Nov 22, 2021 TTSD Board Meeting

001yeah so bad yep right this one on this side there you go oh there we go that's nice good luck all right good evening everyone i will call this meeting to order at 6 31 pm um for folks who are watching at home please know that we had a work session prior to uh this evening's board meeting and we'll actually talk about what that work session was about later in the meeting we're going to get reports from each individual board member from what they learned and what they observed uh so with that uh dr ricky smith or that you need to use an agenda for an unchair um all right then i would entertain a motion to approve the agenda a move to approve the agenda as presented motion's been made is there a second

002all right motion has been made by director search meetings any further discussion on the motion seeing none will move to a coral vote all those in favor please say aye all of those say nay motion passes unanimously uh our first agenda item of the evening is recognition and good news and so i will pass it over to lisa bird okay good evening everybody and let me make sure patty's gonna get our slide deck out but okay so um good evening again and we'll begin this evening with our recognition of native american heritage month and we want to begin with a land acknowledgement reading by director heinrich all right uh we acknowledge that we are gathered on the ancestral land of many tribal nations who made their home here and or traveled the columbia river seasonally

003the confederate tribes of warm springs the umatilla and the yakima nation have a strong relationship to the region as do the confederate crash of the silence the confederate tribes of the grand iran and the chennai tribe in tiger talton we are situated on traditional athalati california lanes these lands were stolen by the federal government for settlers traveling the oregon trail long before they were legally seated under deceptive and coercive conditions first in the unratified treaty of the and then in the ratified willamette treaty of 1855 much more can be learned from the k-12 curriculum written by local travel leaders which we are implementing in our district we solemnly reflect on the genocide and displacement of families and relatives who commit ourselves to dismantling ongoing practices of settler colonialism and moving forward towards tribal sovereignty and

004reconciliation we humbly look to indigenous leadership on indigenous [Music] okay let me see if i can get this to work you have to hold it really close i'm trying to get the yeah sorry the side deck but yes thank you i'll hold it a little bit closer do i need to be closer to you honey [Music] not working no no i'm sorry all right thank you huddy okay so go to the next slide please so our ttsd a family affinity connection team continues to build strong relationships with oregon tribal leadership and an example of this was a community presentation with steph littlebird an artist writer and curator with the grand ronde confederated tribes this past spring miss littlebird shared what a land acknowledgment is and how important it is to reflect on the why and

005goals of holding one and she shared this with our ttsb community in the present virtual presentation last spring moving forward quality middle school branding and identity process will include the same thoughtful and inclusive process and the opening of art reckon elementary will also include a land acknowledgement um we just really thank our native american community and want to make sure in recognition of native american heritage month that we continue in everything we do in ttsc to recognize our communi this community so we now ask the school board to approve a resolution for native american heritage month [Music] who's reading oh yes you can read the resolution thank you i will read it so this is a resolution of the tiger twelton school board of directors recognizing national native american heritage month and celebrating the heritages

006and cultures of native americans and the contributions of native americans to the united states whereas from november 1st 2021 through november 30th 2021 the united states celebrates national native american heritage month and whereas national native american heritage month is an opportunity to consider and recognize the contributions of native americans to the history of the united states and whereas native americans are descendants of the original indigenous inhabitants of what is now the united states and whereas native americans maintain vibrant cultures and traditions and hold a deeply rooted sense of community and whereas native americans have made distinct and important contributions to the united states and the rest of the world in many fields including the fields of agriculture medicine music language and art and whereas native americans have distinguished themselves as inventors entrepreneurs spiritual leaders and

007scholars and whereas the people of the united states have reason to honor the great achievements and contributions of native americans and their ancestors now therefore be it resolved that the tiger tualton school district recognizes the month of november 2021 as national native american heritage month all right thank you director all right thank you dr irvin um so we could either entertain a motion or board members to make comments uh director oh i just wanted to say thank you for uh doing this recognition i know that this is very important to recognize that native americans are not a thing of the past they're still here and you know there have a lot of contributions to our society yes i i would agree with that i think this is uh an important move to recognize not just

008the the past but also the present and then to i think move forward with um some engagement i think that there are lots of opportunities uh to be engaged with our indigenous partners and so i'd like to see us move from um this acknowledgement to that engagement and to that into that sharing i think of space and and sharing of ideas so thank you thank you for this um this gesture director irving and i would just add that um steph littlebird i was at this session um and she has a current exhibit that's still at the five oaks museum um and you can look at the virtual exhibit as well and it's called this is californian land and so that was something where a group of people created this exhibit but didn't have any indigenous

009voices a part of that process so you actually go in and you can see where the people and steph little bird was one of them went in and edited and changed from sort of what that sort of colonist perspective of that history was into the calipoian perspective and it's incredible so check that out yeah the only thing i would add is that i have been contemplating a little bit about what i learned about native american history or i guess more importantly didn't learn about native american history having attended this district as a student and i think our cultural understanding and discussions have changed a lot over the years but um i also know that i think it was in 1970 was the first day of mourning declared by indigenous leaders in the northeast who are

010basically pushing back against the conventional narrative of what thanksgiving is um as this idea of oh native americans taught uh pilgrims how to how to you know grow corn and every the history is obviously much more complex than i am darker and so i think it's it's just important to recognize things that we've gotten wrong um and that's one that i uh was woefully unaware of um until too late so i think this is an important start and as we head into thanksgiving week i think something we should all be possible so with that um is there a motion i will make a motion to approve resolution 21 22-10 recognizing the national native american heritage month question's been made i would like to decide and motion's been seconded by director handmaid's made by director meet

011is there any further discussion on the motion hearing none will move to a coral vote all those in favor please say aye aye all opposed say nay all right the resolution has been approved thank you lisa for putting that together for us and with that we will move on to our student representative reports who would like to go first today tiger high school it is um so uh the first thing that kind of came to my attention over the past couple weeks has been students expressing concerns about bathroom closures i know that there's been some graffiti going on and bathroom closures yeah and that and for a lot of students they've expressed that to me as being super inconvenient um already like there was a publications um article about how it's like you have to

012like walk around the entire campus to kind of find one sometimes it can be almost all of them being shut down almost so that was one thing that was expressed to me um and then some better news uh that's not so much better um tagart lost to roseburg um first down exit play awesome that was fun um the new one schedule has been interesting as well um seventh period which would be the period that i had second lunch um feels really long like it never ends um but i think that for a lot of students the new lunch schedule has been great um i like that kind of the only f2 um as well um new sel uh that was introduced to our leadership class and we had like a little thing on it in

013uh my six um six o'clock um it looks really cool i like how much more has been done with it and where it's kind of headed um there was a ths blood drive that also went really well nhs put that on um it went it was received really well there was a it was as fun as a blood drive can be um i donated my own blood that was fun i like seeing so many people there i was kind of surprised there was a dodgeball tournament and the important thing about the dodgeball tournament was the amount of students that showed up was ridiculous compared to every other year it was a huge turnout um and there was a uh first-round upset um actually at the tournament and i've never seen that many students rush the

014court all at once um for this little freshman brawl who um mr abel was there and he was like i felt like i might have to like get her out of there because there were so many people rushing the court at once it was it was crazy um and so that kind of brings it back down to like being back in school has been um stressful in some ways um i've heard a lot of i'm learning more actually this year but also it's just been really fun being able to do the activities as well like doing sports doing dodgeball tournaments doing movie nights and then as well as peter had their first um their first show um so that was that's also awesome it's just good to see everybody back and uh students have not

015been taking that for granted okay um on this walton side school related happenings quarter one is over um and what i noticed from the first quarter and kind of like the end of the quarter is that teachers have been super flexible and super understanding about due dates and students different situations which has been really nice and refreshing um and i hear that from like everyone regardless of grade um we also the new math teacher that was hired recently she resigned and a new teacher has been hired for the affected students with the exception of hl math students who have been assigned an existing member of the math department to be their teacher as you can imagine that's causing mountains of stress because we're in late november and they haven't had a consistent teacher since the

016start of the school year especially to those full ib kids that are expected to take the hl math exam in may which is not a lot of time especially when they're counting on those points in order to be able to get the diploma um in other i was thinking about what ben just said about um how he was reflecting on what he learned from the district and what he didn't learn from the district about um indigenous people and our newspaper has a column called what we don't learn in history in the opinion section and i think you guys should check it out because it's like a great um it's a great way that shows like how students are reflecting and thinking about um different things that they aren't taught in school and i think that's

017really cool um clue was the play that occurred that happened on thursday friday and saturday i went to it it was incredible it was so funny and it was so nice to see um my fellow students on stage like doing what they love um and it's it's been a while since we've seen that so that was awesome and then this week different clubs and student bodies like asb bsu and young life are having their friends giving celebrations and it's the first time in like a year and a half that they're able to do that so that's really awesome uh december 1st from 5 to 9 p.m is a dine out to support the ivy communicator program which is a fundraiser that the iv students junior class is doing um where they give out a grant

