Oregon Educators it was at this time that ttsd sent a team of teachers to participate in od's very first cohort and while back at the district level plans were made

011for what they called a soft roll out and Amy as she mentioned was part of that very first training cohort however in March of 2020 you all know that the co pandemic hit and we had to uh pivot our plans so in 20121 ttd's building Equity coordinators LED informational training sessions via Zoom for community members and for staff around the tribal history shared history curriculum these Zoom sessioned pay the way for offering optional in-person training sessions led by this team in the following years however due to their optional nature of this professional development our team was unable to gain the traction that we needed to fully Implement tribal history shared history across all schools that was until finally in May of last year we were able to secure the funds from the teaching and learning

012Department to provide full day required trainings for all fourth 8th and 10th grade teachers across ttsd this year in October we also train our third grade teachers as they've taken on one of the tribal history shared history lessons so all together in the past year we've trained over 150 ttsd teachers and have ensured the full implementation of the tribal history shared history curriculum and for years to come we are so grateful to have this school district's full support in this endeavor as we strive to provide the historically accurate culturally embedded place-based contemporary and developmentally inappropriate Native American curriculum that was envisioned by OD back in 2014 next slide please in addition to providing training the teaching and learning the teaching and learning department has also invested in providing teachers with resources to bring the tribal

013history shared history um curriculum to life in our classrooms in response to teacher feedback a team of fourth grade teachers and instructional coaches worked together over this past summer to to produce a set of teacher created tribal history shared history slide decks for each of the 13 fourth grade lessons these slide decks you see one picture to your right says salmon in the river um weave together the tribal history shared history lessons the essential questions key vocabulary images and video along with best practices such as oracy and other engagement strategies this is just one example of the continued support that we're providing our teachers in Tiger 12ton School District next slide please so we know it takes a lot of time and and resources to give trainings to over 130 teachers but we do truly

014appreciate that you have made the commitment so thank you to the board and thank you to the district for for giving us the resources to do the trainings we truly appreciate it and we know it's making a difference so I would like to introduce uh Moss wiel an indigenous Student Union president co-founder at ard high school and Vanessa tro the vice president of the indigenous Student Union at Tiger High School these students will share their learning experience as students um at Tiger dallton in the tiger dton School District hello I'm Vanessa too senior at Tiger high school I'm the vice president of indigenous student student union and I'm a reconnecting na Nawa individual while my ethnic group doesn't reside in the Pacific Northwest I would still love to help uplift the voices of other indigenous

015people in the ttsd district within the ttsd district I feel as as if indigenous people's history and representation is like invisible due to the lack of population we have here but that isn't necessarily an excuse excuse for the lack of accurate education Senate Bill 13 got approved by the Oregon legis legis in 2017 is a bill granted funding the OD to hire a contractor to create a mandatory curriculum about the nine federally recognized tribes in Oregon that funding also went to the nine uh tribes of Oregon to make a curriculum about their history and their people which is not but highly recommended to be taught in the classroom in 2019 the OD made their curriculum for grades 4 five and8 458 and 10 available to teach now it is and and it has been taking

016ttsd four years to implement this curriculum we want to encourage the curriculum to push to be taught I can recall my sophomore year um during history class indigenous history being reduced to just white settlers and Indigenous people having altercations indigenous people have been referred to something of the past but hoping that they'll acknowledge the history of the indigenous people but celebrate the culture in the modern day practices Senate Bill 13 is a great start to teaching about Oregon's tribes but I feel as if um there are so many tribes in ethnic groups and being indigenous just means your connection to the land you're native to and but I do think that the Oregon indigenous indigenous people of Oregon need to get the representation they need hey my name is Mos wagle I am a sophomore

017tiger high and I am the President and Co founder of the indigenous Union before I say anything else tonight I would like to put it out there that I am very nervous about talking in front of you all today because I will be bringing up some inequities that I've experienced and I worry the impact speaking my truths might have on the collaboration nature of our working relationship like many students of color speaking up sometimes leads to unintended consequences but at the same time I am very honored to be talking to the board for the second year in a row about Native American Heritage Month so son Bill 13 the Oregon legislator approved this bill in 2017 the bill centers on created a collaborative effort between the OD and the nine fairly recognized tribes in Oregon

018but then result ideally being a curriculum that teaches Oregon students about the tribes history people and cultures last school year when I was a freshman I talked with my math teacher about what Cal 13 curriculum looks like in ags2 for this class the curriculum focus on palas and specifically calculating how much it will cost to travel and attend pal this school year in my US history class I currently have a long-term sub who has been using lessons for another US history teacher in the building when skiing to unit one uh I noticed that there was a page with one side of questions on it and to the light and to the right of that worksheet was two screenshots of a website that contained a brief rundown of the totin calans who inhabited the lands that

019we were on after class I went up and talked to my teacher about Cal 13 he never heard about it and said that he would look into it over the weekend which he did he was s shocked that the information or or curriculum was available and he was so fascinated by it to the point where he read a handful of the curriculum to more about Native Americans fast forward to the day when we do the workshop with the pre and pro s questions about the toet and Calas the very first question on that worksheet was something along the lines of what you already know about Native Americans we were given with a few minutes to answer this question then we had a mini whole class discussion when answering this question most students either said the

020Trail of Tears or the Cherokee tribe that was it some people even left us blank none of my peers really knew anything about Native Americans in the rich stories and traditions of the tribes when it came to the so-called reading everyone was sort of in shock as to how the government treated NE Americans they wanted more it seemed like they craved more of this untold history because they had never seen the sad but part of US History the next thing that we did in class that day wasn't technically a part of the unit which was reading the Confederate tribes of s's story as to how they got their first reservation which was pretty much the entirety of the Oregon coast and how that shrunk to the now modern day sl's reservation which is about 15

021minutes which is about a 15-minute Drive East inland from Newport Oregon they also have a trust land which is located in Lincoln City also known as shinuk W casino resort once again the students were shaken with the treatment of Native Americans from the US government the reading about the settes was made by the tribe and not by the OD when my peers are asking many questions about the tribe where are they are today their their population their Traditions at I was one who answer them because no one else knew any of the answers that class was a very informational class not only for Myers but also to my teachers who never learned any of that information throughout their education clearly Senate Bill 13 is needed clearly there is also room to grow this curriculum is

022very powerful meaningful and groundbreaking for students and staff who have never seen or heard this part of US history but in order for it to be powerful meaningful and groundbreaking it not only has to be incorporated into one into more than one week's worth of random information it also has to be dble for students so that it doesn't completely become info dump that they can't navigate and so that they can process it properly there is nothing wrong about talking about the gas mileage and the cost of visiting pal however doing so to the exclusion of other information cultural elements or historical perspectives ends up doing more harm than good in ttsd we have been taking steps to honor the spirits uh also known as ancestors who have inhabited the lands before us whether that was

023creating a land acknowledgement for the school district to say before every event or meeting or by naming the Early Learning Center the Calia Early Learning Center ttsd has taken more steps but these types of steps are surface level they're not enough tdsd has a middle school named toity that is a parking lot across from the Calia Early Learning Center the the word toity is a white SAR derived word that translates to Fat according to Professor David Lewis who has a PHD in anthropology a member of the conf tri of grand Ron and a professor at Oregon State who teaches ethnic studies of Native Americans how are we honoring the spirits that we here before us if there is a a school still in ttsd that is identified with a Sly derived name I do acknowledge

024that TIG high and ttsd are trying to div are trying to diversify Communications committees and meetings with students and staff of all backgrounds and I am glad that there is an effort being made but why am I always the only indigenous student being asked to represent the indigenous student population of ttsd when at last count there were at least 10 to 15 students who identify as indigenous at Tiger High why was I the only one being asked to speak tonight at times it feels like I am a trophy that is supposed to sit High int just to look pretty and that's the only reason why I'm not here to S to sit and look pretty for numbers conversations for resumes I'm here to do work that will make a difference and will make things more

025equable for everyone I know for a fact that I am not the only native student here in ttsd while I am always very vocal about my indigenous culture that doesn't mean that I am the only student in ttsd that has to always represent the indigenous Community I am a part of the KY tribe there are members of the Confederate of yella Navajo and other tribal groups while I am happy to share my particular experiences as indal indigenous culture we are missing other voices to think about indigenous culture as one mol culture is a disservice to the spirits who sacrifice to their life for the greater good of future Generations what are you doing in terms of taking steps it's good and also it needs work and and it's not done yet I would encourage you

026to keep taking steps forward to seek out and listen to more voices to challenge your own understandings of how these actions impact students within the indigenous Community thank you once again for inviting me to talk to you all about the implementation of senal 13 from a students perspective for Native American heritage month jimy kuo thank you so before you guys hop up do I have comments or questions from any of our folks up here so I heard you say you were nervous and then I heard you speak so eloquently on such an an important issue and so I appreciate that you're nervous but you did a bang up job and so you really I hope you won't be nervous ever again if you come back and speak to us again because wow thank you um

027and I really appreciate the fact that you challenge us um because we do it I think Senate Bill 13 was a good first step but it is a first step and I think we do need to keep keep making sure that the momentum continues as the uh tnl Department was talking about we need to make sure we've got all of our teachers trained so that that curriculum is is being implemented properly um I love the fact that you challenged your long term sub to to um find out more about the curriculum um I I really get the feeling you're a Dynamo in the classroom so hold on to that and keep doing that because you're an amazing young woman and so thank you thank you Lily sorry my hands are really short um well I

028first want to um say thank you both for coming out here um I know that it's really nerve-wracking to speak especially in front of a bunch of adults and the probably 30 people who are watching this live stream give or take um but you guys spoke so well and so clearly and um I wanted to empathize I am not a Native American student but I am um a Jewish student so I understand kind of feeling like the only person in the room who everyone is looking to for that for those facts and for that stuff and it is frustrating and I really hope that Senate Bill 13 um and how we're changing the curriculum helps to stop that from happening um and I think it's I think everything you said was just right on the

029point um understanding more about the native tribes is extremely important to understanding like our current day organ thank you thank you thank you so much for um coming over and you know speaking to us um I think you guys did a great job and I think that you brought something to us that perhaps some of us didn't think about you know in terms of the the presentation that was like yes we're we're doing such a great job and then from the students perspective it's um not so much right and so um I really appreciate that I appr appreciate what uh what you have to say and I appreciate your courage because sometimes you are going to be the only one in the room standing up and um you know it happens sometimes you just have

030to deal with it and but allow yourself to not have that pressure to be the one to always volunteer because I can tell you from experience it kind of gets tiring after a while so uh make sure you take care of yourself thank you director Weston thank you um I just wanted to thank both of you for coming and speaking tonight and sharing your perspective and um I think speaking for myself but I I feel the rest of the board would probably be in agreement that um I think when we invite the student group maybe we could make sure to be more intentional about opening it up to more people um I know it can be hard being feeling like being a token and not having a larger group and I think um if we

031could maybe be more intentional about inviting a larger group to help with that situation because I think that's an important point and I I don't want um I don't want to make people feel that way with with how that was structured because it's hard being the only voice and um as hard being a student talking to the group so just thank you for bringing that up and hopefully we can um do better in the future and and thank you for sharing your perspective I um really appreciate this work and it's it's a a good start and I I hear you that it's just getting started um I hope we can continue to to move forward with it so thank you thank you thank you for coming um I'll reiterate what all of my colleagues have

032said that um for me hearing from students is the most important thing that we can do um I I appreciate your honesty with respect to um both the the benefits of what's happening the um the authentic implementation that's going on and then the challenges of that implementation so I appreciate you speaking up about that I remember I followed um Senate Bill 13 pretty closely as it was um as it was being decided whether or not it was going to pass and I I appreciate the district's um really comprehensive approach to implementation and it's really important to hear from students the impact of that implementation so I really appreciate both of you coming and speaking your truth about your experience with it so thank you very much and I will just um summarize I think what

033and agree with what my colleagues have said um it's funny I wrote I appreciate the challenges you bring so almost verbatim What director zme said um and that's really hard and so Vanessa and Moss I think I commend you for coming it is super weird and uncomfortable talking in front of a bunch of people you don't know um and it feels really formal and so I really commend you for that and I know you know in terms of the speaking thing I think you know sometimes we look at oh you're the the president of the thing or the president of this club and so that's immediately kind of what we look to and so I think a way of inviting an entire you know anyone from that Student Union that would want to come and

