Aug 23, 2021TTSD Board Meeting

001uh at the work session we discussed our board goals for the upcoming year motion was made to approve the agenda and consent agenda is there a second i'll second that all right uh motion was made by director zerschmid seconded by director lin uh any further discussion on the motion hearing none uh all in favor please say aye hi all opposed say nay agenda is approved okay with that we are going to move into our first action item um so this action item is uh separate from the later action items just so it happens first everyone listening is i'm sure well aware of the governor's mask mandate what this mass mandate does is bring us into full compliance with that and ensure that all district activities that are indoors comply with the most recent uh mandate

002as well as providing the flexibility to our superintendent as situations change and as public health guidance evolves for us to be able to stay stay up to date uh with the latest requirements for us uh so are there any questions or discussion on this item all right hearing none would entertain a motion i move that the tiger 12 school district requires face masks in all on indoor district properties including meetings of the board of directors in alignment with recommendations from the cdc oha and washington county public health and direct the superintendent to update this requirement as the guidance changes motion's been made by director cersemede their second director jaime's seconds any further discussion on the motion [Music] all right we will do a choral vote uh all those in favor please say i all opposed

003say nay all right uh motion has been approved and i do just want to clarify that this include this motion brings us into compliance so things like taking your mask off to eat um taking your mask off when you're in an office with doors closed we're in compliance with that this is not saying under all circumstances forever just so everyone is clear on that okay so with that we're going to move into student representative reports so we have all three student reps here this evening we are very grateful and excited about that but with that if we can pass this mic down um mahathi you're first so do you mind kicking us off okay hi my name is mahathi and i'm a rising senior at tultan high school and on the tavalton side sports have

004officially kicked off last week with um their first full week of practice and clubs and activities have started meeting first day of competition is going to be this friday the 27th and 12th and 12th high school has a welcome to 12th high school event on wednesday the 31st um from 2 to 6 p.m for freshman freshman and sophomore um students and families will have the opportunity to tour the school meet some teachers look at different clubs and activities available and the schedules for high schoolers will also be made available on that day additionally the new bell schedule for the high schoolers will really were released and i'll be honest students aren't very happy about the lack of the 15-minute break after first period um and lastly seniors and juniors are anxiously waiting to find out

005whether you got their parking spot that they applied for and overall everyone seems pretty ready to return on september 8th for freshmen and sophomores and the ninth for upperclassmen thank you my name is henry the target high school representative uh we're about two and a half weeks out from tiger high school students first day back along with the first day coming around seniors will have the option to attend senior sunrise the day before the official day first day back cross country football boys boys and girls soccer volleyball dance cheer and cheer all started on the 16th and our running practices the entire week fall 2021 driver's education sessions are also now available to ttsd students seniors will be also get the opportunity to take the act provided by tigard on october 5th time and location

006are unknown right now hi guys my name is evelyn good afternoon um i am the student representative for creekside uh so far creek said we don't have sports and or anything upcoming that or i don't know yet um but we are already like we were doing tours for our freshmen um and with russ and i i'm also helping out like for them and leading them to where everything is plus so far that's the only thing that we have been doing so um if i get anything else i will let you guys know that's awesome well thank you three for the updates and as a reminder for you and for everyone uh student representatives have speaking privileges at our board meetings so if at any point you have questions comments or you want to provide your

007input please don't hesitate to let us know raise your hand get our attention somehow but we welcome it throughout thank you all for being here um can i just interject sure um since evelyn i believe this is your first board meeting is it not um the other two student reps had a chance to sort of introduce themselves to the board and and we got to meet you um during your interview uh but perhaps you could introduce yourself to the rest of our members here sorry i'm going to totally put you on the spot i'm like right now oh well like i said my name is evelyn um so representative for greece side um i'm a senior this year um i've been helping out a lot in the community like i've been um working for superfresh

008which gives out to the community um i've also started in the metro chapter um that i'm also leading with the teacher mario which is going great we're getting a lot of hispanics that we will welcome and have a space in our school which i'm really proud of because i was lost in like freshman year i had nowhere to go but anyways um so yeah i've been helping out a lot throughout the community and also for like the students um and also the teachers like i've just been helping them like think of new classes that we should have or like stuff like that very proud of myself awesome and thank you director zerschmidt that's a great idea all right with that we will move into superintendent and board communication dr ricky smith the floor is yours

009thank you so much chair uh just briefly uh last week we had the opportunity to host senator berkley's d.c education representative adeola adesina as well as carrie hendricks who is his local feed field representative we gave them a tour of the food site at tarleton library and then had an opportunity for broad communication relative to how we were applying esser and cara's dollars and some of our concerns going forward into the new school year relative to infrastructure needs such as hvac ventilation continued flexibility with our feeding programs and certainly uh in light of potentially a universal breakfast and lunch bill uh how we were going to calculate title one benefits as we typically do that off three and reduce lunch um i was incredibly grateful for the time that she spent typically they give you

010uh 15 minutes and they were with us for over an hour and so really appreciated that uh in addition i know that many of you here at this diaz also had the opportunity with uh representative bonamici so i will leave that to you to share the conversation we had but that monday was a full day of legislative advocacy work this week we are very excited to welcome our new ttsd staff that are new to ttsd tomorrow morning it'll be here and here at quality and we'll look forward to kicking that off new teachers as well and then um our aspiring education educator leaders uh on friday uh so a full week of starting to welcome uh individuals back and then the week of august 30th we'll we will welcome all staff back um and it