018at the end of the year um so that's on december 1st of the night of chipotle and then starting after thanksgiving break we have a new bell schedule where we have a 15-minute break after your first period which is awesome because a lot of students don't come to school eating breakfast and they use that in two minute birthday breakfast so it's nice that they'll have the opportunity again and also our passing periods have been extended from five to seven minutes which was a huge complaint at the beginning of the year so i think this will be really good um sports update our football team beat summit in the quarterfinals at our last home game which is awesome and we're headed to the sunrise which will be at hillsboro football student this coming friday winter sports

019have started up and in recognition of indigenous people day or people's month rather there are any signs going into all of the exits and entrances of 12th in high school that state like this is called korea land and there's information and i've seen lots of students stopping and looking at them so that's really cool and i think everyone's just really mindful of indigenous a month headed into thanksgiving and that's all right thank you both uh any questions for the student directors okay just appreciation to the students who signed up for the blood drive that is hugely important especially how my family is in critical supply so please do relay my thanks to those students you know who participated okay now oh yeah all right you said that uh mahathir there was one math teacher was

020hired but then there's another one that wasn't did you could you clarify sure so there was starting the beginning of the year there wasn't a math teacher for um some for one of our like blocks of classes hl math being one of them ibhl math being one of them and then a new teacher was hired and she resigned and then a new teacher was hired again for or i think six out of the seven periods and for that seventh period that is hl math they're just going to have an existing staff member teach them so they're not going to have a new teacher thank you all right with that we will move to superintendent and board communication dr ricky smith thank you and vice chair to that you have recent communication coming regarding the uh

021iv math situation at fullerton high school um and so in conversation with uh associate principal um melissa on friday evening she uh continues to work closely with this transition and stated uh number one the teacher that is there now um is showing to be an incredibly good fit and that students are reporting to her as a friday that they feel for the first time that they are getting the math instruction that they um we're looking for so i believe that we are starting the quality is starting to experience a smoothie out of that situation so i just wanted to share that with you as well and so thank you this evening a brief update regarding state mass and quarantine guidance in advance what we and anticipate will be another governor's press conference first we expect

022that the requirement for use of masks outdoors will be modified from required to strongly recommended we will modified our district outdoor mass guidance based on pending state and washington county public health guidance second we expect the length of foreign teams will be modified from 10 days to seven days for students who are presumed or confirmed positive to successfully complete a seven day quarantine positive students must have at least two negative tests on days five six and or seven of their quarantine period third we expect state approval for this test to stay procedure for those students who have been exposed to someone who is positive and is asymptomatic these students will be required to produce a minimum of two negative tests over a seven day period to remain in school ttsd public health team has confirmed

023district rapid tests by nexnowstock to implement test to stay at school building levels the test to stay procedure only applies to students who are exposed at school it does not apply to students exposed in the community at large such as youth sports family gatherings etc the intentive timeline for implementation of the outdoor masking the quantified quarantine and test to stay procedures is the week after thanksgiving holiday dependent on the receipt of state and washington county public health guides we expect that indoor mass requirements will remain in place for the foreseeable future the district has also held its first community partner vaccination clinic with providence medal group equality last week 100 pediatric first dose vaccines and 79 adult boosters were administered ttsd will also host two more clinics in the coming weeks in partnership with washington

024county public health they will be hosted here at the california center on december 12th and the 22nd information will be sent out to families with a link to pre-register we will continue to seek out other opportunities to create access for our families and staff to both the pediatric vaccine as well as the boosters and my thanks to lisa burton for all of her work in coordinating these clinics and as this is the season of gratitude my thanks to director susan darren bernard who put an untold number of hours of work to transition our board meetings to their new home here at cal poly california thank you to susan and darren for making this happen and i think a round of applause is in order i also wish to thank stace chilido district security manager for

025his work with homeless community members that were found camping behind the district bus barn on hall street his caring approach towards community members who are experiencing multiple personal and societal challenges was remarkable not only in its effectiveness in meeting the city of tigers requirements for cleaning the campsite but most importantly in getting these members to safe and established shelters many thanks dave and again congratulations to the 12th high school football team as they advance the semi-finals this friday they will play west lynn for the opportunity to advance the 6a finals on december 4th and as a reminder schools will be closed for the thanksgiving holiday beginning wednesday and i want to wish all of the board and those who are with us this evening a wonderful and safe thanksgiving holiday still getting used to the

026new microphones which are awesome by the way um board members are there comments or questions for dr recruitment if not let's move into director updates who would like to go first director zurich mean we'll start and move down if that works for folks so um lots going on you can tell us we're in the meat of the year um more meetings than i can count but i wanted to um talk about a uh a webinar that i attended last week hosted by colt gill with a snapshot of how schools are opening safely and uh he's he talked about many things but i wanted for the sake of our parents watching his home and our students to just list off a few highlights of things that he mentioned um one of the things that he said

027which surprised me was that last week twenty percent of new covid cases were in children under the age of 18. and while children don't get particularly sick from clovid they are spreaders and so even if your kid gets it and isn't terribly sick they can still spread it to a whole lot of people in your family um all of which is just just underlying the importance of the vaccine now that kids are able to get the vaccination i really really really encourage parents to do that for their kids um colgael also talked about the vaccine mandate i know board members have received lots of emails as have i from parents and community members and people across the greater portland area who are concerned about us and other school districts putting down a vaccine mandate for

028students and um coat will walk through what that vaccine mandate would have to look like in order for it to happen uh in order for the state of oregon to have a vaccine mandate the vaccine must be in regular use not in emergency use so that's one step that the vaccine would have to take first second then the uh it would have to be a recommendation to a specific committee who would review that vaccine mandate and that committee's work would take some time it would be at least three or four months and so while i can appreciate that some people are concerned about there being a vaccine mandate even if we were just to pull the trigger on it now we couldn't um and it would be a long process but so i want to

029reassure people there is no vaccine mandate coming down the pike anytime soon but there is a vaccine treat from those of us in education that you get your kids vaccinated to get yourselves back created you keep everybody safe and keep our schools open thank you director search mean director irvin thank you um so i have attended a couple along with doctors or should meet a couple of the health curriculum adoption and renewal committee meetings and i'm going to try and do director robson proud when i explained some of the work that we're doing um so really the first couple have just sort of been calibrating our um really what this process is going to look like but it's been really eye-opening we have this incredible team of educators and um cabinet members and board members

030and principals that are really coming together and some instructional people as well um to really run this process and you know a few things i think that are important to kind of understand as well some of us might know that there's eight general anchor standards there are over 900 performance indicators am i right so far dog okay um and and it's wild to kind of look through some documents that ode has created to really understand what those are where those overlap where we're seeing some gaps and really start to prioritize what that looks like when we're kind of sending that down to our schools to teach um so we're not even at looking at curriculum yet we're really looking at what those standards are um and so we have the opportunity just to kind of

031do kind of like a process that sort of underpins our work which was to look at one standard and really see the performance indicators which are how how do we know students are learning what we want them to learn um and so i just it's been a really great process i think we're going to come away with an incredibly rich and culturally responsive and equitably focused health curriculum at the end of this and that's really exciting to me so and then the other thing was last weekend was the all together now choir and theater performance at tiger high school so it was really there come back to um to theater and choir and it was fantastic so they had a program that really brought together a lot of just sort of a a medley of

032of different show tunes in a way and so we had theater we had soloists we had the choir singing at the same time kind of in the back of the stage and it was a fantastic time and i know how much the choir and theater teachers really were incredibly emotional about getting to be back and performing in front of a crowd and the students were so grateful so that was really exciting as well sherlin yep so i attended the um education recovery committee which is a subcommittee of the the governor's racial justice council um and that group is a diverse group of [Music] community stakeholders from around the state of oregon folks who have an interest in issues of racial justice but also um uh community leaders right so so i have the fortune of

033serving on that and what what what happens there is and i've may have said this before but we have folks from the major education uh divisions across the state come and share uh ideas best practices um they those the groups that presented this past week are ode the early learning division the youth development group educated advancement council tspc and heck and they're all basically in the process of developing policy option packages as well as legislative concepts that are going to be presented to the legislature over the for the next round so they they're interested in getting feedback thoughts on on that and thinking about uh where they might go they asked us not to share the specifics yet because um you know these are things that are not well formed but as these legislative concepts

034and policy option packages get formed i'd like to be able to share these ideas with with you to get your input and hopefully make sure that you know ttsd has a voice at the table when it comes to thinking about the kind of legislation and kind of policies that would best serve our students director jaime i attended the meeting for the oregon school board uh members color of caucus um of color caucus numbers filler caucus that's what i meant to say uh and you know we talked about different things that the caucus is being involved in uh one of them being a house bill 2001 where um you know it requires the school districts that are making reductions in educator staff positions to retain teachers with the seniority if they have more merit or retention

035of teachers is necessary to maintain a school district diversity ratio which i think we're going to be hearing from um director reid later on and so so that's good we we talked about other things i think that's what the one thing that i came up from that that i came out with from that meeting um and then i don't know if you guys have heard the talking tiger podcast but if you haven't listened to it i was i was the guest on that um and not much more to say than that have been kind of preoccupied pre-occupied with uh some of the things that have been going on in newburgh where i work at some yeah that's all i have for you i've downloaded the podcast but not yet listen so i will get back