034help present would be a way to kind of maybe have less sort of pressure on you to be the one representing because I imagine that can be a lot of pressure and to Vice chair's Point like very exhausting and so I want to sort of acknowledge and recognize that I think in terms of the Senate Bill 13 itself one of the things from its Inception that I've appreciated is that and it it almost needs underscoring is that this was written um by tribal leaders and and so and I that doesn't always happen and in fact I think this is one of the sort of few times where that's happened regardless of sort of what that um that subject was about and so I really appreciate that but it also again comes down to that implementation

035and consistency and that training and so I appreciate the feedback that you gave um around that and really bringing some things to light additionally with that that we can continue as a district and what we could do potentially as a board to kind of move some of those other things that you found problematic forward in deeper conversation so I really thank you guys for coming and coming in doing this and and being leaders even when it's kind of frustrating and you feel a little alone sometimes we really appreciate it thank you so much thank you and thank you teachers for doing an amazing job of implementing this and and doing all of that all of those lessons so that we have teachers that are feeling more comfortable and correctly educated around how to imp this

036in their classrooms thank you oh yes and a picture so come on up all right and with that we will move to our student representative reports so whoever picked the Unlucky number and gets to go first can go first um I honestly have very little to report on um this meeting uh we're in the middle of no no school November and we've only had nine school days since we've last met so um but I do have some so the fall sports for Tiger are officially complete with their last football game two weeks ago um so now I have no choice but to for Talton and and I'm I'm really excited to see what happens there yeah as Owen said there's there's not much um to report on but um I just want to give my

037support to twon because I they're in the finals I mean it's so hard to say but it's okay I'm rooting for twon so you guys got this just give me a moment to Revel in that oh it feels so nice to hear that um speaking of other things we've won um because I mean dton is just a very good school for sports um for Esports um we have R six chess and bhalla which all made it to the semifinals playoffs that's what they're called the playoffs I don't know Sports very well um bralla this is the second year of them doing that so so yeah we're kind of we're kind of really good at Esports and uh tiger can always join because they don't have a team well I'm I'm hearing a lot of like

038tiger and tws and slander back back at each other so I'll be nice um twon is in the final and tiger does not but that's okay because they did amazing this season for football um but yeah fall Sports aside from football is done and most of the winter sports have started like I know swim has started and I think basketball starts pretty soon once football's over and yeah there's not much else to say no school November is just a wonderful time it's such a wonderful time and I think a lot of seniors who have done like early action on stuff on November 1 or a little bit later this month are feeling a little bit relieved now I know I am and um seniors are beginning the process of internal Assessments in their IB classes

039so please pray for us all because it's quite the time to be an IB senior um otherwise Toton is doing well um last week twon put on its production of the Curious incident of the dog in the nighttime um that believe was the first play of the year um and then we've really covered football so um there's really nothing else to talk about um five day weekend coming up and everyone's really looking forward to it I think it's kind of funny hearing everybody talking about their sports teams because cannot relate um um tomorrow is Creeks giving um so we have uh the whole day that we spend just like as a community together just doing community building activities and having fun making food eating food um and and then there's GSA which started up recently

040um uh that and they have been working on um educating people on uh lgbtq plus a lot more um they're doing some projects and they did a project that's um called the transgender umbrella and it's a literal umbrella and they have little drops underneath having different gender identities which I thought was very cute um and then you know the new cour has started so there's like a lot of less stress and it feels like very chill in the school now although attendance has gotten a little bit lower so um there are new classes um there's a new print making class which started up very well I've heard and there's a new robotic elective um that is starting started and it's student Le so there's a student that is teaching the class um and that one

041is very popular and there's also the return of the Creekside Cafe sandwiches with homemade Bagels so if you guys can get there on a Friday between 9 to 11: you could probably get one of those and they're very popular that was one of the best just overall student rep reports I feel like we've had in a while that was very you were all very kicky and fun and silly um so to keep the fun [Laughter] started superintendent time for your update thank you so much and I've got a bit of a list here so I I ask you to indulge me this evening but there's so much good work going on we want to want to share that with you um so it's been a busy two weeks since we were together on the 6th

042um on the week of November 6th we finished um our final sit with Su at twality middle school and then we'll begin that series all over again in the spring um sitting with staff and and hearing from them about their perspective and their needs um that same week I met with Portland State University president an cud who came to the district to discuss further expansion of the social work and school counseling internship programs uh you approved the grant process um the initial Grant process and U they have been so pleased with the work um and the Partnerships and the way in which we have become accessible to them that they want to continue uh to expand that internship program that provides additional soci social emotional mental health support to our schools um as interns are

043learning of their their craft towards lure and that will also include a grow your own pathway uh from to their programs from our high schools to Portland State University on Thursday November 9th as you will know we had the acts of aggression Community engagement session we say thank you to the 200 parents staff students uh and community at large members Who provided input about the policy draft that then uh took the that input and provided it um the week of November 13th to a second meeting with the teachers Behavior committee to further ensure teacher input to the policy uh following that process as well as I wish to thank um the uh parent advisory on safety and education chair Dr Mangum who held a second meeting uh with myself and uh chair Iran uh to

044discuss um further input that informed the draft that you all will uh discuss this evening um then continuing on that week I had continued with the meeting with tog and together communities that care leaders board to continue to that continues to advance the critical work that we are doing supporting our students physical and mental health needs where I had the opportunity to work with twon student board rep Lily story so thank you Lily for that opportunity um and I will serve as their board's chair along with tton mayor mck as the vice chair uh for this year um then my weekly visits to Tiger continue where I met with the counseling staff I continue to support Hall and lunch duty as well as work my way through the master schedule ultimately visiting every teacher's classroom

045I particularly enjoyed the conversation in John Weber's government classroom where tiger student board rep Brianna casianos ziga and her classmates and I examined the pros and cons of other 16-year-old should be able to vote in local elections including Board elections I always walk away from these discussions knowing that our future is in good hands because of their reflective and talented because the way in which they are reflective and talented um as they think through um interesting and um current situations uh Dr Mall Durham principal Brewer and I then welcomed OD estate director Dr Williams to Durham to observe the ignite reading tutorial program and uh Dr Williams wanted to know what the state could learn from our work U bringing the strategy to scale for every student who has furthest from Reading proficiency across the

046state additionally Dr McCall and I attended the stand for children being the odds Awards Le attended by Civic and State Legislative leaders or ttsd was recognized as a state leader in the use of the science of reading strategies as well as the use of ignite um in again moving students closer to reading proficiency Stanford children as you well know is a state education policy Advocate KY group that was responsible for the CTE measure 98 um legislation and the recent early literacy legislation so we were pleased to be able to represent our District's um formative work directors Rose and Bernard along with operations administer Jarvis Gomez and um community relations manager Lisa Burton continue their meetings with individual School communities to discuss the long range facilities planning and School boundaries we will continue to update the

047board on these processes as we head into the first of the new year and again I want to reinforce um that it is so very very important and how much we appreciate all the teachers who continue to give us input um along the way U because that helps us make a far better decision and bring a far better recommendation to this board and last yes I'm I too get to get my last Lick in relative to the state finals um so I think our Bo our chair our student reps have given great um explanation but I must say that my spouse and I enjoyed cheering the twon football team on to Victory against Sherwood on Friday evening and the band The Cheer and the dance teams gave an outstanding a really a truly outstanding halftime

048performance and represented our district well and we look forward to being on the sidelines as twon faces Central Catholic once again in the state finals on Friday November 24th at 12:30 p.m at Hillsboro Stadium thank you all right I'm a little bit tired after hearing all of that it's so you do a lot um who would like to go first director zme or just go I'll go if nobody else will so I just wanted to talk about I've been working with with the uh teaching and learning department on various curriculum adoption the math curriculum for K8 and the world languages for high school level um have now moved into the um evaluating the first round of curriculum so hopefully by the end of next month we'll have a pretty good idea of which are our

049finalist curriculums and then those those Publishers will come in and give presentations and we'll get down into the curriculum a little more down and dirty um I was also at the uh communities that care key leaders meeting last week and one thing that um superintendent didn't mention that I wanted to let the board know about is um communities that care started out in Talon uh Cindy Hillier got a grant for the for the tottin side of it and we are she's now trying to expand it so it will be a tiger and toon so it will be a districtwide effort um sort of a and economy of scale if you will so don't be surprised if you live in Tiger if you suddenly are being shoulder ta to become part of that process it's a

050really valuable thing that focuses on keeping our kids healthy in as many ways as possible um and lastly but not leastly I got to meet with um students at Tiger High our representatives and um also additional students came in and we had some really great conversations about what's really going on in the schools and a lively conversation about um our freedom of expression policy um and it was really fun to be uh challenged by students who bring up ideas that I hadn't actually thought of um when we were crafting that policy um so it's it's always as as director mil said it's always really great to talk directly to the kids um feels wrong calling them kids because they're really incredibly smart people with really great ideas in addition to being highly entertaining far more

051entertaining than the adults in the room and I want to give them credit for that thank you anyone else with updates I don't have I don't have much to say other than um just reminding everybody we just got a presentation about Senate Bill 13 and about Native American history and there's a lot of people that celebrate Thanksgiving because you know we know why and so make sure that you're conscientious about that by saying happy extended weekend or happy holidays or something like that not Happy Thanksgiving thank you love that thank you J miles I don't have a whole lot I apologize for not being able to be at the engagement session on November 9th but I um had the privilege of working at the osba annual convention um which uh having presented in all four

052sessions they were fantastic by the way all the ones that I got to present just kidding just kidding um got good feedback on the whole convention so appreciated those of you that I got to see there um and then the other thing that I'm doing is just working on with policy committee you'll see some of our work tonight that continues to be um good work fun work and that's it for me this director Weston do you have updates um so I've also been attending the curriculum adoption committees um and the um committee meetings I don't have much to report to focus on right now though thank you and I just have a couple of things um and actually Dr Sue made reference to a couple we had the community work group um for our policy

053that we'll be looking at the first read of tonight and that was really wonderful um it's not typical to have and I've talked with some other board members um in other districts and states it is not a typical thing to have um a gathering of parents um and staff and District personnel and students um to come together and have um I think really thoughtful conversations and hearing lots of different points of view and so I really think that's it's a pretty incredible thing that get to do here and so I was really thankful for that and love seeing everybody that was there um I got to go to the osba conference and um see director miles there um and I went to so a couple of the workshops that I went to um I went

054to one on anti-racist policy development review and Amendment um which was really excellent um and then also went around Student Success between the bells so that kind of looks at small group work sort of between um the end of school and the beginning of school and kind of looking at what programs you can Implement um sort of outside of that typical um school day and also some of the things and this was from folks in the clouth district um but some of the ways that they also Implement small groups during the day um and then the in the afternoon I met with sort of the Washington County cohort of folks um from the different School boards and really just got to talk about what are some legislative priorities what we really want to be thoughtful

055about um kind of in this second half of the BM and looking at all of um the challenges around school funding and sort of what we can do as school boards and as osba to kind of um help Advocate and educate around that so it was really um an excellent weekend and and event so thank you for all your hard work in doing that um and then also was at that ttsd safety Alliance meeting with um Dr Mangum so that was really wonderful as well to hear some of about feedback so that's it for me um and with that it is time for public comment and I will um have Dr Mangum come on up um and I will read my little Spiel here um after being recognized by the board chair you will identify

056yourself with your full name and zip code of residence public comments are shared with the board during the public comment portions of the meeting and are limited to three minutes which will be up on the screens here your comment should be brief and concise Please be aware of the time or the time then it will start once you have given your name and zip code you may also submit written comment which will be read by the board and become part of the public record including the meeting minutes it will not be read aloud at the meeting speakers may offer objective criticism of school operations and programs the board will not hear comments regarding any individual District staff member nor any person connected with the school system um we won't exceed 30 minutes so I can

057skip past that um this is no place for bios or hate there will not be profanity or language that minimizes or causes harm to anyone else's identity per policy ACC if such language occurs the speaker will forfeit the remainder of their time and be removed from the meeting and this is no place for violence or threats there is an active investigation any threats and threatening language will be taken seriously and will include followup with law enforcement um so with that Dr Mangum just make sure that button is green and you can give us your name and zip code and get started thanks my name is Ben Mangum I uh am in zip code 97062 I'm a parent of three students at ttsd and one one former student I've got one at bridport Elementary School one

058at his middle school and one at 12ton high school additionally I'm here as a spokesperson for the ttsd alliance for safety and education we're a group of hundreds of parents um but among our ranks are also other Educators and employees within uh ttsd so we note that some time has passed since some the high-profile incidence of violence well over a month ago now but our level of concern has not diminished regarding uh safety in our schools we recognize that the district is taking steps to develop and Implement new policies regarding safety our alliance of parents continues to provide regular feedback uh to District officials regarding their ongoing work regarding these new policies we are glad that action is being taken uh but we want to emphasize in the meantime violence in our schools continues as