011will be an opportunity uh to watch the kickoff for staff professional development following the work that our administrators did over a three-day retreat and as well as on september 1st will be a virtual welcome back to the entire community we had planned um prior to the the current situation with covet for a large gathering um at our at tualatin high school but unfortunately we are precluded from that given the current conditions but the uh joy and the excitement is no no less it's not lessened because we cannot be in person um i have every confidence that we people will feel loved and welcomed and ready for the school year and so look forward if it's not on your calendar i believe it is but if it's not september one starting at eight o'clock uh for

012the virtual kickoff off is you know you should be on your calendars and we would encourage you please to be a part of that and to help us welcome back an amazing staff to an amazing year thank you any questions for dr ricky smith all right board members updates i can start um so dr ricky smith mentioned uh congresswoman bonamici but uh she had a meeting in tigard at tiger broadway rose and i think we were the best represented jurisdiction there there were several of us in attendance uh as well as a student representative henry and mahathi were both there actually so we we asked her to prioritize several issues the ones i'll highlight for you are child nutrition and continuing federal funding and federal support for an expansion of child nutrition offerings let there

013be light um support for vaccinations um equitable engagement with historically marginalized communities and broadband access which dr ricky smith brought forward and we heard the good news that the congresswoman is sponsoring the bill that will help expand broadband access so a successful meeting there i also attended representative daisy at graber's recent town hall with oha state epidemiologist dean seidlinger and oregon school boards association had a separate meeting with um director colt gill that was about uh the recent updates uh in terms of requirements and mandates that i listened in on and then finally i attended the osba board chair training where they're basically it's a new crop of board chairs across the state obviously so trying to to sharpen my skills in terms of meeting facilitation um and just trying to get better so that's

014my update uh colleagues yeah so i too uh was at the osba uh meeting with uh colt gill and dr seidlinger and i was chilled by the graphs and i i really wish that we could get those publicized so that members of the public could see the rate at which youth are coming down with a delta variant it is truly terrifying and so um the need for masks in school is clear and and while it's very scary information it's also information that we can do something with and and work to keep kids safe i do want to save the meeting with congresswoman bonamici i was particularly proud of our two students mahathi and henry both of them were asked directly by a u.s congresswoman a question about what do they think about issues and they

015both gave extraordinarily um thoughtful and intelligent um appropriate and answers that describe situations that most most students their age wouldn't have thought of and it makes our district look really good that we have students that are that smart and that on top of things and i wanted to say thank you guys for your contributions to that meeting okay yeah um yeah i still don't know how to wear the mask and glasses at the same time but um i uh been reminding me that i serve on the educator advancement council which met last week and i'm now serving as the school board rep for that council it's it's made up of about 21 or 22 educators across a broad spectrum a couple of higher ed reps which have previously served in that role and then educators

016and school leaders superintendents for example serve on that and it was created through the passage of senate bill 182 which was which is which is designed to support educators statewide and so we have a series of regional educator networks across the state um that have been provided with significant resources to really help prevent advance the profession of teaching so i think there'll be opportunities in the future for on ttsd to work with this with this organization which has um again significant resources that is disposable at its disposal to advance the profession of teaching in some in ways that really lift up teacher voice and also support efforts to engage around equity and culturally responsive teaching so just wanted to mention that uh similarly i serve on the washington county family justice center board and there's

017not significant news right now but there's some really exciting changes coming down the pike there and i think some opportunities to increase resources and supports for our students in the district around um just sort of safety and support nutrition housing a lot of things like that so that was really exciting to be a part of some of those changes happening and then sort of wearing my parent hat it's fun to have sports practices be starting again and people in schools and kids just kind of seeing them safely and mask but out and about so that's fun i think as the student reps said also that those things are underway as well thank you well first of all i wanted to thank um evelyn because if my white beard did not remind me of how old

018i am um she definitely did she's an amazing student that when i became an ea at bridgeport elementary she was there and now she's a senior and just invited me to her graduation which is like okay so we've come full circle uh so anyway um that was great and i'd just like to um and congratulations you know forever uh everything that you have done i've been involved with uh right now the city of tualatin and planning the viva tualatin and just helping out with that and if you guys haven't been to those celebrations you definitely should lots of fun stuff and just happened that at pilate park and then there's going to be one at the library and one at the tualatin community park this saturday sunday yeah library with us on wednesday in the

019park on saturday so you should definitely check those out they're very um exciting and uh i believe they're gonna have you know the usual dancers and things like that so you should definitely check those out um and then [Music] um right uh thank you colleagues with that we're going to move into our first of two public comment sections um i want to be clear up front about the rules here so i'm going to read the preamble and also want to note there's two public comments sections if you want to cover agenda items that's this one if you want to cover agenda items and anything else you automatically defer to the second public comment period this public comment is only relevant to the items listed on the agenda okay so public comment is limited to three

020minutes uh it should be brief and concise as per board policy speakers may offer objective criticism of district operations or programs but the board will not hear complaints concerning district specific district personnel if any names are mentioned you'll be out of order and the public comment will stop if the if this uh i'm not going to read that because we're not going to go 30 minutes here we don't have that many listed um when you arrive at the podium you may remove your mask so you can speak after you finish speaking please put your mask back on so you can return to your seat at the beginning of your remarks please share your zip code so we know if we're speaking to a constituent director zerschmeed will be timing you'll have again three minutes total

021she will hold up at one minute she'll wave like that and then at three minutes you will hear when you have one minute left i should say she'll wave and then after your three minutes are up um you will hear the you'll hear the beep or the alarm you may finish your sentence but please wrap up quickly um if you would like your public comment in the meeting minutes please make sure you provide a written copy to our board secretary patty you can provide that via email or hard copy please also know this is an opportunity for the board to listen this is not an opportunity for dialogue so we as a board will be listening but not not necessarily responding additional comments are always welcome to be submitted to the board via email and