036to you online all right thank you director james so just a couple quick notes from me i wanted to echo dr ricky smith's comments about this california center um four of the five board members were not here when this plan was drawn up and voters passed the bond but we are all able to enjoy this space and use it and i know this space is going to be used by the district for many many purposes and ultimately it's going to save the district some money to be able to hold things in-house here so i wanted to again say thank you to voters and taxpayers and to the folks from the district and past board members who led those efforts i know we're gearing up to do a long-range facilities planning committee and this is a

037great example for us to be aiming towards because it truly is a beautiful space um attended an osba board chair round table again um i think they're going to be holding them monthly and um it really is fascinating to hear and doctor smith i'm sure you're hearing from the superintendent's side of things there's challenges in our district but there are some real challenges in other districts um as director jaime's alluded to um but i do feel fortunate about the consistency that we have in ttsd and the clarity i believe that we have in ttsd there's some real challenges our teachers are stressed our students as we heard in our sit plans our students are dealing with a lot um but i do feel generally positive given what i'm hearing from our colleagues across the state

038um and then i also wanted to give a quick plug for um the policy committee uh director zerschmidt and i met several times over the last month on policy committee and uh are excited for those policies our recommendations to be brought forward for the full board and have all of our policies updated so with that are there any other comments from board members all right hearing none we will move to our next agenda item it is public comment so um is valerie johnson in the room hi valerie so um valerie in your email you mentioned that you wanted to give public comment on agenda items and non-agenda items you can speak during one public comment period you can either choose the agenda items or non-agenda items but if you want to speak on non-agenda items

039in your comments you'll have to speak at the end of meetings at the non-agenda item section so i'll let you choose if you want to speak just to the agenda items right now or if you'd rather hold until the end to speak towards both okay well you only get three minutes total okay okay perfect then you can you can come on up to the microphone then perfect and while you're doing that i'll read the sort of rules of the road for this so the tiger 12 and school board meetings are all public meetings meaning that the business of the board is conducted in an open meeting for the public to observe as required by law however regular public comment board meetings is a policy choice of the board and not a legal requirement as the

040board values input from students parents and district community members that we serve the board provides these opportunities for members of the community to provide input on important topics in addition to public comment community members may submit written comments to the board secretary patty roberts at each meeting or email comments directly to the board those email addresses can be found on the district's website as i mentioned this section of the agenda is just for public comments relative to a specific uh agenda item comments not about an agenda item will not be heard at this time your public comment will be limited to three minutes and should be brief and concise as directed in board policy speakers can offer objective criticism of district operations or programs but again we will not hear complaints concerning specific district personnel

041and as director zurich points out we will also not be hearing praise of specific personnel you can't mention specific people by name during this section um if the public comment agenda this won't be a problem here this is just 30 minutes and then the end is just 30 minutes we have one hour total uh our ask is that you please wear your mask when you speak but you'll see the microphone there for us to hear you you're gonna have to hold it very close to your mouth for it to be picked up in the audio system before your remarks please share your zip code directors richmond at the end has cards so she'll be keeping track of the three minutes and she'll give you those cards will indicate how much time you have left and

042if you would like public your public comment to be reflected in the meeting minutes please provide a written copy to our board secretary patty roberts found at the end of the table and also please know this is an opportunity for the board to listen uh and not engage in dialogue so with that uh anything i missed colleagues uh dr ruth okay then uh oh yeah do you have a question [Laughter] okay sounds good i have the same problem with my masking glasses i think i've probably gone through three different kinds of tasks to find one that doesn't fog yes so when you begin reading is when [Music] director zurich need to start the timer and you'll hear the timer go off she'll leave it on cpr [Music] thanks for having me i have a mixed

043great son when he was four years old my husband and i took him to a children's concert performed by the oregon symphony as the orchestra members were taking their positions and the audience was settling in my son leaned over to me and said mom there's no one here who looks like me that comment changed my life whenever i walk into a room even like this i observe the people from my son's point of view i know the pain of having a child come home crying because someone used the n-word to destroy him but i also know the pride of walking beside him and seeing people smile our skin color may not be the same but we share the same values one of those values is that we are created equal i appreciate differences in people

044i don't understand why those differences are being used by schools to segregate our children one of the goals of ttsd is the recruitment and retention of staff of color in order to decrease diversity between staff and students apparently white people are the barrier to achieving this is there an affinity group for someone like me white people and others who put character above skin color while you encourage colleagues of color i suggest the encouragement of colleagues at a previous meeting there was a discussion about the needs of substitute teachers the only qualifications were that applicants be over 18 and pass a background check it's no wonder that the graduation requirements for students have been lowered when we don't have teachers who are required to have a bachelor's degree the taxpayers deserve better our children deserve the

045best in hiring new teachers will you base your decision on equity or equality in my opening comments i mentioned the oregon symphony i believe the school board should function like a fine orchestra an orchestra blends different instruments of equal value to produce harmony and unity it is led by a conductor who encourages excellence please encourage excellence in one another and in our children regardless of their skin color thank you very much for your comments and could i ask just that you did not give your zip code thank you thank you valerie okay with that um to prepare for our next presentation i'm going to take us on a three minute recess so we'll take a three minute recess and come back in three minutes okay yeah and i'm sticking close to it okay oh [Music]

046uh [Music] all right one minute warning folks one minute [Music] third [Music] is okay [Music] um all right welcome back everybody i will call the meeting back to order at 7 15 and with that we will move on to the reports and discussions section of our agenda and to lead us off we will have a presentation on ttsd's recruitment and retainment update with presenter len reed glenn and director ebert test test and we're on good evening um both uh debbie and i are excited to be here to uh speak to you on our workforce diversification and how things are going and what we're doing and uh just what we're working on if we can get the slides huh so in my uh two years this is my third year with ptsd um i have learned

047that we have if we go to the next slide [Music] a goal in terms of our strategic plan to decrease the ratio diversity uh between racially and linguistically between staff and students from 30.9 to 15 and that was established in 2016. so i'm gonna put that in perspective since then if we go to the next slide we have what is called the educator equity report and that's a report that comes out annually and shows us the parity between our teachers and students and how well we are doing in terms of that work so if you didn't know we have an act in which says that hey school districts we expect you to make sure that your student um your teaching staff your body reflects um your student body so that is something that is a

048um expectation of us and so we are working hard to make that happen um in 2020 44 we had 44 students of color and then 13 educators of color 12 and admin and then currently we have 47 and as you're seeing is that we're seeing the steady increase in our student diversification and a slow increase we're moving in that direction but not at the rate in which our student um diversification is growing all right so we're at 16 educators of color 18 of administrators and i can say you can see that the diversification in terms of administrators is a lot of what you see in our district leadership uh with a couple in our building so when we when they look at that diversification they're looking at teachers license staff they're looking at building administrators

049all right next slide so what's important in terms of recruitment is our branding and branding is who we are what we're about and how that works to our advantage so when i think about ttsd and the reputation that was already out there before i even came on board was that this was the district to be at there were trailblazers you lead the way in a lot of the work and that was an attraction for folks that wanted to be here and and i have to be honest like people are going oh you're going to that district all right and so there was a an uh pers there is a perception out there in terms of ptsd and the work that has been done with rti all right equity dr sue has shared um you know

050new staff that has come on board this last year have seen videos i've seen um evidence of the work that we're doing and said hey i want to be a part of ttsd and they had shared that at the new teacher orientation um and just like i said just leading the work things that we have to work on in terms of branding is updating our website in terms of job description we talked about doing videos and which promote our workforce and what folks are doing out there and we're talking both classified and licensed but that's so important for us to be able to do in order to put our voice out there in terms of branding but we also have a real perception that we see as one of the barriers in all of this

051is that we are so close to pps we are so close to other districts where the student body diversification is much more than ours and that's an attraction to staff of color they want to be in communities in which they feel like they're serving their own and um so that is part of the challenge that we have and then there's also our by talk staff experience that we need to um work on and it's not just us because it is in other districts um in other spaces but there is a perception of hey this is a predominantly white district and we have some folks that have had some challenges and face challenges and have left of those because of those challenges and so that's that part i'm working on our culture and community that is

052humanizing and looking at that staff pillar and how is it that we are reflecting on those pieces that are helping our staff especially our staff of color feel like they want to stay all right so that's that piece around branding getting the word out who we are job fairs all of that good stuff next slide and so current effort job fair this last year was a real benefit despite the pandemic because we were virtual and so we were able to um get folks nationwide that were interested in coming and learning about districts in the state of oregon and learning about ptsd and we were able to take advantage of interviewing folks and hiring folks from diverse backgrounds through that we also have some current partnerships with universities such as psu in terms of diversifying our

053workforce and i'll talk more about that a little bit later and then one of the things that we are really proud of is our work in terms of our own pipeline because we have to recognize that we have to work with the pool in which we have and we're going to be building students and staff that are in ttsd that already know our culture and what we're about and and really want to come back as educators in our district and be a part of the work that we're doing and so we'll talk about that here shortly next one all right so diverse educator pathway program one more slide so what like i said when i came on there was a partnership already in place with norfolk regional education our esu um with the grow their