059parents we have continued to hear reports of fights and other violence uh at all levels of schools from elementary schools uh through high school it's an imperative that our students can go to school and be educated in safe learning environment policies currently in place are not acting as deterrents against violence as new policies are being drafted we urge that the school board and other District officials take seriously the obligation to keep students safe new policies needs to be implemented as soon as possible there are hundreds of concerned parents and other Educators that are willing and able to help craft these actionable policies that will create a culture of safe learning new policies are needed to empower teachers staff and principles to act swiftly and decisively to take action with violent students students and parents alike

060need to receive clear messaging that violence is not acceptable we are aware that new policies are being drafted uh but continue to urge that any new policies take into account the seriousness of the level of vience that we are currently dealing with in our schools and I thank you for your uh attention and ongoing participation in this effort thank you so much and Patty I just want to confirm there are no public comments for the SAA agenda all right so with that we will move on to reports and discussion and welcome director Mo good evening chair uran and members of the board it's our pleasure this evening to report uh the 2223 student investment account annual report and just a reminder what the the student investment account entails for uh all of you and and

061those in the audience um the student investment account uh was uh part of the Student Success act that was approved by the the legislature back in 2019 uh with the intent uh to provide resources uh to school districts uh to uh attain uh Equitable outcomes and Student Success for all students and uh so we've had that uh this particular in funding funding in place uh for the last three years and um I'm going to ask you to go to the next slide please so um the annual report related to the Sia um requires this report to the board and uh the associated minutes with this meeting uh it doesn't require any type of board action this evening it's just a report to the board uh the the report materials have been posted on the district

062website as required and as uh Chan just to entertain uh any public comment or uh that is another required uh piece to this report um the three main uh pieces of content related to the report include uh the the budget activities financial report for the fourth quarter the quarter actually ended in September when you have dollars left over in June you carry those over to September so that whole period is considered the fourth report uh also uh we'll touch upon uh some successes challenges and learnings as part of this presentation related to the implementation last year with the siia in the form of uh the the OD ask for responses to the four different annual reporting questions and then different uh responses to levels of implementation considered progress markers as far as uh what level

063of imple implementation in various areas like Community engagement and um other specific questions whether it's low medium and high or firmly in place so next slide please good evening everybody what I want to do now is just talk a little bit about um some of the themes that came up in terms of the resources that our Sia funding allowed us to move forward on um so what we shared here are some of those activities if you will some of those that that movement to support our students and our teachers uh and the efforts uh in ttsd to really um as we were coming through the pandemic and and looking at all of the different needs uh that we were faced with um our SAA uh Al allowed us to do things that you see here

064um that are uh across the board specific to uh really getting uh focused on the kinds of needs that we were seeing coming out of the pandemic and so um with this list one of the things I want to point out is um you know one of the things that that uh director Moore has championed over the years um um Dr Ricky Smith as well is this um the way that we budget and the way that we work with dollars includes um a very responsible uh take on on the kinds of resources we put in place around doing a program inventory and so when things come uh to fruition and we utilize dollars and we put programming and supports in place one of the things that just want to highlight is the uh the efforts

065to inventory what it is we're doing through a process that includes measuring um the impact uh to students uh across our district in terms of what the programming is supposed to be doing uh what kind of return on investment if you will we're getting from uh the uh the programs in place and the supports in place and so these kinds of of efforts that came through siia the Saia dollars are all things that we continue to inventory and look at um those time impacts those cost impacts and ultim Ely the impacts to our students uh in our district next slide please okay I think um director un is here with us director un how are you feeling I am feeling a little bit better thank you very much good um yes so um I I

066don't know if it's okay for us to go to the the previous slide just because the ttsa successes will highlight that um as you can see here uh the activities include a number of supports for our students and in tnl um I don't know Todd you want to briefly talk about those Investments yeah I uh I didn't specifically read those out but these are examples of how the dollars were were spent and continue to be a priority for us um but everything as you can see there from our English learn English uh ELD Specialists if you will uh as a need in our district especially as we've been working to develop out a co- teing model in our district where um we give our mlls an opportunity to have an inclusive uh opportunity in their

067content classes uh with peers to um really work on language acquisition our K3 literacy efforts uh have been prioritized through these dollars as well in terms of even including um additional literacy specialists at our 2way immersion schools um and you can see there too the need really um came to the Forefront for social workers um really also looking at our special ed teachers and uh assistance in terms of ensuring um our students on IEPs were serviced at the level needed our counseling um uh efforts have been uh really prioritized especially as we looked at our work that need to be done uh with students um and including staff uh and here too just to kind of shore up the the work around Equity inclusion um these highlighted kinds of positions including Family Partnership Advocates culture

068responsive Liaisons um really help to um set this the stage to partner with our building equity coordinators um and those those partner groups through our Affinity Alliance uh efforts and those Partnerships all of that combined um these were things that weren't necessarily accessible without these dollars and so that has really allowed for us to to get specific around the kinds of supports we're able to provide and you see the social emotional learning theal coordinators that are in place um those positions that also uh include PD uh and and our and PD that's driven by those coordinators um and the Deans and the aps that were put in place to really allow for the whole the whole gist of that was to really allow for our counselors and these folks that you see here these positions

069to do the work of supporting students while our Deans and APS could take on um the work of that administrative kind of those tasks uh in any given school day so yeah and then what director an can speak to a little bit here is the successes on the next slide that are connected to these efforts thank you so much um yes and um going back to what uh director Robson had highlighted you know we find these successes through practice and I know um uh a lot of the work that is done without Investments and support and infrastructure often times um don't go very far especially as the conversation was highlighted around um Senate Bill 13 um when we talk about um trying to operationalize and trying to bring forward some of the changes and practices

070um aligned to um you know uh od's guidelines as well as um our practices of being culture and Community responsive it's really difficult to do those things without an infrastructure and what the Sia Investments allowed us to do is have infrastructure to to complete a lot of this work and so as you know we were um a bit ahead of the um the uh the impact of covid because of our investments and our family partnership Advocates um and our culturing community responsive um supports and so with those investments in social workers and those um infrastructures for uh social services and connections we were able to support a rebound from the pandemic where students and families felt the sense um of isolation and now re-engaging and connecting like once before it requires um you know some

071of that intentional Outreach and as we reset we um we've learned a lot about how to better um engage uh our community not only to inform but also to collaborate and um make decisions together as highlighted as chair uh chair Iran before related to the meeting on the 9th um we are including within our our process interpretation translation services is part of our planning as a default um uh transportation and child care considerations and infrastructures are now part of um uh the uh change ideas that are um uh connected within the schools as uh uh schools are re-engaging and connecting back with families um they're proactively planning with these things in mind and we have teams of people who are actively working on Family Partnership and engagement you know we see very concrete examples of

072that um during our our strategic plan and our integrated plan we have a network of um uh people that are able to connect and bring forward um their relationship and trust with students and families to be a part of the conversation um we are able to not only support our students in finding their voice and empowerment but um you know they're participating in a lot of our decisions within ttsd uh today um can we go to the next slide please and so some of the challenges um director Moore can share a little bit more about that one more slide please one more yeah go ahead next slide yeah thank you so uh one of the challenges we've been dealing with with the the Saia from the start start is when we built the plan back

073in 2019 it was a total approximately $10 million and um our 2223 allocation was 9.3 million so actually the current year is the first year we've exceeded the $10 million Mark so we've had to do some prioritization the first three years on what we uh wanted to include in the plan and for an example is U we had a lot of collaboration and and professional development time built into the plan and we haven't been able to implement uh most or any of that um and so that's an example of trying to uh prioritize and a lot of the prioritization been on the positions that were identified in the plan as we described earlier um a couple other things uh the post-pandemic needs for students uh means we can continue to include uh continue to uh

074incur uh learning loss recovery uh social emotional learning and mental health uh support so um the Sia funds really came at the right time to address those needs um but it continues to be a challenge um as we uh still are are feeling those impacts of the pandemic in addition um there's uh that also impact on schools uh grappling uh as a community begins to find their way back to normal sea following the pandemic so these are just a few of the challenge with implementation of the SI there's several more but I'm going to touch upon these this evening next slide um and then I have here uh director Fields who will help me with this um and share insights around um the secondary perspective as well so um as a collective um our team

075is working on um tier one and Equity centered systems intentional focus and um uh monitoring of the 5 and 8% um it's also um necessary that we continue a systematic approach to community engagement partnership and decision-making um and Community centered accountability to support our constituent groups um as well as um continue to include students um in understanding the barriers that are required to support academic and social emotional mental health supports um it's critical that we continue to braid our siia dollars with other resources to fund our priorities and so um director Fields do you have anything to add related to those points I would just reinforce the tier one um you know one of the big Investments was specifically across middle school and tier one focusing on really reestablishing our pvis um and behavior systems

076which has been a really big focus of that hire and was a huge part of the community feedback in why that position was necessary so that's really been something that we're monitoring and um measuring the impact of thank you and then next slide um I think along the lines with what director Fields has highlighted our siia funding has allowed us to understand the systems and in include um adverse childhood experiences uh prior to um this work we uh were not actively talking about that in a systematic way um and so that's been part of our learnings and our growth as a district as well as um learning to continue to include staff students and family um and Community Voices in um some of the work that we're doing um to ensure that um we're meeting

077our goals of our strategic plan um and with that I um our team welcomes any questions or comments students board members questions I don't have any questions but uh two things one as I was reading through all of this and I kept thinking about how with the loss of our Esser dollars this year how incredibly grateful I am that we have these siia dollars to to at least do that piece of the work um it's really hard to be losing the S dollars but thank gosh we have the the siia dollars the other thing I wanted to say is I'm really appreciate that in the U materials that you included the progress markers piece that was a really helpful thing for me to see what did we set out to do and and where are

078we in the process and what have we done so thank you for that I agree I was kind of thinking that same thing particularly around essr dollars and then um what director un kind of mentioned with one of those final points of continuing to figure out how to um sort of be strategic and how we braid other funding streams together because you know with the LA the loss of the eser dollars and all of what we were trying to do with those plus the SAA dollars um these are all critical and like director Fields mentioned with our tier one um sort of Middle School programming that's really kind of rolling out I mean those are critical programs to continue to be able to provide and build on um and not sort of just let plateau

079and so I think those are really thoughtful things to kind of keep in the back of our minds all right thank you so much and now we'll have some board policies with directory good evening today I bring forth several um policies for first read so if you take a look we had chca and the reason for adjustments in that one has to do with the current work that's happening with the uh student aggression and violence board policy and so we added some language around the student rights and responsibility handbook and the board and superintendent review of the that particular handbook any questions on that one so I have two fairly minor points one is um if we're going to call out the handbooks title in policy we probably need to make sure we've got it

080exactly right and it doesn't have an apostrophe in it it's the students rights and responsibility handbook without an apostrophe um the other thing is the language on that one they as amended I know exactly what you mean it's whenever we amend it the board will review and approve it I'm wondering if it might be clearer language to say something like when it has been amended when it has been updated something like that instead just because as I'm trying I'm thinking back to what the the public told us at and the students actually also told us um to try to keep policy as clear as possible so I don't know if that's a a change that my fellow board members would be okay with but I just thought it might be nice to have it a

081little clearer we wanted to say when it has been amended um or it will be reviewed and approved by the board when it has been updated I was confused by that part too what is it trying to say I think it's trying to say when it's been changed the board will review it so it rather than saying we'll review it annually which we could do but if it's never if it hasn't changed that year then we don't really need to approve it again um if it gets changed several times in a year though I don't know if that means that every time that any change is made it has to be reapproved or is it once a year if it's been amended if it's been updated we approve it could we could we change it

082to say that the board adopts the handbook because it's going to be a motion that's then voted on correct so why not use that language to make it more clear what's happening we could do that I mean we adopt policy usually we approve we have a in the past approved the handbook I think but I don't I don't know if we're adopting a whole handbook over and over right we're adop the changes so we're looking at changes so there have been changes made that'll be brought forth to you so how do we want to capture that I mean to Super simplify this and if we had to look it over even though there are no changes would it just be as easy to say be reviewed and approved by the board annually I mean we'