022we accept those comments year round constantly you don't have to tie them to specific agenda items or specific timing we welcome your comments okay with that we're going to move into our first public comment which is lenore shaffer is lenore here okay and patty i want to confirm the other public comment is not presenting tonight okay perfect okay we had another um item emailed to us for our review but they will not be speaking tonight so we do have a couple of public or a few public uh comments later in the agenda but those were the only ones listed for agenda items so with that i'm going to close the public comment section and we're going to move to reports and discussion our first uh item under reports and discussion is the enrollment update presenter

023director debbie ebert director ebert room set up has got you all making a hike to the front of the room when it's your turn so we'll give you a minute to get situated up here [Music] good evening board chair vice chair directors and student reps good to see everyone in person i'm presenting tonight on which will be a uh every meeting for the next few weeks for the next few months really i'll be presenting on enrollment and giving you updates on that you will see in your supplementary materials that you have the psu demographer report for your review there's lots of information in there and i can direct you to a couple of charts that are most helpful um if you need but really that appendix at the back of that document is most helpful

024to look at those graphs and then i've also included our enrollment for 2122 and this will be a populated google doc that will continue week to week so that you can access the prior weeks and then i also included for your review just because it's interesting to be comparing in these times the 2021 enrollment sheets so that you can go back and look so for example i went back and looked at what our enrollment was on 8 20 20 versus 8 20 21 and our enrollment on 8 20 of last year was 11 877 total students and on 8 20 of this year we are sitting at 12 326 students so our enrollment has popped back up which is great news we forecasted with ode at 12 369 students so you can see we're very

025close to that forecasted amount of students and then the other comment i wanted to make too was that we have also hit the middle and high demographer report which was 12 356 students versus the low demographic report forecast was 12 146. and i don't know why both the middle and high were the same but they are so that that wasn't a mistake i did go back and double check that but they're both they're usually within you know a few like 50 or 75 students but they were the same so and i also wanted to point out that in the enrollment sheet for this year you will see that the number of classes and the ratio for each of those are absent at this point we still are hiring our licensed classroom teachers at this point

026and so we don't have all of that information synergy at this at this time but the next board meeting our next board report actually you'll see that those are in so what questions do you have that i can help with i can kick us off so on on the school level charts we have it's fascinating to see the data the projections out moving forward forecasters versus forecasted versus district capacity so this is sort of a broad question that i'm helping i hope you can help us think through so obviously we're about to go down a boundary discussion as a district is the hope or the thought that we will be able to balance all of these projections so that no schools are above their capacity some of the projections have schools above their capacity is

027the hope that the redrawing of boundaries will solve that problem um or do we anticipate that it's there's a there is a long-term potential for example at uh to walton high school where we see capacity uh 10 years out looking like it's pretty significantly exceeding um that enrollment is exceeding capacity right and that that's probably not a question or an answer i have for you in terms i know conversations about that have started um and i do know that um you know certainly those are things that we consider when we look at enrollment and boundary changes we'll be looking at that demographer report very closely as we begin to have those discussions um but i know that you know art rutkin is going to um create some boundary changes within tigard um which i know

028will affect tualatin as well i know there's been conversation about that but i don't i don't think we've started the very nitty gritty of that maybe dr ricky smith has more to comment on that yep thank you i think that this is this data here will certainly be um informative as we consider boundary changes i think what you see in the in the demographic data or in the enrollment data certainly around kinder and first grade and that um families that sat the year out are now coming back in and so this will obviously be sort of a bubble and and there are every district has bubble years this is probably going to be one and we're probably not the only district that will be uh working through that so i think that will be a

029consideration as we think through um the boundary shifts but that will again be a community process um and facilitated to make sure that we are taking into account everyone you know the needs and where the pressures appear to be i think the other piece chair that we look at is is the bubble persisting and we would anticipate that it would um and we'll plan as though it would but that's also part of the yearly update relative to looking at enrollment so that uh as you make those shifts because they are for many families they are life changing uh we want to make sure that we're facilitating a very thoughtful process that engages the entire community as we as we think through that thank you that's helpful board members what questions do you have thank you

030directory work for um the information uh it's been said at this uh board meetings that tigard is uh predominantly white town and i was just wondering based on the information that you have here what is the trend looking like in terms of diversity in our student population is that trending upwards uh just so that we can get a sense of how better to serve those population right well that wouldn't be part of this enrollment summary but i certainly can get that information you're asking for a different demographic breakdown for our schools absolutely we can do that [Music] well and i think too the projected growth of those communities um dr sue as well you know just that that may be more of a challenge director lin only in the sense of i think it's going

031to be taking a look at the census data as well we know that in terms of census um that our community has shifted now to approximately 56 white and the rest spread out across our our bipod communities um this that is a significant shift um in the last five years and but it is not any different for any of the other trimet area communities as well and certainly relative to a national trend that there is a a shifting to greater diversity particularly in metropolitan areas nationally i was just curious one of the questions which dr sue answered which was sort of that bump in enrollment with the k1 because families sat out were there any other um you know interesting whether that not necessarily problematic but just kind of interesting or eye-opening trends that that

032you saw that you know we would need to pay attention to was there anything that stood out in particular that's not a very easy question i apologize i think that what stood out to us and was exciting is to just see our students come back and that enrollment pop back up which we predicted would um but of course you know you just never know in these times there's one thing we have learned so we can't predict too much right now so it is exciting to see that our kinder and first grade numbers are back up um to where they were before and i think that that in itself is just exciting and probably the most important piece that stands out for for us as we looked at this i have a question this might be