054own program so we partnered with them uh they we work with them collaborating on that helps us provide the structure for our own program what i ended up doing to just to come to the design in which we have today is that i was able to interview current staff that are teachers that did the transition from being classified staff into becoming teachers and saying hey so tell me about your process what did that take what did that feel like what would you wish was in place to help support you um what could us as a district could have done better what worked what didn't work and then also taking current classified staff that were interested and say hey what is it that you would like to see and from that came the design in which

055we have today so the the program that we have today came from doing sympathy interviews uh with current staff and potential our future educators the other piece um that we have is also um partnership with portland state university so the btp program bilingual teacher program we have in a couple weeks a opportunity in which we are going to be promoting that program and there's going to be an opportunity that we're sharing out with staff to come and learn more if they want to be a bilingual educator also we have a couple of staff members that are part of the dice plus program which is a diverse and inclusive uh program for those that are becoming special education teachers so those are bicultural and bilingual and we have a couple of individuals that are part of

056that program currently right next slide and debbie feel free to jump in all right so part of the development of this program was like hey you really need someone to help us navigate these systems and she has a background in school counseling and she delivers all kinds of supports to our staff um and so i if you can go to the next video in the next slide the support so you can see she helps with their planning career goals program options and again a lot of this training comes from our partnership with northwest regional and the diverse educator program for them she helps with them applying and that's any staff not just our staff of color because anybody is interested in becoming an educator we're going to support that all right so i just want

057to make sure that we'll play on that piece also any training one of the things that we do with those that are in the last couple of years uh we provide professional development opportunity to learn about our district practices and so training up those folks so that when they do go out there and they interview they know their stuff and they've had opportunities to observe in classrooms those types of pieces um and then also following up with success entertainment so getting folks connected in affinity spaces and uh teacher support which are actually done by our connector later next slide all right so again just another way of bringing the work that you have done and that she has put this together just to share with you it's a one-on-one meeting from where they're at so

058we have this individual in the car okay we're gonna we're gonna meet and help you wherever you may be this is the flyer for our vpp pathway program that is going to be coming up here soon my colleagues of color affinity states again an opportunity for people to connect with others and network and then our monthly newsletter that she creates and sends out to those that are part of this program all right next and so i'm going to have patty play this video just to learn about the program first educator pathway program is to put highly qualified and trained licensed educators in front of our diverse student population that looks like them we know that representation matters research has shown over and over again that when students who are historically underrepresented are taught by a

059teacher who looks like them and represents their lived experience they perform better in school if we want to narrow the achievement gap we must increase the number of licensed staff of color in our school district the ideal candidate for the diverse educator pathway program is a classified staff member at ttsd or a high school senior at ttsd who are interested in returning to the school district to be an educator they are in the last two years of a graduate or graduate teaching program or in the case of the graduating senior will be entering a teaching program they want the support that the program offers including financial assistance support with navigating the licensure process and professional development and networking opportunities i'm carol tan i'm in diverse educator program because i want to become educator and i'm

060always resonating with students with special needs and i would like to bring positive impact to their life and make them feel they're part of community and they are they are cared by all of us and this program provided me the opportunity to meet with other peers who has the same goal to be the future educators my name is abraham diaz and the reason why i decided to join the dep program is because i really enjoyed working with students and staff and i really want to show students that someone like them could become an educator too my name is jennifer arroyo and i've decided to join the diversity educators pathway program because i feel like it's a great networking and a lot of support from the school district that i hope to work in one day

061i've decided to become a ttsd educator because i have done my schooling throughout ttsd and it's been such a great experience the teachers have been a great help for me and they've made a big impact in my life so i hope to also be a part of this wonderful community for my future students interested candidates can check out our website reach out to me or reach out to one of the many connectors throughout our school district [Music] thank you patty so if we can go to the next slide so currently we have four i'm hoping we can hear me we have four staff members uh four classified staff members those four that you have seen that are part of this program individuals that are looking to be counselor special education teacher mathematics bilingual teachers so

062all of those are areas in which we will have need for in the next couple of years no doubt we do give them a five thousand dollar scholarship and they make a commitment to us for three years which is what we want to do we want to make sure they get tenured and so that is the commitment that we ask of them and all of these folks have said yes you know we're committed to being here next one and then we have the student pathway we currently have five students at western um who are also either bilingual pathway higher math and these are all students of color that have come out of tualatin and tiger high school that are saying hey we want to come back and you know give back to our community give

063back to our district and so we're excited for them um so those five i will be graduating in the next couple years they're transferring from pcc over they've already they're already there um we are sending them a care package uh this holiday season just to tell them hey we're thinking about you keep up the good work and they commit to 180 to 200 hours in the summer for interning so they were there during the summer school programming and providing support and they get a three thousand dollar excitement and again the same level of commitment okay next slide and then currently we have over 25 by fox staff that are still in that um pcc lower phase that are that we're supporting to um go through this pipeline so again just growing and supporting our staff

064and that is where we're sourcing our our staff of color next just another way to look at it and since i can't see it from this distance and my screen is frozen we're just gonna keep going it's just another way of seeing everything and then finally you know we have our connectors um that you see reference and these are educators that we have that either connect with students to recruit them into this pipeline or their staff go-to's i mean you see these folks a lot in the district they're highly involved they're involved with students they're connecting with staff and they are really bringing these folks in and encouraging them and supporting them and supporting our efforts to diversify our workforce and finally thank you patty our final focus you know in terms of retention is

065creating a culture and climate that is humanizing and so yes it's great that we have colleagues of color it's great that we have all these partnerships within our community we have new teacher mentorship but there are aspects that we have an opportunity for growth in and that comes in an employee engagement survey we need to be able to gauge uh job satisfaction teacher morale and retention under those factors that we know that are important such as voice work-life balance all of those are key components and we don't really have a tool yet um that in order to do that and that is something that we need to be able to do if we're really talking about retention and kpis key performance indicators and that um that that part about morale satisfaction is important in that

066um and then also implicit bias and interrupting implicit bias training um that is something that i'm looking to make it a part of a new teacher just like our new folks orientation making that a part of just knowing and and and being aware and giving that that initial dosing during that time because we know that bias leads to microaggression microaggression leads discrimination and so on and so forth so we we do need to be able to interrupt those things and um and that's important for us to do and then also the final piece is around teacher of color placement i know we're going to have in the next couple years all of these uh folks to place but we don't want them to be any places in isolation so we will have to work um

067with our leadership to know that hey we may have to put folks together and i know that we may be taking from you this opportunity to select but we know that it's important that folks aren't in isolation in spaces because that also leads to them wanting to leave all right and i believe that is everything and there's a quote that again i can't read from this distance and it's amazing and you should read that oh go ahead and read it intent alone is no longer good enough until diversity equity and inclusion evolves from a dei statement to tangible kpis intent will not translate into progress i can't read the offer [Music] and that concludes so we're available for any questions all right well first thank you both for the presentation i know that was a

068board request and we appreciate you being here to provide that information colleagues do you have any questions or comments question [Music] i'll say um thank you very much for that that in-depth report um it's really good to know uh you know that we're kind of looking at the data um in terms of uh looking at how we are working toward decreasing that gap that you talked about between staff of color and students of color i think that that is important and and i appreciate the emphasis on the on the research there that shows that that teachers of color in fact make a difference particularly in the lives of students of color but they don't in the lives of all students right so um and i also want to express gratitude too for all the connections

069that you're making to the wide variety of programs that are out there um to recruit um teachers of color the teacher education programs an area that where i work so i think i think that's important as well just sort of keep your eye on that ball uh and to be facilitating those relationships um so i so i i don't really have a question i just my point was just to say thanks and to piggyback onto um to that i i am so excited to see our grow your own program really starting to take off and we started talking about this i think it was five years ago four years ago something like that we started thinking about how are we going to do it and to see that we've now got students in the program

070and students of color in the program because one of the things that's so exciting about that is that the one problem we have when we bring people in from outside of our area is is that bi-pop teacher going to be successful whereas when it's one of our students we already know they know the culture we already know that they're pretty comfortable here and so the chances of that retention are that much higher and so that's so exciting so i'm really glad to see that that's working so thank you for all of your hard work on this whole vicious character because it's been sizable director evan i really will just briefly echo what my colleagues have said um and i what really stood out to me is this um investment in in folks and investment in

071our students ultimately and these incredible educators that will get to teach these students and really um putting time and and not even so much financial investment although that's really incredible as well but really time and focus and care um into this program investing that and and you know we we know a lot of um you know they've come to these meetings some of those connectors we know them and they're incredibly involved and making we know the changes that they are making in student outcomes and student lives every day we watch that happen at board meetings so it's really exciting to kind of look at that road map and see where we're headed and seeing who's already on that road to really making big changes so i just i really it's it's really great to see

072just that nurturing investment i think in in both future educators and our students that will benefit from that church i realize i'm looking over here before i look over here too so if you ever haven't let me know i do uh so thank you very much for the report i wanted to ask the 16 percent educators of color is that teaching staff or is that staff overall license okay and then um so we talked about the lie in the video could you rehash that a little bit more as to the the why because as we've seen got some community members that don't believe that diversification is important at the teaching staff so i'm wondering if you can re-address that sure you know we have research that says that all students benefit when they have a