083still because then it says we should still at least review it and make sure that there shouldn't be Len I actually think there's a lot to be said for the board reviewing it annually just because then it's refreshed in all of our minds and any new board members have a chance to look it over and go oh that's actually in the handbook so I'd be fine with that I'd be fine with when it's been updated you're a troublemaker [Music] so I may open up a can of worms here but if something changes mid year right then you're just gonna wait till the annual time to review I'm just putting that those things do happen and I want us to be thoughtful about that that has been our past practice is that we re we review

084it and and approve it in usually in the spring or late winter the students rights and responsibility handbook will be reviewed and approved by the board annually I mean that was a suggestion but I see your point if there's multiple things if happens in September are we not approving it till June in which case I would be fine saying as updates have been you know made I would like to propose that it say um as needed and at least annually or at least annually as needed or at least annually I think as needed might be a little unclear because we're not sure what the need is so something to indicate that it has been changed in some way like and at minimum when it has been amended or at least annually yeah I think that

085would work so when it has been updated or annually so that means at least annually and possibly more if it's updated and then it's time to wait a full year if something just changes but that would that allow the board say something comes up for example where it's clear changes are needed would we be Reliant the board would be able to bring up the need that it any need to modify it or would it be reliant on changes being brought to the board um in the past it's the board has had conversations about it and that's sort of a directive to the superintendent that hey this might be a good time to look at the handbook again and make some changes because the district creates the handbook keeps the handbook but the board obviously provides

086feedback right okay so I think by the way as we're getting into policy I do want to say thank you to director Reed and also to Umma magal who worked over the weekend to make it so that the the uh policies that we see on our screen are not as confusing as they were in weeks past I really really appreciate it it's really wonderful thank you and I know you guys gave up a bit of a weekend for that so I appreciate yeah thank you okay all right so I think I have the language I know everyone's in there as proposed moving forward okay the next one is EFA which um a local wellness policy uh it is required so it's one that's been required and there's been addition around PE minutes and also uh

087nutrition in terms of starting a nutrition and school Wellness uh committee so you see a lot of language around that and then like government governments governance around uh that particular committee any questions so this is a required policy so I want to be mindful of the fact that it might be that we shouldn't edit a single word of it but it does refer to principles a couple of times and we have always had a district administrator or excuse me a building administrator whenever instead of principal in our policy but if we're not allowed if we're not allowed to change the policy I don't want to change the policy so I see it on uh see where it was there were two locations in this and now of course I can't find them [Music] um yeah

088there was one place where was struck up but there's another place where it's not so I could have I could have Vilma just comb through once again for like I see1 right now okay that would be great should be struck out right right so I can reped with building administrator I think now I can't find it no worries so 411 is one I have highlighted there is there any other thoughts I can have her come through for that I have all right go ahead thank you I had one um suggested change under celebrations and Rewards slash incentives it says all foods and beverages offered on the school campus and then there's two suggested language options from osba the first one is will meet or exceed and the second one is are encouraged to meet the

089nutrition standards set by the USDA and the Oregon smart Stacks smart snacks standards um right now it looks like we're suggesting to use will meet and um I would like to suggest we change it to our encouraged to meet given this is on school campus and there's extracurricular activities there's soccer games where people bring donuts and things like that and so I think it's um too prescriptive for that and I think um given it's pertaining to Celebration it sends a message that there's kind of more bad food and good food and I think that's um more appropriate in the school lunch and what's being sold on campus sections so the Comm landed on that language so I just I want to put that out there is that that's where we landed but it sounds like

090how do we know if we've I mean just I'm curious if you've met or exceeded that standard like how how are we getting that information like is someone like making notes of their class party foods but I'm well right but like where I I mean I'm just curious how do we know if we've met or exceeded the that standard right so there are standards around you know the nutrition standards right and that would be what would be communicated out this is part of the work of that committee right um to you know ensure you know how is it across the district that we are adhering to these standards these again would be communicated out which is a line there and then it's just you sort of hope that the the families because that's the piece

091and I think to director Weston's point if it was just offered on the school campus because that's what our schools are offering but I I was just and it's more of just I'm a it's a curious It's a wondering question like when you're bringing in celebrations parties classroom snacks how how how are we seeing districtwide if we're meeting that based on snacks that we don't have control over in a sense so that was just my wondering but we don't actually have to think about that right because it would technically as written include the soccer club that's not sponsored by the school for example the soccer club is using the track it's on school campus it's being offered but there's no coordination with the district and I don't see why we would write a policy that

092is would pertain to something like that you theoretically have to look it up for every item I think it's too strict um it would mean cultural celebrations that involve foods that are not meeting this standard the standard I think makes sense for something like school lunch because that's supposed to be healthy um but if it's a treat or some kind of Celebration I think that it's unnecessary unnecessarily strict I think encourage to meet would be more appropriate um because then it would allow for instances where other entities are using the facility for one thing that's an interesting perspective because I never considered that it says on the school campus in my mind it was always during the school day um and that's why we have our our SCH our elementary schools in particular are very

093careful to educate parents on what sorts of snacks celebration food items if they're bringing them in for for birthdays or whatever to make sure that they do follow the guidelines um but I hadn't considered that it's anything on the school campus which does raate an interesting point so I'm going to turn to director miles to sort of see what you think based on your experience with policy because I would have a I would imagine and we don't need to like overthink this but I think that would also then include like Snack Shack and we know that we sell popcorn and candy bars and really good pizza gaboose pizza but they may or may not be meeting those standards in which case since it's not just what we are offering during lunch programs maybe well except

094that's not a celebration reward incentive that's but it's be that's it says include like but not including but not limited to it just says right but the heading for this is celebrations and rewards incentives so Snack shot isn't that okay it's food andage Marketing in schools what about um like a ethnic style food like celebration for the andos and now we're getting into being culturally responsive but at the same time we can't do it because um we can't have the feet right like you shouldn't I don't feel that we should have a policy that eliminates B that seems excessive I'd like to director Mo sorry just bring some clarity the smart stack snack standards apply to the school day so it's there's uh generally aligns with the federal rule that an hour after school between

095an hour after school and and um midnight we can serve whatever we want in our buildings and campuses so I don't know if that helps the question but I think it's implied that um these nutrition standards apply to any during the school days classroom parties um and the like right so if you're you're doing a multicultural night that doesn't apply then that are happening towards the day no more Valentine's Day candy well that's been off the table for a while I that's that's what we're talking about right like yeah there's no Val 's Day candy no class party like you this some of the sporting events start during the school day and are at the school facility so if the soccer team brings Donuts then that's not allowed I think that if it's lunchtime then

096I think that's appropriate and I think the words are encouraged to meet are logical because it allows some flexibility for these kind of special situations um I mean so according to this we couldn't have a cultural celebration that was during the school day which obviously allows it to be more accessible to people participating that involves certain foods so it's just doesn't allow for any flexibility so I want to point out that our current language is meat that all food and beverages will meet or exceed the nutrition standards and the reason for that in the past has been that we were trying to address the issue of childhood obesity and having um foods that were not nutritionally healthy um for our students and so while I appreciate the conversation my inclination is to keep the language

097that we have um I can see dropping the exceeds I would defer to the curriculum committee's conversation and decision there but I would really rather not have um is encouraged to me also fun fact someone's kid I'm not going to say who kid but you know he tried to be an entrepreneur and uh sell candy to his friends and uh was busted using this policy so so it's working well that's amazing actually a young entrepreneur well and to back to your point it's celebrations and Rewards an incentive so it really is it's not overall everything it's just simply like classroom parties so I was reading that much more holistically and forgetting that um heading so I'm fine with keeping it we'll meet and actually I'm GNA change what I just said a little bit because

098as I'm looking at this again I'm seeing that our choices are will me or exceed or are encouraged to meet and so we need to choose one or the other and not edit our own version so I'm going to suggest we stick with will meet or exceed I think it could always meet or exceed so if you're going to have will meet or exceed I mean obviously it can exceed itage that osba has given us to choose between and since this is a required policy which means it's based in federal law I want to be mindful of not over editing ex they Struck it out in two other places three other places that or exceed sorry director re yes so so if the policy committee stuck with Will Me Maybe we just stick with we'll

099meet unless federal law says we have to say me or exceed because down here where exceed has been taken out that is not optional so now I'm now my conc is expanding that maybe we've taken out stuff that we have no legal right to take out so my understanding is anything in Brackets right is optional right and so we we should be able to edit that it's what's gray that says no do not edit do not make any changes to it it stays as it is but if we adopt that piece there's still the ability for us to make edits within that so you know I don't know if we want to propose to kick this back to the committee for further discussion um or be able to make a decision to move this forward

100to a second read with some edits but um let me know which direction you'd like to go so at the risk of um being controversial I kind of agree with director Weston we should we should say are encouraged to meet um so maybe we can kick it back to the committee and then we'll look at it again yeah and then that would also give the committee a chance to look at the federal law to make sure the other places where not been optional and stuff has been deleted to make sure that we're still in compliance so like I'm looking at under physical activity and physical education um it says staff encourages and provide support for Parental inv involvement and the and provide support for has been deleted and I'm just wondering if the federal law

101will let us do that you know and I want to add that I know that we've we have some language even within this where they talk about different types of activities and not everything that we use we have here in ttsd and it's in Brackets so we omitted those things that are not part of what we do so there has to be a leeway with us to be able to delete what's not relevant um or is meeting our needs as a district so I just want to put that out there that if that's the case that we need to keep like for example the or ex seed then that means all of those activities there will also need to be kept because then you're saying that everything within there needs to be held so just

102putting that out there and that's why the committee should look at it yeah exactly I mean yeah so we're g to move this one back the next one we're looking at is lbe public charter schools this was an update um changes to the law governing attendance at virtual public charter schools have become effective with HB 3204 are there any questions around that one all right I'm I'm curious at the end of that one when the choices were will or will not why we went to is not required it seems like we should have chosen either will or will not second to last paragraph Dr Zid are you in lbe lbe yes lbe G1 we went with our language that we currently have that is not required to is our current language okay this one's only

103highly recommended thank you all right next one is lbe resident student denial for virtual Public Charter School attendance so again changes to HB 3204 have also caused changes to the approval and denial process to attend virtual public charter schools so that's where you see that if we're above 3% that you know we have to deny that and then there's a whole process within that so are there any questions there all right yeah and then the last couple here these are ARS um the one the first one is gcbda a family leave AR and so again this is um an update um doing in this last legislative legislative session and with the start of the Oregon um Paid Family Medical Leave Insurance uh there has been impact to this um particular B board policy so you'll

104see that um inserted into the policy this one was highly recommended any questions um as a result of that we would delete the old version from board policy and then F finally the last one is brand new due to the paid leave orgon so it's a brand new policy and this one would be new any questions all right that's all that I have for this evening thank you thank you thank you all right oh did are we good okay okay um so now we are going to move to our first read of our student acts of aggression or violence policy um and before we get started with that first read and sort of the discussion around that um I did want to kind of go over the process in terms of sort of the first

105iteration and then post Community engagement session and sort of where we are now um and so a couple of things after tonight's meeting when we do the first read um all of the table data will be shared so everyone can see all of the comments all of the thoughts insights um disagreements notes all of that um what we ended up doing or I ended up doing I I sort of read through all of them I made my own sort of buckets in terms of themes but then I also used um and I used it resp responsibly um a a chat GPT um version to I actually input all of the disagreements and had it give me what its themes were um and I did that to um sort of weed out any confirmation bias that

106I might have um in terms of what I was seeing versus kind of I was so deep in the weeds with this um that I may have missed something and so um that was sort of the first the first thought that I had was sort of based on those themes that were brought to the surface um that were unbiased and most of them matched although there were some things that I had not sort of thought of in that way that so it was actually a really helpful tool um the three sort of main themes that arose um and I used mainly the insights and disagreements um because that's really where we were going to be workshopping the policy um came under Clarity definition and communication um as sort of one theme differentiation and specificity and

107then policy Effectiveness Effectiveness and implementation um and so when everyone kind of gets the all of the data you'll kind of see that there's really some reoccurring thingses um a lot of them around those ideas and what is communication look like what is the timing of it there was um concerns around sort of the filming piece um of the policy that some lack of clarity um and so what you'll see now in this version is really taking a lot of the those um sort of themes within the themes um around Clarity definition and communication and sort of where those have been placed and director zme um again doing the line share of um this work um and so kind of taking some things out Al together and word smithing other things and sort of adding

108some things in to give some clarity the other piece that um Dr riy Smith and I talked about is likely we will be doing an AR um for this policy because there did still need to be that through line between um the policy and then the handbook and although all of the nuts and bolts around if this Behavior happens what is that kind of consequence or outcome the AR is really where that implementation piece in terms of the communication timeline the incident timeline in response that would all live there for teachers administrators everyone to kind of see that and sort of have that checklist um and so that piece is not as part of the policy right now that will come after we do the reads of the actual policy and then we'll come alongside