033for dr sue it's more of a sort of like long-term strategic planning question um on page five they've got the three protections the mid low and high forecast of enrollment in the district and there's obviously a massive discrepancy between the three versions in the low forecast we basically um at one point we dip below um for for several bienniums it looks like we'll be below our current enrollment if the low forecast continues um and maybe this is a direct or more question as well but i'm curious obviously there's there's major financial implications in enrollment shifts and so i'm hoping you can talk us through if we do see a low forecast scenario come through what is the district's sort of budgeting stance or process for for um you know if we've got fewer students that

034could mean we need fewer teachers or we can afford fewer teachers so how do we think through that yeah thank you for the question uh typically we bring to you a demographer's report every year and so the um you have the most current one from last year we will do it again this year which will uh then give him the opportunity to share with you how these numbers may or may not have shifted um and what their implications for the district are at that point in time director moore our cfo will also share with you what what we believe that we how we would budget typically we have chosen that mid number uh in setting each year's budget however if there's a great deal of variance that indicates we need to take a more cautious

035approach then we would budget at the low end of the lower demographic number and report that to ode the job always is to try to find hp with the e um at the same time not over underestimating uh because they'll have to make adjustments for us um and we do we want as little disruption to our system as possible but again that's not unique to tiger trollaton um every every district um runs these numbers or if they don't they shouldn't uh because it is extremely helpful in setting budget expectations that's helpful and also noting you know that's one scenario we'd have to plan for on the other hand we might have 1500 more students which would stretch our capacity and building situations so there's a lot of contingencies we have to plan for but thank

036you for the information so i just want to uh double check i'm going to look over to director moore i believe last year's budget we did budget on the low is that correct it was made last year mid okay thank you low for staffing mid for revenue thank you very much okay um i i i know you know you know when we talked about sort of what attributes to this year's growth that uh um there was some uncertainty about that but i i i want to commend the district on the um establishing the online academy i i i can imagine that that has been a contributor to um this is sustaining and the actual growth of student numbers here so congratulations on that thank you to richland not to put too far to point to

037that but we are now sitting at 315 students um and i will address that just briefly in my presentation to you all this evening updated report what we are finding uh is the fact that families are willing to pay tuition for others other districts to access our virtual academy either because their district's academies are already full or that option is not available okay any additional questions for director ebert all right thank you very much we will move to our next report and discussion item um and chair i need to make a brief adjustment here i will take the next report as our partners from erco have been delayed um and we would like they are a vital part of the uh community partnership report to you if if you please too did you want us

038to table this for later in the meeting or to a different meeting uh no just we're just going to flip the order because the belief is by the time i'm through um because we know how how brief i can be um that um that it will give our our partners an opportunity to hopefully be able to join director on at that time yeah no problem at all um i will credit the osba training for my efficient facilitation of this meeting for the reason we're ahead of schedule so with that with that we will table um uh the item b under reports and discussion and return to that uh after this item which is the ready school safe learners part two report um presenter dr ricky smith so patty um you know the drill so thank

039you so much chair bowman vice chair lynn and directors as well as the audience assembled here this is a part two to the first rssl update that i gave you two weeks ago this one is focused to coming back into schools the work that has been done and more of a technical boots on the ground as well as where we stand relative to pandemic numbers patty next slide please so again i want to reaffirm that our our intent and our planning is that it will be a full return to in-person instruction starting uh the first day of school on september 8th you see under the second bullet relative to the virtual academy we have left uh enrollment open to the end of this week so friday august 27 5 o'clock for a guaranteed seat in

040the virtual academy we will however leave online enrollment open until the 22nd of september which is typically where we take the final seat count for ode and and make sure that our data is accurate before we report by october 1st and that will be for as as seats are available but the student will need to attend their local brick and mortar school until that seat here becomes available to them so clarification is that based on the cap that we set as a district or based on staffing build based on staffing we have um i would give a nod to i'm looking for director ebert giving a nod to her and her team she has much like with our summer academy where we started with we were hoping for 500 students and we served over 1200

041um there has been continued commitment on the part of district staff and myself to ensure that every student who wants a particular option receives it to the best of our ability but we have finally hit that capacity in terms of hiring teachers and being prepared um for a september eighth roll next slide please so the concepts this evening um are for first i will give you a copic 19 update relative to what we know around pediatric cases as well as hospitalization rates in person versus cdl how we might use those two options oha vaccination order for school personnel that was announced by the governor last week and then just sort of a brief look um at the first week of school activities what families can expect next slide please i apologize here these next three

042slides come directly from the oregon health authority uh but you see here uh this slide has to do with the epi curve or the epidemiological curve that is anticipated the far end of the right hand side of that graph uh is around september the week of september first and you can see that we have yet we are almost to the apex based on modeling at least we hope that's the case um and that there appears to be the potential for some decline in the surge around the week of september 1st probably september 8th but we will see what next week's data brings so that's the purpose the top the top orange section is basically individuals who are not hospitalized the gray section are the number of individuals who are hospitalized um and unknown i'm sorry

043and in the blue portion of the bottom of the chart are the number of individuals who are hospitalized the challenge as we well know is that the hospital system across oregon is now at beyond breaking point the national guard has deployed over 2 000 troops to assist in southern oregon to stand up field hospitals and provide logistical support unfortunately they are still waiting for the medical personnel to be able to assist and fully utilize those field hospitals as well so the pressure now in the trimet area is to take those overflow cases from southern oregon and from central oregon i need to emphasize that 97 of all cases that are hospitalized and or receiving icu care are unvaccinated individuals next slide please this slide emphasizes the point that i was just making so the top