073teacher of color and it is that is one two we have the educator equity act that is a mandate that is put upon us to make sure that we are diversifying our workforce and that we have that parity between students and staff and so there's that aspect you mentioned hb 201 which again supports that in terms of retention of staff of color based on merit and again that goes back to that you know it's important to keep that individual because of a mary which is something that we'll have to discuss when it comes to negotiation time but you know that's that's the key piece is that everyone benefits by having these individuals at night and as you know another because we say about everyone benefits currently because we have this program and of course our

074focus is on diversifying but it does not mean that we say no to any staff member that's interested because diversity is not just about the race we have this focus because we have a mandate however we do want uh representation from lgbtqt you know we want to make sure that we're bringing that piece in there if somebody is has a disability you know teachers we have to make sure that we're inclusive of everybody that diversity encompasses and so this allows for anyone to be able to come to olonda or any of the connectors say hey i'm interested and we will provide them support and navigating systems so that's where everybody gets the benefit because of the work that we're trying to do and what do you say to the educators at ttsd that are listening

075in today that um are hearing from community members that believe that diversity doesn't matter you know that's like that's a really good question in terms of how do i answer that without it being personal and um being as where i sit is not without the push of people in my life that we're educators of color and it's not without me saying hey i see an opportunity where i can help where i didn't get that opportunity of having educators of color so i'm here because of a lack and not being able to say somebody looks like me right that is sitting in that classroom and it was because as a one teacher i didn't have that i was an aide in her class and she was a black teacher and um as i shared the story

076often made me say i want to be her and so i stand here because of that that that makes a difference and i know that educators of color are making the difference for students that look like them but also for other students so yeah it makes a difference i'm here because of that yeah thank you so much because as most of you know i've shared this before i'm also here because of an educator that um you know just happened to be latina she was our eld or as we used to call it esl teacher and she came around to my home came around to my parents you know obviously my parents don't listen um but she befriended my my mom and you know she was there for us and i was able to look at

077her and see myself as an educator as a future educator and you know once i joined ttsd being a classified employee and going through the bilingual teachers pathways program was a of great benefit for me i don't think i would have been able to become an educator had it not been for that uh program because as working with the district right i was able to my physician i was able to keep my benefits i was able to go to school and work at the same time and so you know all of those things for me to be able to influence the lives of others and now being here and having that representation so i appreciate you coming in here and giving us this presentation thank you i'll make quick comments and then i'll go for

078a second round of folks have additional questions um thank you director heimlich for those questions i was actually going to go there in my remarks as well and i think you all have touched on this but the research is abundantly clear that diverse teachers benefit students who are of color and who are white that is indisputable um and as you mentioned there's state requirements that we do this but on top of that what i've been thinking about is the the marketplace that we're operating in terms of other districts this is a this is an emphasis across the country but particularly across oregon because of the reasons that we've mentioned and so i'm curious when i look at these numbers do you see opportunity for growth um in the coming years in terms of additional college

079scholarships addition additional um growth in our grow your own programs um what do you think the next three to five years look like in terms of our efforts for workforce diversification so we have to think about attrition you know who's coming out before we can say who can come in and so that's going to be that's going to be play a key role right right so are we seeing the growth and students coming in and therefore we need to add more staff do we have a lot of books retiring so those are pieces that we need to take into consideration um before we can say hey we're going to be able to grow and grow and grow like right now i know and here's why we have the numbers we do because we have a

080certain amount of attrition that we expect that happens and we know there's always a need for math there's always a need for science so we are really trying to find folks that are for those hard to fill positions and although i may want to take uh five potential counselors i know i'm not gonna be able to place five potential counselors of color you know and we have to consider that attrition piece and so um so it's taking a look at that forecasting and seeing you know hey you know are we seeing growth in our student numbers and we know we're gonna have opportunities so those are things to consider so i wish i could give a really definitive answer on that and i would just say that we also look at not only the shortage

081across the nation in our state around the educator workforce but we also need to look at our data and which teachers are in the 25 to 30 year mark and ttsd has had an excellent reputation of retaining teachers for their entire careers i mean we have many teachers that have been here 30 plus years and we have many that are in the last half of their career we have more we are top heavy um on that end and so that's another piece of data that we need to look at when we're talking about these kind of programs so my hope is that we would continue to invest because the context that i've worked from as a principal of a bilingual school and now your hr director is then heading out to california and new mexico

082and trying to recruit people to come up to oregon we tried that and i'm not saying that that still shouldn't happen but we need to look inward right here uh the people in our community our kids our parents and our staff and support them because they are right here with us they know our community they love our kids and that is where um we're going to get the biggest bang for our buck around diversifying our workforce that's my belief that's len's belief that's why we've really worked hard to make sure that um we are putting most of our eggs in our grow our own basket with our students and our staff and even our parent workforce too we've recruited volunteer parent volunteers who are interested and we continue to bring them in to start as

083ias and learning special assistants and find that they have an incredible talent with students and you know that's what we want to be able to have the capacity to grab those folks and bring them in and help them grow into teachers within our system so that's really my that's really helpful um my quick follow-up is would you say that so theoretically speaking if we had more resources to invest and grow your own program is the bigger obstacle we need to get more resources to invest there or is the bigger obstacle we don't we can't find enough people to fill the slots in those programs or is it a mix of both yes it's a mix of of both and then there's the resource of course um we have like the folks that are that are

084the poor they're within two years so they're within like striking distance finishing up and need the additional you know the funding whether it's schooling or whether they make it so that when they have to do their student teaching it's not such a big hit for them and we cover insurance we're going to continue that um and so yeah it's it's going to be a little bit of a mix about as you think about it and again it's always it's always going to be based on our can we invest all this money [Music] yeah you mentioned um earlier the challenges around retention and we talked mostly about recruitment we didn't talk a bit about retention yet and and you know and part of what i do is look at the literature on this and there's a

085lot of discussion about climate and how climate impacts uh teachers of color uh interest and ability to even stay in the profession right let alone stay in a particular school district so what what are you seeing in terms of um kind of reasons for for uh lower retention rates if that's the case i assume that there are some challenges there um and so maybe you can just talk about kind of what's happening with with uh teachers of color in terms of attention and why what what how you see that happening and i'm also interested for why you see that happening i'm also interested in sort of what what the board might be able to do to support you know better retention if in fact that's an issue so um one of the the challenges are

086are are could be applied to any educator but yet as an individual of color there are some said that are just a little bit more prominent so of course that work-life balance work-life balance of a general teacher and one that is a bilingual teacher is going to be different i mean i'm hearing of them having to take a lot of time to like translate things and you know there's a lot of additional hours and things that they're doing and so that that is a factor all right um there's also the factor around experiences with with colleagues and whether they feel when they are feeling microaggressions that they feel that that can be addressed and addressed appropriately and there's only so much in which an individual can take before they say hey um you know i

087have to take care of myself and i'm late right so those are things that are considerations that are outside um that not everyone has that experience um and so what we need to be able to do is to measure that experience for all of our staff and be able to get that and disaggregate that data and one of the things that we are looking at is a program called upbeat we no longer have to tell the telescope so we do need to find a way to really measure the impact of you know professional development and support systems and mentorship and it's just like a catch-all that we can do and they're able to even provide support to principles around goals using this data for us and so we need to be able to measure that

088and with that is always a cost and so we're taking a look at you know some tools to be able to measure and use that as a kpi year after year with our staff overall but we do need a tool to be able to do that and another quick point to make is as i mentioned that a lot of our workforce is at the latter part of their career you know that's going to split in the next five to 10 years and so we need to become ready for that we also need to be ready for the generational differences that each generation brings to the to the job um and so collecting data around that has been a really important part of our work and a very fascinating part actually too to just you know

089the difference between our baby boomers going um out of the profession and our millennials and our gen z's coming into the profession the needs are different and we need to be able like lynn was saying to measure that we need to be able to measure what those needs are and how as a as a school district we meet those needs and we need a consistent way to do that and so that is why we are looking at outsourcing that so that we can be consistent and have that qualitative and quantitative data that's consistent year to year well just to follow up i'll just say i look forward to having a conversation about what that tool might look like and how we might support your efforts to make that happen all right well with that thank

090you again um i hope you hear support from this board for the work that you're doing this is really important and we appreciate you giving us this information tonight all right and with that we'll move on to a little bit of a different report in discussion uh this will be a dangerous one because it will be from uh the board directors so a little bit of a back context for um folks who are watching this meeting our work session today was about uh our sit plans from five select schools and each individual board member met with the principal and cabinet member and spoke in depth for what 40 50 minutes on that specific school plan uh thank you to director robson and his team for organizing that for us before we dive in and each

091board member will offer we've got three minutes each to offer sort of i know we spoke for a long time but um to offer maybe two or three highlights for you things that you think would be relevant and important for your colleagues to know and i will we'll just quickly say and i think director zurich agrees with this um in the brief conversation we had we used to have a system where each school would have like 10 minutes to present their sip plan to the board and so it was very narrow and very rapid and i actually strongly prefer this method where we're able to go deeper and really ask these questions get to know the data more intimately um so i just wanted to say thank you director robson for organizing and this way