109and do do the AR so just sort of knowing that um those pieces won't live in the policy in terms of like the checklist of the timeline or how we'll Implement that in terms of the communication pieces they will live in that AR that will be attached and then all of those matrices um for the behaviors will live and the handb so with that we can do the first read and then all comments ready go so I have a bazillion things to talk about but I'd actually like to hear what my fellow board members have to say about it first I suggest we go through it in order maybe starting at the top go for it or just comments around the first however you want to do that the first paragraph sure yeah so you'll

110notice that the sentence about zero tolerance and zero indifference is no longer in that opening paragraph and that's because um I thought that was a great phrase um that I shamelessly stole from uh director un um but apparently there was a lot of confusion about what is zero indifference it sounded like a double negative um so I just simply removed that um however and I also heard a lot from the public that um we all heard a lot from the public that they that some of them didn't like the idea of not having a zero tolerance policy but um we really have got a preponderance of research that shows that a zero tolerance response to behavior is not effective um there was just recently um University of Chicago Education uh lab just came out with

111an article uh last month showing that restorative justice is much more effective in um fixing student behavior and keeping students in school and keeping students engaged and keeping the entire School happier and more um welcoming that students report are more welcoming environment if the school doesn't have a zero tolerance policy um there was another piece of research that came out uh I think it was a few months before that from the peab college at uh PE College of Education at vanderbelt University that said exactly the same thing so we're seeing a lot of research that shows that Zero Tolerance doesn't work and so while I respect people who told us they wanted to see um a policy that was focused on Z tolerance um I'm I'm quite sure that um this board doesn't feel that

112way and so that's why um while we don't say zero tolerance in the policy that is still our underlying principle with this policy so that's one thing from the first so do folks have thoughts around first paragraph so I I think I think we already talked about this a little bit but it's in my notes and we're going in order so it says the board charges the superintendent to follow research-based practices um I like that part because it leaves it open to being updated as new research comes in and then but then when it talks about the student handbook it says the board authorizes the super intendent to establish the student rights and responsibilities handbook this handbook should include um and then it it's really detailed as to what that is I think that those

113two sentences don't quite align because the first part where it says the board charges the superintendent to follow research based practices I think that's stronger because it means that if there's research that we want to incorporate into the handbook with some adjustment we would be able to so we have this current is model and it's This Acronym and I'm not sure why we would write that into the policy when we could say research based practices period or you know I I mean I think that whole sentence is fine research based practices they're Equitable fair and um I'm not going to read the whole thing but I think that's good and then just stop because then when you get to the handbook um that should follow the research as well and so if we have new

114research that comes in it's it's saying we're always going to follow this framework which that's not what it says it says in aign with the framework because that's that's sort of what we're already we're doing that's yeah that's a which is essentially the EAC committee too um so I think with this so my thoughts on that um as I um I kind of see I see what you're saying in terms of it seems like maybe it's charging it one thing here and another thing there I think the difference is one is sort of overall we would like the superintendent to follow XY and Z but more specifically where those would be seen would be within right the because ultimately where those will be followed would be all of those Behavior Matrix pieces in the handbook

115and so also that would though cover the superintendent to say oh there's more research that's come in as a district they would work to amend or change or tweak the handbook since we don't work on the handbook that's not something that the board does um I think those two still could go hand inand and I do think it's important that we continue to connect that with each because that's a process um that we are using and using really effectively as part of the the bigger picture so I see what you're saying and I think both of those things can still be true without being conflicted because one's really just about the handbook versus an overall statement yeah I would just add that the is uses research-based practices that are Equitable fair and just so the

116two are actually in alignment not in opposition my suggestion is that it says under student handbook this handbook should include guidelines outlining violations and consequences in alignment with up to dat evidence-based practices shown to promote a safe environment conducive to learning and then if the evidence shows that e is the best thing then we do that if there's ever adjustments that need be made then we could make those so I recognize that there's a student who wants to speak but I want to just address that specific issue first if that's all right thank you um so the putting of each in here was actually very intentional because when we created that policy um it was it's it's about a bunch of stuff and we wanted to make sure that we had a reference to our

117is work in this policy so that all of that Equity work is pulled in at the same time so that's why is is called out specifically this was actually something that um several administrators suggested to me that we make sure we include thank you I'm sorry for interrupting um I'm just wondering um if I wanted to like input my opinion or talk about any of this do I have access to the policy that I don't know of or like thank you I assume that the E framework is research based and is flexible in his Dynamic and would change with research so I don't see misalignment between charging the superintendent with using research-based practices as they change and aligning that with the system that the district currently uses and one of the pieces of feedback we

118heard from the public was how are we addressing potential bias against students of color and so that work is part of the is's work and that's why that's another reason why it's here and a really fun piece of that is that was very much student LED and brought forward that they really wanted particularly the education and and healing pieces of that and so that's that framework um when we were doing the the anti-bias and hate speech policy was something that the students um really wanted referenced and be part of that and so I kind of want to continue to honor that that part as well as a as one scaffold of all of the things so this this next section that's got the definitions in it I know we as a board had talked about

119not having definitions in this but what we heard loud and clear from the public meeting was that not having definitions was not excuse me what we heard from the uh the behavior committee was that that terms needed to be defined so then I put together a series of definitions for the draft that went to the public and what we heard loud and clear from the public was those definitions weren't clear um so what I've done here this this version now I've taken the same definitions that the Oregon Department of Education uses to describe acts of aggression and they have other um things that they Define as acts of aggression but I've paired it down to physical aggression fighting assault and encouraging violence OD does include filming an act as an act of aggression but I

120wanted to make sure because we heard this also from the public um filming in and of itself is not necessarily a bad thing um and so you'll see under the bullet list a discussion of using an electronic device to record a physical altercation or an act of physical aggression or fighting or assault in order to document an infraction may be acceptable but posting that to social media sharing via text message or messaging app is considered inflammatory and thus is equated with encouraging violence which then ties back to our previous definition so I hope that that um assuages some of the concerns that we heard from members of the public makes that a little clearer that the this is where you've crossed the line if you're filming an event I appreciate this section thank you Dr

121zme my question came in the maybe acceptable piece um how do we know when it is and when it's not how would a student know when it was acceptable and when it's not just vague language always makes me wonder and in this case it's purposefully vague because it's not that it's always going to be acceptable because the filming of it may be acceptable depending on what step two is and if step two is sharing it on social media then it's not okay but if you film so if you're filming it in order to um to do do this thing but if you show so you show it to your teacher or your building principal or your parent that's fine but then if you show it to your brother and your sister who happen to be

122going to the same school and then they share it with somebody else and suddenly we've got a social media situation and the privacies of the students involved are no longer being um honored so that's why the May is in there probably my interpretation would be that that's going to be at the um discretion of the administrator that they'll be boots on the ground they'll have a better idea of of when it is and when it isn't so for when it says in the policy that using an electronic device to record a physical altercation uh may be acceptable is it only acceptable if like the student who records shows like an administrator or something because if it's if that's the only thing that's acceptable I think we should make that clear that it's acceptable if you

123just show it to an administrator because it kind of leaves the door open when you say maybe access maybe acceptable yeah and and again I'm going to say we we're leaving that door open on purpose okay so let me give you an example um say you are routinely bullied on your way home um it's maybe more of a microaggression right not a not a fullon fist fite let say so you record it so that you can show your parent this happened then you can sort of keep a documentation real like this has now happened four times over the last two months it's starting to be a pattern it's something that needs to be addressed so then you would I would hope take it to an adult who would then you know a trusted adult who

124would then um help make make the process start the process of of dealing with that aggression happen so again it's it's a May okay thank you and not to beat a dead horse um but when you say um posting posting that uh recording to social media um etc etc um maybe we could put maybe acceptable comma something that kind of ties the two together because I feel like people could find a loophole and like well I recorded it for own documentation but no one took it seriously so I post it on the internet and I feel like maybe if we kind of put in like a unless you it may be acceptable unless you post it to social media it might be um a little clearer um it's not a bad idea I'm going to

125push back a little bit because one of the things I really tried to do was simplify and simplifying meant make shorter sentences um and I took out as much of the jargon as I could but that meant that I didn't have the huge long sentences because when I first started with this draft we were at an 18th grade reading level and I heard from the students loud and clear please make it simpler so in order to do that I had to make the sentences shorter so we're down to a 14th grade level Vice chair but I I think I kind of agree with um what the students are saying in terms of maybe acceptable if you're not doing this or if you're doing this right because um if it doesn't have anything else what keeps

126um an administrator from U I guess busting a student for for lack of a better word busting a student um for recording if we don't I mean it may be acceptable it may not be so we don't know we don't know what may be acceptable and then two um posting that recording to social media where do we get that language uh is considered inflamatory and is equated with encouraging violence is that something that isn't from an actual law um because if not we're really U going against what we just said about constitutional rights up at the top yeah I also think that that and I appreciate the work that went into it but um I think because it says maybe acceptable some students will think well it might be acceptable which means it might not

127be so I'm getting bullied but I better not film it because I might get in trouble and I don't want to get in trouble and so that has a chilling effect and so I think the whole idea of this exercise is to have clear definitions and clear consequences and so this doesn't do that and so I think the second sentence and I I hear your point director is about where that language came from so I'm going to ignore that problem for a moment but um but we can Define I mean the first sentence has the intent in it so it says in order to document an infraction so it has what you're doing so so if that's what you're doing then it's either acceptable or it's not and then if we want to talk about

128posting or sharing and we can talk more about that sentence but I think the first sentence should just end after the word infraction with a period so the um the definition came from OD which states recording or posting acts of physical alter aggression fighting or assault means using an electronic device to capture an incident in school or on school grounds posting is defined as posting to social media or sharing via text message or messaging app the said act of violence so the inflammatory part was entirely my own creation and I'm happy to take that out but um and I I I think if we changed it to uh something like uh using an electronic device blah blah blah to document interaction may be acceptable if the recording is not subsequently posted on social media posting

129such a recording to social media or sharing da is equated with encouraging violence I want to tie it back to our definition since we've got the posting definition from our thing I want to make sure it ties back to the um encouraging violence definition we do have I think that's a good word Smith and I'm going to have Dr Sue talk a little bit about in terms of when going back to the constitutional rights piece when it gets to the Nexus in terms of harm that's done even if that harm is done on social media outside thank you I would just offer for the board's consideration the Tinker V de Mo the Supreme Court ring in 1969 did basically um say that a student does not check their constitutional rights at the door however it

130goes on to say um that if it causes a substantial disruption to the school environment then um there is a responsibility not to do that and so the language relative to considered inflammatory and in equating with um encouraging violence would meet that test um and so as we think about the situation at uh at hazelbrook because of that posting and that's what started started the issue uh and that was a planned and purposeful posting of that of that event it was not meant to be filmed um to provide as a bystander who happened to be be in the vicinity so I think that's the test and certainly uh would offer that as as we think you think about those documents that you want to Anchor this policy um I would certainly reference you to Tinker

131I I do think it's important to acknowledge that sharing the incident while problematic didn't start the issue the issue started with the violence itself and so I think it's important to acknowledge that um we were just talking about the Nexus of social media posting to how it does come back to the school environment that was I don't think anyone's saying that that wasn't the initial issue but I do but I think it's important because we we went through this and kind of looked at this in terms of you know the Free Speech piece and also and this happened at Tiger high school you know years ago um now two years ago um that same idea of when it comes back to school to harm students or one student or students then then it has that

132kind of caveat around it um so director zme did you write down that sentence that you said okay I did so it it now reads may be acceptable if the recording is not subsequently posted on social media period posting such a recording to social media or sharing by is equated with encouraging violence but I want to get a a read on whether or not we should include the inflammatory language because I had just taken it out and now I'm not sure if I'm taking it out or not I mean I think if the rest aligns with OD specific language we can take it out Li does that help clarify so of that new language sort of like if it's not doing this okay good just to kind of add on um I definitely think it

133does clarify because I guess my my worry about policy always is how are students going to interpret it and I feel like often times you like to interpret it in like the most easiest way possible absolutely and and that is the rub right when director miles talks about you know policies need to be necessarily broad um they can't be super super specific but then also I think the hope is that everything that is in the student handbook does give the nitty-gritties right those details and those really clear specifics of the if then sort of pieces of that um do we want is there more on that do we want to move down to we kind of touched on it um the student handbook section I have something to add sorry you're totally good kind of