044uh dark amber graph basically are the total number of cases currently hospitalized the next line below the the lighter amber color are number of cases in icu and the line on the very bottom are the number of those patients that are on ventilation it is also important to understand that with these numbers that patients uh typically duration in icu is maybe five to seven sometimes ten days these uh represent patients who will be there for weeks receiving this type of um support next slide please now this is the one that i think is most important again i apologize it's difficult from this position but i know you have a copy of the um slide deck in front of you these are the curves um for various age populations so it's broken down by age demographic

045so what i would share with you is the question that was raised at our last board meeting by through public comment was that children do not get sick with covet this graph very clearly shows that that is not the case with this variant and i need to be clear about that the delta variant has been able to make children exceedingly sick simply because they are unvaccinated and that also needs that point also needs to be made that's what this data is showing you so as you look at one two three fourth line up from the bottom that is the age group of birth to nine years which cannot be vaccinated but it's also not very mobile because they would depend on parents uh to get from one point to another if you go up two

046more lines to the next red line on your chart that is the age group of 10 to 19. now from 12 up these students can be vaccinated and so this is again where i would make a a plea to our community if your child is 12 years or older and they have not yet been vaccinated please do consider that and have that conversation with your health care provider the very top of that curve the last line at the very top which is well over 200 2 000 cases currently is the age group in their 20s 20 to 29. so you can very clearly see a relationship between the more the older the individual the more mobility they have the more likely they are to engage in the community the more likely they are to get

047sick if they are not vaccinated i'm going to stop there for a minute to see if there are any questions about that i just wanted to make sure that everybody noted that the lowest three lines are the eldest populations um which in previous surges was the exact opposite correct that they all just used to be the most sick and now they are the least sick and it's um based on what i've been reading it's because those populations were the first to get vaccinated correct the these are the first ones vaccinated either because they are in congregate care uh or because um as they were responsive um and were prioritized as community uh early on when the vaccinations were available so this is the graph that i actually was talking about earlier um in my communication

048comments that i found so scary that that our our teenagers and our 20-somethings are the ones who are getting the most sick right now and so just make that population if you can get your vaccination please get it yes thank you i think it's also important to understand and i'm going to share this in just a moment again the importance of masking along with vaccination we would not be going down the road in person looking at these numbers if i believe that that those two or the the information most importantly that we are receiving from the oregon health authority would indicate that that is not a viable option yes i had a question i just wanted to clarify that this graph was only unbest unvaccinated individuals it's at all individuals correct but but they but

049what we do know thank you for the question again is that the preponderance and i want to strike want to go back to this is statewide data number one i tried to see what washington county has but they have aggregate since march of 2020s so it's not useful to us in the short term however we know that currently 97 of all hospitalized cases all icu cases all ventilated cases um are there simply because they were not vaccinated there have been some reports of vaccinated individuals requiring hospital support but not in terms of icu and that is that's a fundamental difference the level of severity of illness next slide please so again what i share with you at the last board meeting the the gold standard is vaccination for those who can be and then mass

050are used indoors in congregate settings as well as in outdoor crowds um that where you cannot get space and so it's what it's piece that uh director kench will speak to briefly here this evening but we also understand that particularly for the young for young children it is important for them to see adult faces and so we have provided for the opportunity with adequate spacing throughout the day for mass breaks so that that can occur next slide please on august 19th the governor announced that she would be in support of a rule that required all public private private parochial charter school teachers staff and volunteers to be fully vaccinated meaning two doses by october 18 or six weeks after the fda approves vaccine whichever is longer and today i'm sure it did not escape anyone's

051notice that the fda has approved pfizer and so we anticipate that modern and j j will be um directly on their heels this rule is similar to one that was adopted in the state of washington and in the state of california our labor associations have been in support of this legis of this rule we expect the final rule uh to be released by oregon health authority this week the exemptions include medical and religious which we will accept at face value but they are we are also hoping that there will be support so that we can provide weekly surveillance testing of those that are unvaccinated um as well as provide them with additional ppe such as n95 masks and face shields if needed next slide please so again for parents as you are preparing to bring

052your children to us and we are very excited about that here are the things that again we please urge you to consider number one do not send your children to school if they are sick it is abnormal for young children to have headaches this is one of the hallmarks of the current delta variant any sign of tummy trouble or runny nose or itchy eyes or loss of taste um all of those things combine anything that this seems out of the norm please keep them at home the biggest challenge for us in containing a potential outbreak is not to have a sick child in our midst if we can help it um we realize sometimes that that is beyond control and we will do diagnostic testing on site if it is presumed that that is that

053is the case immediately so that we can quarantine the child and get into proper care um but we ask for your help in making sure that the best of all of our ability we're sending well children to school yes sir so um i'm glad you brought up testing because my question is so if they're at school and they have symptoms we can send them to diagnostic testing on site yes we have binex now which is what we used last year if a parent keeps their child at home because they see symptoms what is the testing protocol for them are they directed are we directing them or encouraging them to go to a medical provider or to get tested on our sites or call all of the above we have our student health based clinics that

054are available um most pharmacies now have uh the ability to do the testing the challenge with the surveillance testing uh which is more definitive in the sense that it looks at antigens is the fact that those labs are overwhelmed at this point so a quick screen with a buy next now while not perfect at least gives us some direction um and so we will we will rely heavily in the early days relative to the finance now testing but we can certainly direct to to other other sources for support uh then so students and staff need to adhere to the daily use of masks maintain a social distance of at least three feet engage in frequent hand washing or use of hand sanitizer and again director kinch will go over the swiss cheese model if you