092and for your team for putting it together um so with that we're going to move into three minutes per person i'm not going to time but i do ask it maybe jill is ready to time um so but but i would like to keep us relatively on track for time so we'll try to keep it to uh three minutes a person and with that is there anyone who's ready to lead us off and go first i'll give it a whirl okay thank you director go for it so i had the privilege of uh meeting with quality middle school um and uh some amazing work going on there and i have to say i love this way of doing the sips so much better than the old way so thank you um and i kind of

093feel like there was a fire hose of information coming at me um from from principal curl but i think i got a lot of a lot more information from him and so many useful things but what i really was impressed by being able to go into this amount of detail was hearing him talking about the staff development that they're doing so they've got the peer-to-peer learning walks where teachers are going around and going into each other's classrooms and seeing other teachers in action and then they're able to steal great ideas for teaching um and apply it in their own classroom it's wonderful stuff the other thing is the training that staff are getting in interrupting implicit bias stuff that uh henry was just talking about um and in the quality cip there is a link

094to their uh slideshow of what they use to teach teachers how to interrupt implicit bias and it's it's wonderful stuff because it gives the teacher an opportunity to say i don't know what to do in this situation and then get some ideas and it's it's a very natural and real and human way of dealing with situations that arrive in schools and giving teachers the tools to then pass that teaching on to students so two really great things that i saw coming out excellent modeling two and a half minutes thank you thank you very much uh who would like to go next director jaimes all right so i have the pleasure of meeting with uh jessica the principal we're at metzger elementary and uh jessica swimwell sorry and carol kinch and she was the gay son

095for the cabinet and the things that i connected um with was the fact that they've got a very narrow focus on how to decrease the opportunity gaps right through literacy language and love and the love part was the one that kind of caught me off guard but it was it was very interesting because they're building that collective advocacy and and also they're looking at literacy with like as a civil right including uh culturally responsive instruction into everything that they're doing and basically uh including uh just equity as them as everything is integrated right they're not looking at um they're not looking at literacy they're not looking at eld they're not listening all of that but they're looking at everything together and so that um that collective ethically that comes from uh having everything together is

096uh one of the things that that they're doing great over there and having those congruent instructional practices that is going to lose the dial right they've also been um as you know we're doing rti response intervention at uh entire time leaders in that i think and so um you know with with that comes meetings that are called hundred percent used in and with that they're doing their 20 meanings different in the sense that they're looking at the data but they're also asking their teachers what else uh or what are you do you feel like you're missing anything do you feel like you need something else from us and they're giving them that efficacy to be able to advocate for for what they need one another very important instructional practice that they're doing is co-teaching and

097i know that ttz is moving towards co-teaching at a district level however they've been pioneers in uh doing it for for their school for a while now and have the instructional practice back down and um you know it's like we're no longer asking if we're doing co-teaching everybody is hired at mastering knows that that's what they're doing so one of the clarifying questions that i had was that for um what is co-teaching who does that and it's through the english language development team where they're coming in and doing a set of lessons for a um for an instructional whether it be math or literacy or things like that or science and uh they're helping the main classroom teacher co-planned lessons together and then well and then the other thing that i was curious is with

098their love aspect where they're integrating social justice social emotional learning those things is is that integration just at metzker or is that happening district-wide and so um so we talked a little bit about that and um shout out to bridgeport and to metzger because they're the only ones with their sip plans at least their mission statements in english and spanish the rest do not happen thank you thank you all right bye i could read the body language yeah i had a really great conversation with the principal uh at tigard um and director uh dobson [Laughter] yeah we do that i don't know why i'm sorry um and we talked about what i think is a really integrated and comprehensive approach to really focusing on meeting students needs right that view students as really partners in

099the learning and teaching process which is really nice and we talked about a whole set of processes that they had engaged in over the past couple of years to really uh help the staff understand what's what students need in order to be successful and so there are a whole set of strategies that that they have adopted that you know if i were to sort of sum it all up it's really about collaboration getting teachers to work together in teams uh across uh disciplinary areas but also um sort of in in groups like like the ninth grade teachers are working together pretty consistently to think about how they can share resources but how they can develop as you were talking about those those congruent practices and strategies there's a whole effort around grading and how we

100can be thoughtful about uh how we assess what students know uh and and there are all these really great conversations going on um there's a emphasis also on social emotional learning as well as dei uh and then again um in the collaboration i think is a big focus i think um through our conversation i think what we sort of came to to understand was that um [Music] there i think also is the opportunity to think about instruction particularly as the sort of dei focus comes into fruition to think about how that shapes what teachers do in the classroom in terms of instruction uh in particular subject areas and so i think we were all excited about what that might look like in the future okay all right director irvin all right well i had the

101pleasure of sitting down with principal rory moore from alberta writer and director um and it was and there's actually a lot of things that are similar so i'll sort of pull out some of the ones um that are dissimilar um so one of the things that i really love is um he talked about sort of how we often can we're siloed in our committees within a school and so we have our dei and we have our rti we have our like all of these things and it's great but there's no and they all kind of work but they don't really work together and it's hard to kind of share efficiently and effectively all the different work that's being done so they've sort of de-siloed those committees and created an instructional leadership team model so you

102have one big conversation um with several people including the dean coach the ell representatives fed representative the family partnership advocate teachers the tta rep so this huge kind of group of people that are having one big conversation around all of those different aspects that we would typically have little tiny groups about um and i think what that does to it really builds that foundation so that one thing we were talking about in the group was those small groups are can be nice and that's helpful but those have a lot of turnover year after year and a lot of that work ends up getting lost um and so really by having this larger teamwork approach you build a much more solid foundation that's broader and so that really can be built on year after year so

103that was one thing that really struck me and inspired me um they also are having dedicated staff meetings to just climate and culture um and so they also have the instructional meetings they also have the 20 meetings so they're doing and 5 100 meetings a year as well but they really have these ones that are focused on climate and culture um and he kind of wrote to build collective efficacy um through reflective connection and professional development designed by the school's leadership team which was that group that i just mentioned um and so really having that focus just that time just to talk about how things are going on that climate and culture level um was interesting to me and i really liked that and then i think the other big thing is looking at how

104they are calibrating and director gunn and i were kind of asking questions about this but really seeing you know all of the things that we want to infuse equity through um is really also calibrating all of the work we're doing to see those increases in reading and math especially in our underserved populations and so by working with each and having those equity meetings and seeing those surveys and they're reading the you matter book across the entire school as sort of the school theme all of those things that seem maybe just in this equity bucket really are infusing that sense of equity throughout academics so that you show that interconnectedness between equity academics and then you see those academic outcomes change um and i and that was a neat thing to kind of see alberta writers

105sort of thinking kind of changing going through that like they're not really using these two separate things they really mesh together to to grow those um equitable academic outcomes so very nice all right i'm going to put my timer on some got something around me uh so i met with principal jordan mills and dr lisa mccall and a couple of high level thoughts and observations one is we made the right investment on i ready i really really felt like the sip was an opportunity to use that data and dive in and understand it and i hope you all got that opportunity too we actually jordan spent some time walking through the table where basically i just love that we know on this on the student level this is the student this is where they're at

106this is how much growth they're going to need this year in order to get to grade level and i think it just provides so much useful information to an educator in the classroom um [Music] the not negative thing but the reality that we also talked about is the pandemic and where students are at coming back and how that is impacting instruction um and and non-instructional challenges um that students have and we talked about students coming back lacking some social skills that they had to spend some time getting caught up to speed um another thing i really appreciate i don't know if i know this exists at other schools but uh bridgeport's instructional look for us is a document that basically um it takes it takes specific actions or instructional practices and it connects the standards

107by which a teacher is going to be evaluated patti's research about its effectiveness what it actually looks like in the school and then culturally responsive actions tied to that specific piece um and it just struck me as very practical and something that folks could actually use in their instruction um a couple of other things worth noting that i thought was very cool one is just a small languaging thing uh at bridgeport they have what they call their all-star teams referring to students all-star teams and when i heard it i assumed this was like the high-achieving students in fact all-star teams at bridgeport was when teachers used to face all-star teams they're students who might need a little extra support a little more attention um but the language they use is framed really positively and it's

108aligned with growth mindset and i think that kind of languaging actually helps reinforce what we're trying to teach our students i really like that um and then we talked about instructional practices that they're that are being deployed across grade levels and a lot of small groups to help support teachers with rate and level uh and to make sure that students are getting individual attention they need to get up to grade level or to advance beyond grade level and then finally we talked a little bit about parents and the role of parents what information do parents get how do parents support their students outside of the classroom um and overall is again fascinating and very valuable for me as a board member so i'm looking forward to our our next two sessions where we'll dive into

109the rest of the school's district so uh with that are there any questions from board members or comments on the first round of our first or three sip presentations yeah vice chairlin still without this talking a lot i apologize um but you know at the end of our conversation we started talking about what it would look like to really emphasize academic achievement for um historically marginalized students um and to uh and we started talking about uh strategies for getting more of those students into gifted and talented programs and really so so so equity then is about uh getting students really challenging academic opportunities right and making sure that all students have those opportunities so i really appreciated that conversation it just reminded me i think of the work we're going to be engaging in around