134I don't know if this would be considered under the student handbook section or the paragraph before not to reopen that can of worms but um in the previous policy there was something it was I can't remember if it was quickly stated or it was kind of more briefly touched on about the role of bystanders and and um in this I feel like it doesn't mention it at all do we want to put something in there saying how if if if you encourage acts of violence or um like I I don't know what balance you want to go for but basically do we want to mention something about how letting something like this happen as a student is not acceptable and something that can be displ are you kind of wishing there was something around that

135in there because I'm just I walking in the hallway I've seen the circle form with the phones come out like which I don't think is something that we should be accepting like I figured like that's something as a culture as a student culture needs to change and I think this is a good policy to start start kind of calling it out I like that liy I hate this mic if I may add a little concern to that is it and this is kind of is hypothetical to think about is that putting too much pressure on the students is that putting an administrative like expectation on students are we telling students that they need to step in by telling them that being a bystandard is not allowed because I understand wanting to change the culture around

136it but is that something that we should fix with policy or is that something we should fix with you know our student councils and things who are trying to push to change that culture I love the wisdom those are literally the two sides of the coin on that that phrasing those were the exact the the points um and I think there is something I mean there were some really interesting things and this is a really brief caveat that came up in the student tables another one was kind of to both of your points in terms of when something is happening you hear something's going to happen having a better understanding for students on really what that safe Oregon um sort of process is because there was a lot of misunderstandings around I heard that when

137I call um cops go to that house and I don't want to do that and what if it's not true and and so director Fields I know is at that table and kind of really understanding this and hearing like okay first of you know our our instinct is a cop is at our door that's not going to be a good thing it could be a welfare check safety check right it could be it's 4 in the morning and there's no one really else out and about to do that check and so I think one thing that again is separate from the policy um and in some ways separate from the handbook but something that we took away from the the community Forum around this was really helping and kind of walking through students what that

138safe organ reporting process is and what it sounds like on the other end of the phone and what it looks like to the person um reporting um so that kind of to the same point as being a bystander kind of if you're the student reporting and feeling like I don't want to get anybody in trouble and I could be wrong and I don't want to do this now um sort of relieving some of that pressure as well that doesn't speak directly to your guys's but it was another sort of related topic around the students um both responsibility because we all have responsibility to keep our our places where we are safe and also what is that look like kind of developmentally for for kiddos and um in the instance of um the the the recent

139incident where another student was filming the incident that was for the intention of um a social media post and so that's where that would fall within that encouraging violence rubric whereas a student who is standing by who as as we heard you know could be paralyzed with fear and so doesn't record it and doesn't step in and then are they in trouble for not doing that yeah and I'm thinking too like I'm I have the tiger to High um current student handbook and from first glance I really don't see anything talking about bystanders um I'm sure there's something in there but it it certainly isn't clear to me from like the first three minutes of looking at it so like but I'm just thinking like in a hypothetical situation where students not recording well let's

140say they're chanting or encouraging is there is there a way where we can say that is something that isn't allowed because that is something that just can't happen and I don't know if it's that's covered in this policy or that should be covered in the student handbook I think it is because that because it's encouraging violence means encouraging a peer to engage in a violent act either verbally through writing or via social media post okay cool and another question around that to um was people wondering about sort of verbal violence and so to be just to kind of answer sort of more broadly that question we have The Hazing harassment intimidation bullying menacing cyber bullying team Dating Violence policy um which covers all of those things and so um and that's JF CF and so

141that really has the sort of verbal violence embedded in there and so but I do think it's worth kind of thinking about is there a way to Tinker with some some bystander language Let me to just kind of think about I like that yeah that might be a we might want to um revisit our jfcs and take a look at that we also have policy um another thing I heard from the public was what about sexual violence we have a whole series of policies that are specific to sexual violence which is why it's not covered in this one so I my preference is to cover all the possible behaviors and consequences is in the student handbook um but I did want to go back to this sentence about constitutional rights including the right to do

142process I think a lot of this is that at one point there was a criminalization of student behaviors children um and so I think we've all heard of the the school to prison Pipeline and that kind of thing and then there is an effort to not do that but this language is sort of talking about something in that context and I'm wondering if using Criminal Justice System language is logical because if we're thinking of physical aggression for example um and we're thinking about younger kids for example so two kids are playing with a ball they get a frustrated one of them pushes the other kid they're kindergarteners that's physical aggression so what does that look like for due process and that's I'm just wondering I think if it's severe and we're talking about referral to

143Criminal Justice System then that makes sense but I'm not sure and I might be wrong here I just I could see scenarios where that sentence makes sense and scenarios where it feels really excessive um it's implying there's an elaborate process around um a small event where maybe the teacher says you know you can't play with that ball anymore or I mean what are we talking about here well that's why we have the handbook right so that's where that whole Behavior Matrix and Continuum comes in we're making a broad statement that we support students constitutional rights in and one of those rights and that the due process could be I'm going to sit down with the kid that you hurt with the ball and we can work it out right that's okay right they have a

144right to be so it can mean different things and that's why the the policy specifically says that the building administrator is going to use have a Continuum of responses that take into consideration is it a kindergartner or is it an 11th grader is it pushing over a ball or is it a knife fight right so this has to cover all of those things the handbook will do it in more detail this is doing it broadly you're saying are you saying a knife fight would not go to kela's wheel just because you want to be feisty like the students um I just wanted to make sure does our superintendent want to chime in anything about that you're good um um okay so do we want to pop I mean are we we can look at the

145student handbook paragraph or go down to reporting and you'll notice I took out the word rubric because I was trying to get rid of the jargoon so now they're just guidelines will almost certainly refer to it as a rubric internally because that's what teachers do they deal with rubrics but for students it's guidelines um I I did hear a lot in the public listening sessions about concerns about this is giving too much leeway to our administrators um but at the same time those people are in the building with the kids they know the kids they know how many times the kid has done this deed or not done this deed um and so what we as a board can do with policy is say our superintendent is going to make sure that our building administrators

146do this so that's her work that's not this board's work um and so I want to make sure that people understand that difference I can't change student Behavior what I can do as a board member is develop a policy that makes it crystal clear for our superintendent what she is going to instruct our building administrators on how they're going to respond to a situation um there was a minor change here that I want to make sure people understood um when it talks about a building administrator that means somebody who's in the the building who has an administrator's contract um because we have deans of students and they are licensed staff um some of them hold administrator licenses but not administrator contracts and so in order for our deans of students who don't have the administrator

147contract to to do the the work if they have the license that's why it says or design so that's a a term we use when we can't quite list them all out but that's what that means I thank you um I was going to say so under the investigation and communication uh where you just brought up building administrator right it says we'll notify and consult with the initiators teachers and relevant staff members and then we'll also talk to the um uh outcome directly impact past instruction so it's he's going to talk to the teachers as well as other relevant um staff do we I mean that's pretty vague to for the same purposes that we've talked about but at what point does it start violating uh furpa if the the staff that is being communicated

148to doesn't have a direct uh relation with the student and I appreciate that uh that was a conversation that we have we've had several times at the T the TTA teachers Behavior committee U and the point was brought up that um particularly at middle and secondary not not at elementary it's not an issue at elementary simply because it's self-contained and the teacher has has um you the responsibility relative to to that group of students however as you well know at middle or secondary a student may you know the infraction may have happened in a different class but as that and the student may be on a safety plan as a result of of that issue and that those teachers who are you know supervising in hallways or whatnot would not know about that and and

149may not know that the safety plan very clearly says you will not be in ex hallway at such and such time or whatever I mean that level of specificity so to have staff aware of that um and to understand that so that so that we're monitoring the situation closely which is what we want to do I think that's always the The Challenge and I think it's also you know teachers are professionals um and they understand that they have the information that's given to them is is you know is confidential um and certainly that would be reinforced um but I have I would offer on behalf of the teachers that they have um they have the right and if you know as with any anyone if someone breaches the confidentiality then you address that that particular

150individual but I think in terms of um the the maintaining of the safety in the school and the professional professionalism of our of our staff um I would I would say that I'm I'm not I'm not concerned about that at this point unless it's demonstrated otherwise yeah no that's but I appreciate your I appreciate your concern yeah it's um it's great to hear because yeah I mean obviously you know the the teachers are going to be professional and stuff um another idea that just um popped in while I was listening to you was how do we mitigate bias in terms of oh here comes that kid with a safety plan right yeah and I think that's also that continues to be the work at school level relative to the PBIS work and the work that

151the principal and the and the staff do relative to addressing that and um again I would offer that we're seeing some really great work being done uh with with staff um on those issues um and staff themselves bringing that that concern forward so I think absolutely those are things that we want to remind them as we roll this out um that we want to be thoughtful about that and I do want to just reiterate really quickly that there is a lot of vague language when it comes to the investigation communication piece and those are the specifics that will be housed in the AR so um we want to have language in there that you know says sort of a general outline of what to expect and also that sort of checklist idea um for what

152that building administrator will do what the timeline is for that so you know kind of like what in 24 hours and 48 Hours um that will all be in that that AR that will come after we get a final draft of this that sounds really good because we heard a lot from the public that they were really interested in having a timeline which would be very difficult to put in policy but it's perfect for an AR so I I like that idea I'm going go ahead and jump in um because I think we passed the part I wanted to comment on um can I finish my sentence then we'll go back to it so one of the things I did want to mention that we did add in regarding um timing was that the um

153the administrator would notify the victim and family at the onset of the investigation and at the close because that was another thing we heard from the public was if they're only notified at the close that was that was too late they would be they might have been sitting for weeks without knowing anything so we add that thank you I think um we're not taking turns quite as much as I'd prefer um but I I know there's a lot to cover so I think the part about the student handbook um it's just really vague and it doesn't have a lot of spe specificity and I understand there's going to be ARs and the handbook and so but we're not reviewing the handbook and so our work is just not done until we do and so I

154mean we will review it but I haven't we we haven't discussed it um as an agenda item and so I'm just concerned and maybe this is misplaced but I'm concerned that we have this language that doesn't really Define actions and consequences and then theoretically it will be in the handbook but what we have so far doesn't have very defined actions and consequences and so it's just a concern I want to bring up do can I I say the reasoning behind that as I was drafting it was that's not board work board work is we want there to be a series of of consequences guidelines and so we are charging the superintendent as she makes the handbook to do that specific work um we can't make up those those we shouldn't make up those rules that

155would be micromanaging our superintendent that's a very bad form and specific to this policy when it talks about um the the continu responses that allow the building administrator staff member to take like all of that piece that is what will be done I believe in January that is all of those Behavior Matrix things that that we saw that is the chunk of the student handbook that gives you all of the specifics um and so that's why this piece is essentially saying the handbook is where we will house all those specifics and that's Technic I mean I would imagine I mean as a parent I'm going to or a student look to the handbook first likely instead of you know going to policy um so again needing to be necessarily broad but also saying here is

156where you can see the specifics here are the other policies you know that that overlap with that or align with that this is what you can expect to see kind of in a broad sense so I think we also wanted to be very clear that that's that handbook that is where you find all that we didn't want to leave that piece out either um so that's again that's where I mean we can't we wouldn't put all of those specifics in a policy okay so if it doesn't have the specifics then I think it could include because this is supposed to give a general sense of what we want to happen and so this isn't quite getting at what I'm what I'm looking for I think within that if it included clear and consistent guidelines um

157to show if this happens this is the consequence you can expect pretty much every time and maybe there's a couple extending circumstances written into it but to me this means that something happens and who knows what the consequence is going to be it could be anything one teacher might interpret it one way another might interpret it another way this principle doesn't like me this is what happens this principle doesn't care about this rule I mean it it just doesn't say it doesn't say the word consistent like maybe it f just had the word consistent in there I would like get more director miles I could see adding a couple of adjectives here and there or something like the word consistent but I agree I mean we have seen this work being done we have seen

158that that framework rolling out that is the handbook is the place for that I would be opposed to any super specific language in this section that lined out any sort of like these are the consequences or or anything more than this because the handbook is the place to go for for the the the behavior the consequences the the the scope of the consequences we we know what that work is going to look like so maybe a little bit of wordsmithing in this area but I I would not be in favor of adding any more big specifics to this section in response to your concern director Weston the final paragraph of this policy does say the district will enforce this policy consistently fairly and without bias against any student which I think covers all of the