055will that i shared with you before and the importance of multiple layers of mitigation uh in terms of identification and then mitigation so that we do not have an outbreak and then students wearing masks and maintaining preview the social distance when they are indoors if a person is positive but they've been able to maintain their mask wearing and a distance of three feet or more the other students who may have been in proximity to the positive do not need to quarantine only the individual who is who tests positive next slide please so in terms of our outbreak control strategy strategy odes ready school safe learner resiliency frameworks allows us um on a case-by-case basis to flip into the cdl model if indicated by local metrics and allows us to do it school by school rather

056than if one school has an outbreak we all have to go into cdl i really want to be clear about that because i know that there is community concern that somehow we'll all flip back in we would have to see a massive outbreak across our entire school system to flip us to that point again that's why monitoring your child and not sending them to school if you think that they they may be ill is going to be key in keeping us there we are working with our associations um for the conditions in which you would do a quick pivot into cdl for that school um and uh it would be a short term duration we know that it's uh the incubation period for delta is much shorter foreign team for 14 days but you know

057that there may be others behind that so it's probably probably looking at a period of about 28 days um just as a an initial model for the school to be in cdl if needed i really appreciate that clarity because i know that among some parents that i've talked to there is this notion that at some point um we're just going to all be cdl and that's going to be the case for you know in perpetuity no thank you dr lynn and director lynn and i think the thing that's important here is and it's something that we as superintendents myself um certainly asked of ode and oha can we be strategic in the utilization of cdl in a differentiated way your strategic way based on the immediate needs of the school versus um the entire district

058i think all of us have more than a little bit of ptsd from a full year of cdl and then having to to move back into hybrid we know that in-person instruction is the best model for for instruction uh for a variety of reasons most importantly developing those relationships and then the child can then engage in learning but we also need to have this tool in our tool chest in the event that we have a full-blown outbreak and we know that in southern oregon a number of charters who came in the last week who did not were not potentially as vigilant in terms of screening children before they came through actually had an outbreak throughout the school but the test positivity rate in their county was over so they were primed unfortunately for that that

059type of response they've had to go into virtual for a period of time um so question on the logistics here so hopeful that we won't have to do this at all but if we do if a school a specific school transitions from in person to cdl what is the is there a sort of like text and email notification sent how do they get the link to the classroom it would certainly yeah thank you it would certainly first and foremost be in consultation with washington county and or plaquemines county health personnel um we're still working through what's the number is it you know 25 of the of students is it less than that is it more than that there and there are some guidelines relative to other types of viral outbreaks such as measles chickenpox whooping

060cough so on and so forth that can guide us there so that's number one then number two it's a matter of working with our communication staff and with principal in terms of providing very targeted information for those parents in that school you know this is like this is the situation how to control this situation in your school we will be pivoting uh for this period of time and then assessing uh the number of positive cases and do we have a handle on it so we can come back into it in person another quick question um so everybody's masked up in schools are we still tracking vaccination rates uh we are asking voluntarily for parents time of enrollment if their child is age eligible that they would share that with us um we are not mandating

061it um but we will ask in the event of an outbreak we will have to ask um relative to either an outbreak or the child is exposed um you know in a way that would cause us concern um are they vaccinated or not is that gives us greater information as to how to advise them and what to do in the best interest of the but certainly if they're willing to share that information with us you know as they enroll their student or back to business days at school it will certainly facilitate that and uh director susan bernard has already created his space with synergy where we can um say that that information along with all the other vaccination information that we have so that we we know who we may need to quarantine and whom

062not and then last our goal is always to return to you person as soon as the outbreak is controlled so again this is a control mechanism it is not meant as a universal or pan solution to us maybe a particular school's situation and with that i'm going to turn this over to director kinch we'll walk you through isolation and quarantine uh to dr lisa mccall relative to uh boots on the ground at schools and then dr director kinch will finish us relative to the mental health supports for our students and then we'll come back to you with any other questions or final comments you may have good evening um to continue on the path that dr sue was on and to go down to the classroom level i know that many parents probably the school

063board next slide please um has questions have questions about isolation and quarantine what happens when we do have a positive so that is one of the strategies you know if we have a positive case we want to isolate and quarantine any possible exposures as quickly as possible um so it it gets complicated um i will give you a high level overview we've added some exceptions that makes it more complicated we do have a team of people that are part of the covid response team and we do have a protocol that's open to the public we're currently revising it with updated information from washington county public health so it's not on our website right now but we will make that available to anybody who wants to see it so if a student tests positive the principal

064contacts the coveted response team asap we get phone calls and text messages all the time um we haven't had that many right now but we have had experience and every situation is different so i will emphasize that it is not the same we make sure that we identify those close contacts and close contact in broad sense is six feet or cumulative of 15 minutes there are exceptions so those are the people that are in close contact we identify who they are and we contact them directly a phone call not an email a phone call and then with there are two exceptions and doctors who already mentioned one if you are a student and you're properly masked and more than three feet away you do not need to quarantine or if you're an individual who's been

065vaccinated you do not need to quarantine all other individuals we would say you are in close contact you need to quarantine for 14 days right now the washington county public health is recommending 14 days that number can change this is where it starts to get complicated sometimes they will let it recommend 10 days 11 days and monitor symptoms and then the other piece that sometimes is misleading is if you live in a family where you cannot isolate from a sick person that quarantine starts after the person is done being sick so 10 days after they are sick and then you start the quarantine for 14 days let that sink in for a minute can you say that one more time so if dr sue and i lived in the same household and she had coven

066and i was a student um and i could not isolate from her i would start my quarantine 10 days after she started her symptoms so potentially some students for staff could be out for lengthy periods of time and we know this and we are prepared and preparing um to make sure that students have access to instruction during that time so that is so we've kind of we've highlighted the hot topics for you tonight um this is not everything we started part one overview and these are the things we know parents are asking right now what is going to happen if my student has to quarantine for 14 days um so we are working with our principals and our teachers union to figure out we're going to we are in good space because all of our