110strategic planning and thinking about you know equity as uh sort of academically enriching um curriculum and teaching for all students so i appreciated that focus and that and that sort of movement in the conversation absolutely yeah i was just gonna say i having now heard from my fellow board members what you all talked about i have even now more appreciation for this new way of doing six because i'm able to see yes at bridgeport it's similar here it's a little different this way in and yet the overarching the way the schools are doing their sips are consistent across the district because there were so many connectors like yeah we talked about that too but i'm really liking it i'm really liking this new process so a successful experiment very nice you might be sick of

111it by the end of the year though director i just want to say so now that we've got these uh sips here then our work with uh vice chairman and myself and the each committee is going to happen sometime in december what questions we have for uh the building principles so that's coming up next we should be able to report on that uh hopefully if not the board meeting in december uh all right thank you both for leading that work and with that we're going to move on to i gave us a teaser earlier this is uh the first reading of board policies for board policy updates uh director debbie ebert all right well good evening again dr bowman did you want to say anything about committee work or have you already talked about that

112with the people yeah i i'm happy to make some some quick remarks first before we move in sure okay so um and thank you director ebert so just some context for for new board members um because it just so happens that the two returning board members are on committee so we've done policy updates a couple ways since i've been on the board um what we did this version is option a and essentially option a is we have two board members just like any other committee that dives deeply into the policy choices put forward by the oregon school courts association um this is for recommended policies where we basically get to choose a couple of language options what we want the general direction of the policy and then we bring those recommendations back to the board

113the board can the board always has the opportunity to ask questions or dive more deeper on a specific policy or recommend their own specific changes where as a board member you have all of those abilities um but what we also found was that in past board meetings um each policy had such a high level of dialogue and questions and recommended changes that we were essentially at a policy committee meeting to do the policy work then we'd come to the board meeting and the board meeting would do the same work all over again um so what we've done this time is we've gone back to the policy committee format and uh so i guess the what we'll see tonight and it's really up to us is does this format work and if what we're finding is

114on every policy folks have questions or concerns or want to change the direction then we may just abandon the policy committee and basically what it would require is more work sessions we'd set like an hour for work sessions before board meetings so we could dive in more deeply but assuming there's general alignment which knock on wood for these policies there's not a ton of tremendous controversy um then we'll continue this model where we can efficiently kind of move through the policies but there are i think what two or three dozen policies that we'll need to work through so just know that for context of time um not all tonight that will be split up over a period of needs um but but yeah we do have a chunk of policy coming forward so that's just

115my precursor just so folks are aware of the context and options we have as a board um and with that i'll hand anything you wanted to add directory yeah just a couple things to add thank you director bowman so as you know um we went through a long process of revamping all of our policies it took us i believe it was two full years to to go through every policy and now quarterly we will get updates from osba this last one in october was pretty lengthy because they skipped one and they they often coincide with the legislature meeting and doing their work of course um and so this october we received a hefty amount of policy updates based on legislative work and so you'll see that the first grouping that we've put in front of

116you tonight have very few additions um and it's mostly um just legalese that we need to add into our policy good changes that that are coming down from the legislators work um and that are not changing a lot of the content or meaning of the policies however we will i will be presenting again in december and then in january as well to get through all of uh the policies that have updates and some will require more conversation than others but we'll always try to in the explanation section give you those kind of added pieces so that you have a heads up ahead of time what the discussion would could be around we really don't have to have a lot of discussion around things that the law says we have to put into policy um versus

117other policies that are our own policy or are highly recommended by osba could require more conversation so that's it one one thing i mentioned that i would say tonight that i forgot is the expectation as with everything in the board packet is that you've reviewed the policies prior to the meeting so we won't spend time in the meeting walking through oh here's this change here's this change if you have a specific concern or question elevate that at any time during board meeting that's more than welcome but we won't go through every specific change in the world yeah directory will it be noted on here which ones are required versus recommended changes from when we're looking at the this sheet in our board packet good question yeah good question yes we usually have that in here

118and i realized we did it so we're we're out of practice i apologize but yes we will always have those in there i think everything tonight is required yeah and so just so you know um when you look at the individual policies down in the lower left hand side right yeah left-hand corner there's going to be an r or an hr that's recommended or required or highly recommended and if it doesn't have one of those it means it's optional and we can i just yeah yeah but it's not all recovered and we'll start making sure that that's in the explanation piece as well all right well then without further ado i think we'll dive in all right so our first policy this evening is ac non-discrimination and the only change to this policy is we're

119adding the additional piece of gender identity which has been added to the list that's um become state law okay any questions there in addition there's a new footnote that you'll see at the bottom around the native american mascot pursuant to oar 581-021-0047 gender identity has been added throughout so that's going to keep popping up for us and that's house bill 2939 35 excuse me okay and then that also includes the ar that goes with ac which is a required ar complaint form added gender identity as well all right then we move on to bbaa individual board members authority and responsibilities we have some language that's been crossed off you see in the fourth paragraph new language when expressing personal opinions in a public forum the board member must clearly identify the opinions as their own

120and not those of the board down in number three additional language and strikeouts there those are the only changes questions there yeah i think i probably raised a question about this early on just because of the work i do with a lot of sharing of opinions um and i often don't even mention the school district or the school board because i don't want to bring you know negative attention to tiger paul so just to clarify once again i'm not expected to sort of make a statement like that every time i you know do a presentation obviously i don't believe so um but i mean i don't think that anything that we're currently doing is outside the scope of the policy that's been written um but you know maybe others have thoughts on that i would

121only say if your introduction includes marvin lynn is the vice chair of the tiger 12 school board than to just emphasize that but you're doing so many presentations based on your professional job that i wouldn't say every time i think a good rule of thumb views is if there's any chance that somebody in the audience might confuse your personal opinion with your board work just to make that clarifying statement all right moving on to bd bda this one is around board meetings the grade language is added has been added you'll notice gender identity has been added there some additional time has been added on the second page there's a few additional ads just new words that's it questions here i need another hand all right next one is cm compliance and reporting on standards you

122see this is there's a few changes here due to the state board of education revising the report due date from february 1st to november 1st for each school year and so this relates to the division 22 division 22 yes third in november which i believe we did at the last board meeting yep all right moving on gba equal employment opportunity just adds the gender identity piece from house bill 2935 and also note the new footnote at the bottom for equal employment opportunity any questions there nope okay all right gbea workplace harassment same just adds gender identity and the additional footnote all right ib freedom of of expression as already noted house bill 2935 added definition of race discrimination and house bill 3041 added a new definition for gender identity to protect the classes so this

123just updates that directory burke did we decide in policy committee to strike the or school policies part at the bottom there i thought we decided that because schools don't actually have policies we just have district policies there where are you director you're seeing at the bottom of the final page of freedom of expression sorry did i get ahead yeah yes so we wanted to say the violation of district policies i thought that's what we talked about is that not bringing nfl with me but that means i remember that conversation i don't recall a thing about this policy but we don't have school level policy yeah we don't have schools yeah let's try it all right and our last policy this evening is kgb public conduct on district property and we are adding in the definition

124that a school or district sponsored event includes any district approved or district related activity or function such as field trips or athletic events um and we're also adding district property or at an attending school or district sponsored event so not only events happening within ttsd but also in other venues but our school sponsored or district sponsored and then you'll notice the bottom we also added a language this policy does not apply to events sponsored by parent organizations and or non-district sponsored events all right well we did it a good practice run a good warm-up for things to come yes all right well you'll see this group of policies on the consent agenda at our december meeting and then we'll have a new set of first reads that will be our pattern for the next couple

125of work and if board members are reading uh in their board packet a first reading of a policy and they've got a question or concern can they reach out to you directly about that yes most definitely yeah or the policy committee yeah so let's have that be the practice reach out to director if you have questions or concerns okay thank you director ebert and with that we'll move on to our final report and discussion item this evening it is our sia annual report with presenter director david moore director moore the floor is yours are folks doing good in terms of break or do we need a recess maybe after this no worries just let us know either way okay [Music] this evening we're prepared to provide the student investment account the annual report for the

126past year and i have with me director robson to assist with that um why don't you go to the next slide please guys so the annual report covers the period july of 2020 through september of 2021. uh at the end of june uh the district still had dollars left to expand so the state allowed districts to request for an extension they called it a summer extension so we had through september to spend those dollars and uh that's why we're so late in the year with the annual report the deadline for the annual report at the end of this month so um the annual reporting course requires a report to the board and for the minutes of this need to be provided with the annual report when it's submitted in addition uh the report must be

127posted on the website and i i've been thinking since we uh sent out an award packet that we probably need to give you the link to the website um so you can see not only the report itself but all of the other reports have been submitted since the inception of the student investment account and uh that posting on the website also needs to mention that public comment is welcome at this meeting related to the the annual report so um now i'm going to go through the content report each quarter since the funds have received requires a quarterly report and um the first report was the quarter in the december beat about six months they were late getting the requirements in place and then the second report was at a quarter in march and then due