159concerns you just voiced I do appreciate that one and then um shall we go back to reporting or did anyone have any more about the student handbook no before so for for reporting um it says will do we want that to be shall or are we trying to do plain language but sh I think has more meaning around it for a policy so legally will means must shall is a little archaic and yeah it was part of my simplification and I think the hope is that we want every student you know I think director Fields is working on sort of again sort of how we can better educate our kiddos but we really want it will be instructed of their like that understanding of safe Oregon and and that information instead of um it doesn't

160mean that they will report it but we want every student to know their responsibility to that and that goes back to what the students were saying earlier about about being a bystander being an upstander yes Lily kind of add on to that I think will is a better word to use because I think it's more user friendly I think shall kind of I don't know that's so weird I think it's just it over complicates something that will can get across very simply and um everyone can understand okay thank you thanks I just wanted to see if that meant the same thing there as used um I'm ing about under investigation and communication where it says timely fashion do we want to Define that or maybe ask that it be defined in the handbook that will

161be in the AR because the timeline for different aggressions is going to be different if you look at our other ARS that describe um say sexual violence or uh our uh KL policy our our complaint policy the timelines there are very specific um and so in in policy we're saying make sure it's timely right don't make them wait six months um so that the response is timely yeah I'm basically requesting that it be defined somewhere if it's in the AR then that sounds good and I understand it's obviously going to be different for different things I'm just basically asking where we're going to put it so that sounds good anything else for reporting there was an addition in this oh sorry not in reporting sorry oops I just all right do we want to go

162back to investigation and communication I don't know if there's any more on that um so this says the building administrator may also or wait um may also communicate with families of students um I think that could be will instead and the reason for the May there is very intentional because it's going to depend on the incident if it's one student stealing a ball from another and getting in a pushing match that's not going to be an incident where the families of the students would really need to be involved um if it's a bigger incident this gives the administrator the guidance that you might also want to consider communicating with families of students who are impacted um and I want to make it clear that the way that that's phrased is very intentional because it's also

163we're not going to tell every family in the district every time there's an incident anywhere if your kiddo is not directly impacted the chances of you're being notified are much smaller right so if you're if something happened in the classroom and your kiddos in that classroom there's a pretty good chance you would get notified by the building administrator or possibly the teacher like hey there was an incident in the classroom today you all should know your kiddo might come home and be talking about it you might want to be prepared for that conversation that's why it's a a May because obviously in that situation it makes sense but there are many other situations where it would not make sense we want to make sure we've got the flexibility so I know that um when I

164was in the classroom and I was an administrator um I always like to notify as many parents as possible because I don't want their kid to go home and be like this happen and then then they call and it's an even bigger issue plus they have the right to know what happens with their with their students in my class or in my school so um I'm just wondering I don't want to change it to will because and that's putting a lot of pressure on the building administrator but I'm wondering if there's a way to change it to building administrator or disign will also communicate with families and students because well when right when if if I have a student in my classroom that gets a because I have an elementary lens right because gets a

165refocus or or whatever I'm communicating with that parent I'm like Johnny did this and that right so I'm I would at that point become the the if there's an altercation where it gets referred to the building administrator then the building administrator should communicate that so it's like there there should be a constant flow of communication so that we can um you know still establish this line of trust between school and home so and maybe that's the Nuance between if it's an investigation versus a communication because I understand same as a teacher I'm I'm communicating with my people and my people's people yeah I can also see once it either and certainly when it happens in our space those times when it doesn't and maybe there was another administrator around or got kicked immediately to an

166admin then they sort of are like that they were the first people on on site on the scene kind of and so and also if it's a minor thing versus a major thing so like those are all those like complex but I but I do think that a lot of that would come I'm wondering if having a communication component to the rubrics in the handbook might not be a bad idea that communic will take place from the administrator from the teacher from the whatever in this particular case not so much in this Cas is that is that a possibility or in the AR my my first thought director is uh would be the AR um and U my second thought to reinforce it would be you know potentially in the handbook um and I think

167that that certainly as we look at that Matrix um would be U specific to this issue would be a good place to to have that conversation okay then we're handing that one off to you thank you no I I appreciate that guidance because again we we want to make sure that Loops are closed and that every people know the challenge becomes the level of the infraction um and um you know and so I I think that's always the the challenge is that we want everyone in the loop that needs to be in the loop but we also some of this is also making sure that both the victim and others are not ret traumatized by by the constant retelling and so it's it's trying to it's trying to balance it's trying to balance those those

168concerns but absolutely first and foremost parent and child impacted absolutely yeah that's what I meant it was just you know the the the primary impact of person because they're they're going to want to know what happened to absolutely right they have right to and I think we owe them that so y thank you um in the first sentence of this section It also says all report reports of aggression and I think it's easy to assume that means physical aggression fighting and assault but technically it says aggression and so um and we were kind of talking about maybe the principal doesn't want to talk about these tiny I mean they're all serious depending on how it goes right but the the first graders that push the other first grader over a ball does the principal need

169to call home I like the idea of having and design and then what are we intending here because right now we just said that aggression which is the first graders pushing each other over a ball is going to be investigated in a timely manner I feel like we either want to list all these things or we want to say fighting an assault or something like that because right now it only says aggression and that's definitely not the main one we want to call out here well we're using I think all the pro I mean we can go back to all prohib hibited act um but it's also I think the reason why we have aggression is because it's an a of aggression policy um and so that was used as kind of that broad term

170um and also it does say in accordance with procedures outlined in the handbook which would be that Matrix so again if we're going to go back to like the kids on a playground that wouldn't that wouldn't need to go anywhere except for let's talk through that for for a minute after recess or something right um but we can change all reports of prohibited acts but that prohibited acts still includes the the the lower levels of aggression though in the way this policy is written um originally I had thought about putting in like major aggression or you know significant aggression um and that was unclear and what does that mean and so that didn't actually help the problem um and I also think there's some just and I understand it's also in policy and I think

171if it's very specific and then we also have like as a as a teacher I would have sort of that that understanding of the situation to know this playground fight with my second graders doesn't require an investigation and so like it just doesn't apply like that rule doesn't apply to this right um I think the intent makes sense but because we've defined physical aggression and this says aggression technically it's talking about physical aggression I think as written which I don't think it should be I don't think we any of us I mean I don't I don't think I I don't believe that was the intent but I think that's how it accidentally reads and it could be interpreted that way in the future like in however many years somebody's going to look at it and

172say oh well the salt doesn't need to be investigated in a timely manner because it says aggression and they defined physical aggression right here and it's not this no aggression is physical aggression fighting assault and encouraging violence those are the four components acts of aggression is the umbrella that covers all four of those but we to your point about do we have it be all acts of aggression it might be easier to imagine it as okay it's a very minor act uh Johnny and Joey got in a a tiff about a ball on the playground that act of aggression albeit you know a small one right physical aggression is going to be reported and it's going to be investigated that investigation might might take 20 minutes where the principal pulls the two kids into the

173his office and says hey guys what the heck happened here let's talk about this and okay Joey maybe you need to apologize to Johnny for stealing his ball and Johnny you need to apologize to Joey for pushing him down and that's it's been investigated um it could be something bigger um but it could be you know it could be the teacher does that it doesn't have to necessarily be the building administrator if it's considered small but the teacher would still report to the building administrator yet there was a scuffle between these two students and I dealt with it but at least then it's on the building administrator's radar that these two kiddos had a dust up so that the next time it happens if the teacher isn't around the building administrator knows there's some there's

174some prior stuff going on here and so that's why I think all is important here so I'm going to suggest that where it says definitions of prohibited prohibited acts we change that to definitions of prohibited aggression or just definitions of aggression then where it says physical aggression means making contact with another with the intent to cause minor Herm I think that should read minor physical aggression means making contact with another and then when we get to this investigation and communication part it can say all reports of AG and then it will make sense and this was a a Sticky Wicket if you will um because we're using OD definitions and we want to if we stick with that which I think in some ways brings the most clarity now we can change the header in

175terms of what we want to call these acts if they're prohibitive Acts or like the umbrella of Acts of aggressive behaviors to your point so that then when we say all reports of A4 mentioned aggressive behavior that there's something that ties those two together but I am hesitant to change part of one of those definitions because then we're not using the OD definitions and I think that's a really helpful sort of piece to have in there that we are not messing with those because that gives a really clear understanding so I I can see where we can either Wordsmith that heading so that aggression down below isn't seemingly necessarily specific right that we make it more broad or exactly all reports of you know the aggressive behaviors mentioned in this policy whatever so I think

176we can do something with that that sounds good so I really want to keep prohibited there because if you start reading this policy it never actually says that this aggression is prohibited until this point she catch that so I we could change it to definitions of prohibited acts of aggression if you'd like but I don't want to lose the the word prohibited because I want to make it crystal clear as as soon as possible in the policy that we're not going to we've said we don't tolerate acts of aggression but we haven't actually said that they're not allowed yeah that was it sorry you don't want to use the word prohibited or you do I don't want to lose the word prohibited so maybe we do prohibited acts of aggression aggressed yeah the reason I

177think the the issue is clear yeah yeah the reason I didn't have aggression in the header was because since they're all under the umbrella of Acts of aggression but one of them has the word aggression in it it was kind of confusing and so I thought just prohibited acts makes it more obvious that it's all four of them could also have a be student student acts of of violence and then we could say definitions of prohibited violence and then we could say physical aggression da da da we can't use the word violence violence has a different definition with the state that parents were really clear that it was kind of harsh to be in with the the rest of this for the purposes of this but I think what I think what you guys kind

178of came up with works for that and then it can be all reports of you know the prohibited acts of aggression will be investigated in a timely manner right is there anything as you kind of take a note on that director is there anything else in that piece under investigation and communication that we want to touch on or we can move to discipline there's one more okay um the investigator May release information as to the findings and outcome of the investigation only if state and federal laws such as fura does not prohibit such a release okay so it already says you can do it as long as it's not prohibited so then why not make it will instead of May because they don't they wouldn't have to then if you say will then every single

179time and again if we using super broad terms like the playground that we keep going back to these poor kiddos um I don't don't necessarily like to a broader audience need to know every altercation right so if we're using the broad term of the investigation for that playground fight or whatever was 20 minutes long so and may release isn't saying obviously as a parent I'm going to get it this is kind of saying outside of the people involved but if we say will I I think that that I think that's un necessary so what if we put will if it's um assault because it may not be allowed yeah but it already says unless it's not allowed right but it's because it's saying if it's allowed you can't say will you have to say may

180may because it may not be allowed because if it's allowed will do it but I don't know if we and that's what the that's what the next sentence does say if a law does prohibit the investigator will do this and previous one says if it doesn't allow it he may do this and I think this is again this is like if we're looking to a broader audience I do think there's something about a reasonable amount of um if this was something that happened that kind of comes back to school but it happened off school property I'm not and I'm a parent of of kiddos currently in this District I'm not sure if every single you know there's situations like hazelbrook that are Standalone because it ended up really affecting a lot of a lot of

181people there there would be situations where something happens off campus something kind of brings in into campus so there was you know an investigation happening I'm not sure if that particular situation would need to be broadly announced I I don't think there's a need for every investigation that could be released to be released I think there are absolutely times where when it affects a school Community absolutely I don't think that's every every single situation and so um I I think the May there is but is this saying share broadly I thought it was saying um we'll notify the victims and their parents when the investigation has been initiated and again when it's concluded so the investigator May release information as to the findings of the outcome so to who right so then should it be

182tied to when you're talk when the administrator is talking to the parents or Guardians right then F wouldn't matter no this is the parents of the victim so this entire paragraph is the building administrator who's conducting the investigation talking to the victim and their parents I think I think there's a different order of sentences well because I read that is sort of okay the administrator May release the information only if the law says he can't that's why it's May right no I'm getting that I read that as say we talked about the investigation been closed and then there's about release of information and I didn't it wasn't clearly tied to just those people okay within the investigation that was the intention of this paragraph is it's only so that so I think it's kind of

183like one of those Spanish reflexive verbs like whose Teeth did you brush I think you always need to say what you're talking about because it's a policy so if we're talking about two parents just needs to say that could we just say the investigator May release information as to the findings and outcome of the investigation to other you know like affected parties like like what are we talking about well yeah I we can work on one I know it maybe just put a note like add detail and then we can talk about the intent I'm having a hard time coming up with a situation where it would be appropriate for a building administrator to share specific details about the the findings and the outcome of an investigation in any sort of way that would violate