067students have devices and they have access we have canvas and a lot of support we are very a district rich with resources and we are working together to identify exactly how students would continue on in their educational program if they were to be in quarantine now let's hope that we most of our students are not again we've narrowed it down to three feet so it's not going to be as many students but that is something that is at the top of our list next slide and dr mccall has been working with our administrators on lunch mass breaks another hot topic good evening board as we know as our building leaders are preparing to receive students in person we know that families are wanting to know what will it look like my students return in person

068so our staff has been diligently preparing for all preparing for in-person instruction also focusing on safety protocols and two of the ones that have to touch on that every building leader at levels k through 12 which also includes preschool have been preparing for students and paying attention around lunches what would it look like to maintain that three feet of distance and so they are diligently preparing for uh seating which could include seating outdoors as well as inside as well as assigned seating so if there is an event of an outbreak we know where those cohorts or students are as well as preparing for frequent mass breaks where teachers can take students outside to give them a mass break and so that is happening at every level as well it might vary by level and principals

069are communicating out to their community and they will be sending them information out and they should be seeing that this week i just had a question for like the high school level because traditionally upperclassmen have been able to leave campus for lunches is that not going to be happening this year i think that's a conversation that we are having and i think that that um that's yet to be sorted out uh but probably in the effort of um trying to create more space um and be able to spread people out that certainly is on the table for conversation i would also offer that i reached out to the state on friday asking for assistance relative to accessing tents out for outdoor lunches and actually this evening received feedback from the state that they are actively

070pursuing that level and that we should receive some information about availability through federal sources such as fema or the national guard next slide so i just want to remind us that we were just talking about a couple of the hot spots that people are asking about right now our principals are probably working right now trying to figure out how can they spread students out how can they have students go outside but there's a number of mitigation efforts in play here and we'll go to the next slide because the swiss cheese analogy is my favorite it's not just one of these things that's going to stop us from spreading the delta variant and so the challenge that we have as a school district is how can we safely start in-person instruction during a search the surge

071is not going to last forever we are working with our administrators to think about it for the first month of school not this is not something we need to prepare for for january let's just we are we are going to get this curve down and then we can um loosen up our restrictions so wearing masks outside maybe we could not wear masks as much as outside but right now what we have to do is our part to make sure that our students do not get coveted do not spread covet that we have our hospital beds our hospitals are not overwhelmed so we are going to do everything that we can because we know the best place for kids is to be in school next slide we're going to transition to student mental health and i

072can keep going and then you can ask questions after so this is a great way to think about our students re-entering school as educators the more we know about who we teach the more effective we will be with what we teach taking time to get to know our students isn't fluff time it's academic time next slide so we know we've been doing this for years every teacher knows that they start with relationships and community building and we know that this makes it so that we can be warm demanders when uh we need to when we need to push students academically this is not new it is just something that we've been emphasizing more what is different is that we have just gone through and we are going through a global pandemic that has had some

073extra things happen we have students who are have lost their loved ones family members we have communities who have lost jobs and housing we have the racial injustice that we've experienced this year and continue to experience wildfires there's been a whole host of things that our students have been experiencing this year it's a little bit more than usual and on top of that um we know that trauma happens but we have preventative factors that help us get through trauma and some of those things that our students typically had last year did they didn't have they didn't get to go to a class and have their friends with them they got to see them on a screen but they didn't get to see them in class they didn't get to play at recess they didn't have

074those additional caring adults in their life so while the stressors went up the preventative factors went down and so when we think about starting this next school year we want to increase those preventative protective factors next slide and those of you and if you just tap a couple more times daddy looks like it's to get the whole slide out there a couple more we'll just get it all out there there we go um those of you who have one more tap have had the pleasure of working with alfonso ramirez he is one of the experts that we have had in our district on trauma informed care he led one of the grants at tiger high school and he is a um follower of bruce perry who's been doing trauma and form for years and does

075a lot of research around that um just to note alfonzo has taken his dream job with oregon health authority um so he loves tiger tualatin and hopefully will continue to partner with us but he's going to work on behavioral health with the whole state of oregon so we wish him luck and we hope he continues to keep his relationship with us but what you'll see around tigard high and often around the district is the stress continuum and i think it helps us understand why this is so important when the more stressed you are the harder it is to learn so in you know calm state is you're super relaxed you just got up in the morning hopefully you're having a cup of coffee um and and not worried about your day alert is is the

076best place for learning but then we go through to anxious afraid and terrifying the higher you go the less problem-solving skills you have reasoning skills critical thinking skills because you're in survival mode and so for some students if you can i mean we could we could go through this continuum all of us in a day right depending on what happens you get in a car accident or some you get a phone call about someone um passing or you know that can take you up to those higher levels and then we have strategies to help us regulate and it is important for us to work with our students to help them regulate so they're coming in depending on the student everybody's different to a new environment new student new friends new teacher and so we want

077to make sure that we put into place some of those protective factors that we've talked about that is relationships creating space for them to get to know each other having a community having um being approachable having a teacher that's approachable and caring so that's our job is to keep that level of stress down into that alert stage where it is the productive stress level i'm still there i'm ready to learn i can be pushed but not too stressed out next state next slide so our job and what we've always strive to do is create environments where students feel safe seeing valued and heard and that is all students that includes a lot of our equity work we know that not all of our students feel they've seen value and heard so some of the intentional