128to the extension there's six months in the final third quarter report the contents include the progress on our strategies and activities that would be one of the things that will be posted on on websites you can go back see what we filed as our strategies and activities and the initial application and just to summarize some of those strategies to refresh your memorandums several not all you were on the planning committee when the plan was approved but the strategy of course strategies of course are some common things are instruction in the area of ell social education culturally responsive training and [Music] um mental health and wellness social emotional learning and a lot of the focus being on those underserved or as the term director bowman shared earlier are all stars as bridgeport refers to them as

129and and then of course collaboration most licensed and classified staff in all these areas and then of course the activities are how uh be executed in the form of investments those strategies we'll talk a little bit about the investments later and then of course there's a budget and corporate finance report we have to file each quarter including the third quarter report and then journaling progress which kind of gives us a chance to to give our feedback on how things are going with and what changes are being made and who's impacting those changes examples that we share on a quarterly basis our basic needs teams for instance our trauma and response coordinator as an example and then uh next slide police patty finding the last part of the under reported greg robson will go through these

130how we responded here but what are the impacts of reduced money and uh the code on the implementation the sia um we'll talk about the dollars in a minute but uh we were due to receive uh over 10 million dollars with the policy application in 2021 we received just over three million and all districts solved that reduction of course and then what are the challenges with the implementation and successes and challenges of maintaining engagement community engagement of course is a big part requirement of student investment account and then what guided our prioritization that's why you said dr director robson will address those how we answer those questions [Music] next slide please patty so we have like i said we had a approximately 3.2 million investments in the 2021 year through the month of september and

131uh so we didn't get to do everything that was in the plan we prioritized with our community re-prioritize how we would use reduced funding uh we had um as a sample uh k3 literacy teachers as part of that uh the progress that we have to report we either have to say that it was fully implemented partially implemented or it has not been implemented yet and then uh of course um we were able to put in place one assistant principal at the elementary level we've done the rest of those along with the dean's the current year um and then i mentioned the collaboration uh high school mental health medical social worker 2fte next slide please patty then to round it out uh we had our affinity and alliance extracurricular class family partnership advocates each of our

132schools and two culturally responsible liaisons culturally specific partnerships i mentioned the special education and the el fte and then we have a little bit [Music] next slide i think the last part here is the questions thank you director moore so um and sharing these in the packet give giving all of you an opportunity to kind of take a look at the responses the four questions that were asked as part of the journaling process again as director moore said really for us to tell a narrative that's obviously very different than just the numbers across the board so we appreciate that as a part of the process so you know the impact of reduced dollars uh as director moore mentioned uh you know quite a bit of reduction uh and uh and then on top of that

133how did that impact implementation so you know the the gist of this was uh in hiring staff we just weren't able to do the kind of hiring we initially thought we might be able to do and uh but however that we were able to see benefits of positions that were directly related to you know students and families and really kept an eye on doing network around understanding needs for our families so never leaving that focus behind next slide patty uh and then challenges that come with implementation based on against reductions and that kind of thing again the same statement holds true in terms of staffing that was an absolute challenge uh right out of the gate and you know when you fund when you grade the number of different funding sources that becomes uh additional

134challenges things haven't flowed mentioned here on the academic side was that you know we had funding but we didn't have children in school and uh remote learning options that were always applicable based on need to be face-to-face face-to-face so that was an absolute challenge and then the successes and challenges of uh maintaining engagement uh we you know initiated those partnerships as mentioned here with community uh based organizations who were hindered and that really was due to that same kind of thing without having kids in school due to the lack of in-person opportunities that's built around building both relationships and those partnerships you know the virtual aspects uh that existed we found uh that we discovered technology kinds of barriers and challenges um those weren't always calibrated but a lot of them went into the [Music]

135we actually had more time to do collaboration thanks uh so guiding what guided prioritization efforts in that first year um and that really was our we were situated around the priority of equity and uh we really prioritized with our community members um in terms of what was the feedback we were getting back from our community members and we had set that up originally for safsi processes with how we were doing business and involving our community bringing our communities to the table so that priming of those kinds the way we did business through those processes really allowed us to not only maintain that prioritization um okay i do have um one question it's sort of broad um as we move forward with the sia in future years um is the assumption that we're starting with our

136new with our new allocation for that buy is the assumption that we're starting with all the expenses expenditures that we use that we decided collaboratively in the previous band we're starting from there and then building on top of that or is there some sort of um analysis of well this investment wasn't optimal didn't meet the outcomes we want so we're going to free up those dollars for new ideas how are we thinking about the iteration of this process yeah so the current round of funding isn't quite at the 10 million level it's like 9.2 million so we will we'll have the opportunity to do much of what we had and then we had an opportunity to update our plan like if there was somebody needed to ship like we even made a shift through our

137budget process last year with the hundred thousand dollars that we set aside for the fd fund so that was a shift the legislature waived the growth performance target requirement as part of the legislation and the ode is taking this year to kind of determine what that looks like and districts will be working with the ode and their dsds growth targets eb for our particular investments and then likely those needed in 2223 so so we've got a ways to go basically before we have to cross that bridge yeah i'm assuming perhaps there might be another chance got it thank you other questions so are we anticipating that next year we'll be able to do more of that hiring or do we see more similar complications yeah so i think we shared in the board update the

138most recent economic forecast in the corporate activity taxes so likely there's going to be i have to apologize i i have to leave to pick up kids my wife is a nurse and is being asked to stay late so i've got to run but thank you very much for your reports we totally understand why marvin thank you these things happen other questions from board members all right hearing none thank you both for the presentation um and with that we will close our reports and discussion section of the agenda and move to our first action item of the evening which is board resolution two one two two eleven the art rockin dressel real estate purchase uh and director david moore is presenting yes so resolution 202 222-11 is a request for the board uh to declare

139a portion of our broken elementary 20 acres as serverless property and approve the sale of that particular property to the landowners directly to the north of our 20 acres for an amount of uh just over 100 3 000 dollars plus all basically all costs associated with the transaction including the district's own attorney fees and just to give some background the when the property was purchased by the district uh those landowners already uh owned the property to the north of us and um developed their backyard that encroached uh just on to the 20 acres so the agreement that we came to uh with the landowners is to sell them that porch portion of the property and basically like i said they would pay for all costs related to sale so i'll stop there and see if

140there's any questions there isn't a lot more shared detailed questions i think i'm reading this correctly but i just want to confirm on the record that the district will incur zero costs of any kind due to this transfer yes and i wanted to ask um how was the value of this sale determined was there an independent appraisal i'm sorry director how was the the dollar amount of the sale price determined so it's on a square footage basis 14.54 a square foot or just over 9 000 square feet and that was the same rate per square foot that we paid for the the property that's the northwest of our property to put in the city required improvements yeah and so the the land value per square foot has not changed significantly in that time and then

141um where will the proceeds of this sale go will they be in our capital fund okay uh with that uh i would entertain a motion and a quick clarifying question we don't need a second because there's four of us is that correct that's correct i uh moved to adopt resolution 2122-11 declaring the portion of the art wrecking elementary property at surplus property and approving the sale of the transfer property for exhibit a the agreement for an amount of one hundred thirty three thousand five hundred seventy eight dollars and ninety eight cents plus all costs associated with the transfer of the parcel motion has been made by director zerschmidt is there any discussion on the motion hearing none we will move to a portal vote all those in favor of adopting the resolution please say aye

142aye all opposed say nay motion passes thank you direction more and for our final action item of the evening uh we have the bond oversight committee appointment uh director moore is up again uh thank you yes uh since the end of last year the business of bond oversight committee has has been pretty quiet but we've had uh two vacancies on that committee from the board appointed portion so uh at the beginning of the bond oversight first convened back in 2017 we had seven uh community employment members plus the two board members uh on the committee and [Music] we've had a little bit of changeover but not much but at the end of last year [Music] the chair at the time she stepped down fitzgerald and then we had an earlier resignation to due to a

143member moving out of the district earlier that year so the the committee has some discussion at the last meeting and it's um the current committee is is very cohesive and works well together that also has those hard conversations when there might be a difference um but their recommendation is that we try to fill uh these two vacancies um so we went through two rounds of postings believe it or not we only got one application and [Music] at least a couple others that were on the committee including the outgoing president so well qualified works at the architectural field and um [Music] at that point board numbers uh any comments or questions i think this applicant has a really impressive resume and i'm excited um that she's offered to step forward my one question director morris for

144the bond oversight committee this bond oversight committee is specific to the bond that was passed it is it does not apply to a future bomb we would start a new committee at that point yeah there's um the one thing that was talked about by the foreign last year's wrapping up soon around the next phase of long-range planning and bond planning so the hope was that current members [Music] that's kind of what i was getting at is because um do you know is her name pronounced amelia amelia uh because she's coming on at the end of this bond it might be useful to have her continue on into the next bond oversight when the time comes it's not gonna work um all right with that unless there's any other questions i'd entertain a motion um i

145moved to appoint amelia moore uh to the bond oversight committee all right the motion has been made by director jaime's is there any discussion on the motion hearing none we'll move to a choral vote all those in favor please say aye aye all opposed all right motion passes thank you director moore and uh to all who observe happy thanksgiving thank you for being with us this evening and we'll see you on the other side of the holiday meeting is adjourned at 8 56.