184furpa that would be something that the community has a right to know wait um are we talking about parents here or the community the intent of this paragraph is talking about the victims this is language that I pulled straight out of our sure other policy initials are escaping me right now um so it was never intended to be divulging protected information to the entire community so then I think then we just add the investigator May release information as to the findings and outcome of the investigation to the victim's families only if state and federal law allow then it like ties it back into that because in my brain I saw that the investigation was concluded and that was its own thing and then there was release of information you're making me make the paragraphs and

185sentences longer again I'm going to lose my we need to know what it means give permission and Lily if I may add I also definitely read it as talking about the broader community and releasing information to the broader Community which I absolutely do not agree with um out of victim privacy and respect for that um so I think tying it back into making sure that we're clarifying this is specifically Communications to um victims families would make sure that we don't have any accidents of people thinking like oh so I can totally release this information in like a public email that does not sound like it would go over well okay so I actually think this needs a significant change so the investigator may maybe we keep that released information as to the findings and outcome

186of the investigation to victim's families good to the extent allowed under state or federal law for example one of my kids was involved in a literal fight it really was over a ball um um took a hit to the to the head nurse calls right it's not like this kid did it of course my kid is going to tell me later anyway potentially but it's it's just like hey your your kid got hit in the head with a ball like FYI you know it's like are there any signs of concussion um so you have to have that's I mean you you're going to get that kind of call it's just a notification it's not but this is confusing I understand the intent but I think if we said to the extent allowed under state and

187federal law such as furpa because it's kind of saying if and then unless and it's just I think it's unnecessarily confusing as written I think we could just clean it up a little bit with the same general idea I so we had furpa in there and then I took it out because one group said that they thought it was making it confusing and then the very next group said what law are you talking about so oh furpa okay we'll put that in there so we know what you're talking about um I think it's really important that we have it really that piece really clear yeah I don't me take out fura I mean change it to say to the extent allowed under state and federal law such as fur because fura is going to be

188the law that's or I'm not saying then they can directly look at that like then they could site them like they could find out what that law was so so right now it says the investigator May release information as to the findings and outcome of the investigation this is the part I'm talking about only if state or federal law such as furra does not prohibit such a release my suggestion is to change it to say instead of only if state or federal law such as Spa does not prohibit such a release my suggestion is to have it say to the extent allowed under state or federal law such as furpa I'm not suggesting removing furpa I'm suggesting wording it in the affirmative instead of negatively so that it's more clear only if permitted by state

189and federal law such as fura to the extent permitted under state and federal law such furba or something along those lines I just think it would read more clearly okay the intention of having prohibit in there was just to make people aware of the fact that sometimes there's a law that says you're not allowed to um but we can change it to permitted and then it's so that sentence would then really read the investigator May release information as to the findings and outcome of the the investigation to the victims and their parents Guardians only if permitted by state or federal law such as fura is that clearer okay I worry that now the parents and Guardians have been permitted but the next sentence does address if the law does prohibit releasing information so there's there's

190an addressing of you know that it could be prohibited as well yeah that's true okay permit and prohibit are both in there the idea is the first sentence is about notifying them that the process has begun and it's finished the second sentence is about what details do they get yeah Beyond just and I think we clarified that thank you for doing that okay before we move on to discipline and we haven't had to do this for a very very long time it's 9:26 and we're going to need to make a motion to extend the board meeting to 10 o'clock so I'm so move but I also want to get a sense if my fellow board members need a break because that's the other things that we sometimes need to take a break or do we

191want to just keep plowing through we've only got one paragraph two paragraphs left so first so first motion to extend the meeting to 10 o'clock I'll seconded but it doesn't mean we have to go until exactly 10 it just means we're not stop automatically at 9:30 okay uh motion was made by director zme and seconded by director Weston is there any discussion on the motion is there any grimaces from the students on that motion um all right all those with no discussion um I I'm tired I will call for a coral vote all those in favor please say I I any opposed motion passes unanimously do we want a quick five minute break or just bust out this last paragraph bust it out oh okay break okay five minutes five minutes okay we will meet

192back um at 9:32 Sharp get e all right we will re begin reinstate um this meeting at 9 resume thank you um this meeting at 9:34 p.m. um and we are starting off with the discipline paragraph and there was a um a good point brought up around the previous um paragraph around victim communication and I did want to point out because I was kind of reading through this in that discipline paragraph um it does say the building administrator or design will notify the parent or guardian of any student in violation of this policy and the disciplinary action imposed um so we do have that um in that discipline paragraph that's kind of mentioned around um the perpetrator of that um we all do do our students have the giggles a little bit um so for

193this last paragraph thoughts if any do you mean the very last paragraph or the last section the the last headed section of discipline does anyone have comments on the first paragraph I just meant the last section of discipline so technically the last two paragraphs of the policy but okay well I could go to the last paragraph um so I think this has a good intent but the way it's written so the first sentence looks good and then it says disciplinary procedures for a student who has identified as having a disability must follow board policy J GDA um so I think it should say instead disciplinary procedures for a student whose behavior is found be a manifestation of a documented disability must follow board policy jgd da etc etc because if you have a disability that

194has nothing to do with that particular Behavior then I don't think it makes sense so consider a student who's hearing impaired okay and then you follow this total other policy regardless of if it's a manifestation of that disability like that wouldn't make sense right so I think um it's like uned an unintended um the way it's written has an unintended outcome so if you were to read J GDA you would see that early on in that policy part of the process is is this Behavior a manifestation of the disability that's one of the steps and so every child who has a disability their discipline must follow this other policy and it's got a whole bunch of ARS that go with it and so that's why it's just like this we don't figure out if they

195have a disability first and then if it has a manifestation and then go to this policy if they have a disability we go straight over to this other policy this policy is then not the one that we follow and director kinch is is that okay two thumbs up okay I didn't know if there was anything else to add in context okay I also want to point to the language about the referral to law Authority law enforcement authorities because that was one that our public got a little confused about and worried about and so I rephrased it so hopefully it's clearer now that a referral to law enforcement authorities may be made for any infraction that results in a violation of state or federal law it doesn't have to but it may depending on the the

196state or federal law it will but this policy says me any [Music] other questions thoughts wonderings I still think it creates a loophole on accident because I mean it could read for a student whose behavior is found according to policy jda to be a manifestation of a documented disability because right now it's different it's referring to policy J GDA it never refers back so if you think of like a flowchart it's like you have a disability okay go to J GDA which maybe you should maybe you shouldn't and then is it a manifested a manifestation of that disability no then that policy doesn't refer back to this policy so doesn't it technically create a loophole or some kind of uned snafu director kinch would you like to weigh in on that please I'm not looking

197exactly at the policy language but this is true for any student who has a disability that would include students with IEPs students on 504s or students that we suspect might have a disability there are safeguards in place regardless of what Behavior we're talking about out um so it could be any kind of behavior um and it doesn't mean any incident so when you look at that policy that it's referring to it talks about how administrators when they get to a certain point they need to consider a manifestation determination um students with disabilities still get referrals and still have consequences just like all the other students but there are safeguards in place to make sure that they're not excluded and they're not um disciplined for things that consistently have to do with their disability so it's

198not intended to be a loophole in fact that would be discriminatory in a strange way as well I see so it's more on top of the other they're both in Force at the same time kind of working together do you think we need to add anything to the other one or is it no the other one is straight from the law so I think think just making I think it's a it's good to refer to it to remind to make sure that we are following the legal procedures related to students with disabilities um and it's pretty complicated but I'm happy to go over that that's something okay that sounds good thank you for clarifying that how that works so there is one thing that's missing at the end of this that I heard from members

199of the community they wanted to know what the appeal process was by not including any information about an appeal process specifically the appeal process for this policy is the same for any other which is KL so just so that the public knows that um if it turns out in the process of creating the the handbook and the AR that a different appeal process is necessary then that would be something we would want to cover in the AR um that's how we've done other appeal processes if that turns out to be the case then I think we'd want to come back to this policy and put in appeals to this policy will be covered by the because the Assumption right now is that it's KO that makes sense um and then we did just add the

200names of the policies along with the kind of policy code um for those cross referenced policies on page three and we have come to the the final is um when I spoke to legal counsil at osba because I needed to find out how to code this so the last policy the one on threats of violence is JC is jfcm so the next natural unclaimed number is jfcn but I got to thinking that n and M sound very similar and so in order to clarify make it clearer which one we're talking about that we might want to use J FCP as our coding so it sounds enough different that we know which one we're talking about um and osba legal council said that would be fine so we have to decide which code we want to

201go for and we get to pick it we have a show of hands a vote for which code you you guys like I'm fine with jfcpgmw7b maybe before our second read or maybe after I'm not well certainly before we vote on it is I want to make sure that osba legal council has read over this entire thing because this is as we've said before there is no policy like this in the state and I want to make sure we haven't done something without noticing um so should I do that between the first read and the second read would that be everybody's reference okay so the only problem is if um The osba Policy Department can't respond in time we may not have this for second read at the next meeting I will get right on

202it tomorrow morning but I just want to make people aware of the fact and Spencer Knows this is coming so I've talked with Spencer Lewis a few times doesn't mean that he's free as a bird but I think he also knows we're pushing this through because we have very specific timelines we're needing to follow I just want to make sure everybody knew that um there were a few other concerns that people raised that I want to make sure people don't think that we are just blowing off I heard people talking about uh trauma I heard people talking about the impact on the community language and I heard people talking about um whether self-defense is being used and all three of those would be covered in the mitigating aggravating circumstances um in the rubrics so that's

203why they're not specifically called out here but I want to make and then the um how do we inform the community about this new policy This Is How We Do It um and so if anybody wants to know about this policy um I encourage them to go back and watch the last hour and whatever it's been as we've been discussing it and then similarly at the next board meeting um I've also heard an overwhelming concern from the community about the importance of how this will be implemented that policy is just words on a page and how it gets implemented is really the important part and I absolutely agree um I can put all the words on a page that I want and that's not gonna make it happen um it's the work of the district

204to make sure that this is implemented with Fidelity um and so by us as a board creating this policy we're telling the superintendent this is a priority so do it do it right um and I have great confidence in our superintendent and her team that that will happen I hope the community does as well thank you um just as a to put a finer point to that uh we will have our next meeting with our um admin our school administrators uh in December um and this will you know the the current version or whatever the current version is going into the 11th will be made available to them uh and at that time we will then also be working out a timeline with them relative to with the AR which would be next um but

205the goal here is to build their capacity to meet with their staff to make the staff aware of the policy and then work with the staff uh relative to Rolling it out to students at the middle and secondary levels they have uh specific time set aside where students can be instructed in in whole class um and so we would use those Community meetings or advisory periods or whatever to provide that first uh pass to students relative to this is the new policy this is what it means for you this is what the Matrix looks like so on and so forth so the goal would be that by the end of January first part of February we will have completed that cycle and there you know we will bring a report back to the board relative

206to um the implementation and where we are in that process all right so with that are we ready to move to our final agenda item for this evening um and that is the osba elections and resolutions um so I'll just read for the sake of time the explanation which is the Oregon School Board association's election is underway board members of the tiger twon school district will be voting on open osba board of directors positions number 15 16 and 20 and the legislative policy committee positions number 15 16 and 20 and resolution number one that creates the Oregon rural school board members caucus and designate a seat on the OSB board of directors and legislative policy committee and resolution number two that adopts the proposed amendments to the osba bylaws um so and all of the

207the materials are in there um and she'll probably say this in a moment but director Miles because of her work um working at osba will be abstaining from this um in just as a kind of transparency and um extra layer of precaution so um um with that I would entertain a motion I move that the tyer Toton School District Board of Directors support Tristan Irvin for the osba board of directors position number 16 and Becky Tim chuk for the osba legislative policy committee position number 16 as presented I second and can I just say I'm really pleased to have these two individuals um they're both pretty good people and I know they'll do the work very thank you so for the proposed motion number one um it was made by Vice chair Himes and seconded

208by director zme is there any discussion on the motion hearing none I'll move for a coral vote all those in favor I I I any opposed any extensions I abstain unfortunately all right and we have proposed motion number two I move that the tier 12 School District Board of Directors adopt the resolution number one that creates the Oregon rural School Board member caucus and designate a seat on the osba board of directors and legislative policy committee and resolution number two that adopts the propos The Proposal amendments to the osba bylaw as presented I second motion was made by Vice chair he and seced by director zme is there any discussion on the motion hearing none I'll move to a coral votee all those in favor please say I I any opposed any absts I'm I'm

209opposed okay I okay I'll and with that uh yeah three to one um motion carries and that is our only action item I am suggesting that for the sake of time um we forgo our board member reflection time if that's okay um and I will now adjourn the meeting at 9:50 p.m.