078work that we want to do to make sure that we reach all of our students so most importantly right now is we have students that are transitioning into our schools for the first time including our 10th graders and our seventh graders who may not have ever walked into their middle school or high school building our administrators are know this and if they should parents should have received some communication but their orientation days specifically designed for students that are transitioning because we know that transition can be stressful and so that would include this year those sophomores and seventh graders we also know that we have a lot of students who haven't been in school in a long time so the more predictable environment is the less stressful it is if you know where to go when

079you walk into the cafeteria full of a couple hundred students you're gonna feel less stressed you know where to sit you know how to put away your garbage if you know what your teacher's expectations are so every year we do expectation rotations they look a little different at different levels and we will do that even more so with all of our students it's like orientation day for everybody and then on top of that we will do things about like proper masc wearing and the importance of physical distancing and some of our health and safety protocols those will be intentionally taught and practiced and the rationale behind them so students understand what the environment is they're walking into again the more predictable the environment the less stressed you'll be social emotional learning that is part of

080what we do every day all the time that is about learning about who you are and how to regulate those emotions so think about that stress continuum um some of you probably meditate or no do some deep breathing techniques those type of things to help you regulate goal setting you know what college do you want to go to what is it going to take to get into that college planning your relationships with other you know if you're in a conflict with someone how are you going to manage that conflict how are you going to make a responsible decision those are all part of social emotional learning that we both embed and we teach if you have a hard math assignment you know a lot of people get really nervous around math how do you manage

081that anxiety so that when you get to the test you can be your best self that's an example of social emotional learning again community and relationship building is one of those things that is stronger your relationships are stronger in the community the less stressed you're going to be student voice opportunities empowering students to be part of their community makes a big difference so that's leadership that's our affinity groups that's our morning meeting so students can tell us what they need because they know better than any of us what they need so sometimes we just need to stop pause and ask them and then finally to make sure people understand we take the approach of doing creating an environment that is supportive of everybody and we know that people individuals at different times in their life

082need a little bit more so we have a tiered system of support so if somebody needs a little bit more we have counselors mental health therapists and other type of staff that can provide that next slide and just to end our on on a positive note um one of my favorite quotes from elena aguilar resilience is how we weather the storms in our lives it's how we bounce back after adversity it's about our ability to thrive okay last slide please and so with that we'll entertain any further uh questions or comments from the board first of all thank you so much for all of that information and i think it was really helpful and gave families a really kind of better more clear picture of what things will look like um and i also wanted

083to i do have a question but i just wanted to say too that i think it's important for community members to remember that especially when we're looking at social emotional learning and that trauma-informed practice that's not instead of academics that's a lens and a way in which we teach academics so that kids have the ability to learn and i think sometimes there's some confusion where this is taking away from academic time and this is really what helps those academic outcomes happen in a positive way so i just kind of wanted to mention that um and i think all the work that you're doing is fantastic the one question and i know you went over it but just to clarify in my brain i know for the parents that are concerned like attendance is super important

084that's really where success and graduation rates happen but all of those things that look like a cold if we bring our kids home and keep them home we will be getting more information about sort of what that will look like in terms of how they will keep keep up with their academics and their studies absolutely because that's key again it's not that we don't want your child there we do but we want them to be healthy and well uh when when they arrive um because again our goal is to keep everyone in their seat five days a week every week throughout the school year um and certainly as we would with any illness we work directly with the parent relative to the nature of the illness that you know and in this case we know

085what the what the duration is and so we can certainly work relative to options as to um how we support that education and we've talked through potentially of alternative present so that they um are not um deemed for being absent but actually because they are in quarantine they're continuing to receive instruction and continuing to turn in assignments um so that that's something that we have learned from last year how to navigate that in support because we'd rather have you go through that quarantine make sure that you're well and have you come in ready to go and thank you also for the statement relative to the social emotional learning again as director ken showed so very well with that chart if the child is off that chart they are not learning um and so we have

086to get them into a state where they are alert and excited and willing to engage but not terrified and given uh what our children have been through in the last 20 months not just in this district but across the state um the potential losses that they have sustained or potential concerns of our potential losses um you know we continue to hear of whole families decimated by this disease that we want to make sure that we're attending to that before we say now let's sit down and run your times tables i too uh appreciate the presentation which is always very comprehensive i also want to thank director urban for mentioning what she said about social emotional learning i i wanted to just go a little further with that because um i know that social sel as

087is referred to has been equated with critical race theory correct and in some circles um it is referred to as um another just another way of saying critical race theory correct and i think what you've demonstrated tonight that that couldn't be farther from the truth right i mean i think that that as a parent of three children one of whom just graduated from tarleton high another one who's at paulson now and a middle schooler i'm appreciative of the idea that you recognize that these children are human beings with feelings and emotions right and that you have to tend to those things so that they can have optimum learning experiences optimal learning experiences so that is very important for all children no matter where they come from right no matter what their background and so on

088thank you director lynn and what i what i would share with you on that and based on our data from last year is that it appeared that um you from the associate economic status the um the greater the mental health new supports and needs uh were really inversely related to social and economic status which was fascinating to me typically you would think families that are already impacted by poverty and a variety of impacts would have greater health and and they they did we needed to wrap ourselves around them but the greater needs were from our students who had more resource and access um and they and i think part of it was also their facility in learning how to access those those services so you're you're right it cuts across all demographics it cuts across

089all economic statuses and because it's a human condition um and so again as i shared in the coin six panel that i had the privilege of representing this district on uh this last week you know when asked that question i said the great teacher is the one that starts today with saying child where are you today how can i meet you today you know what do you need today before we start to get into the heavy intellectual lifting that i'm going to ask you today so it's not an either or it's both end but first i've got to know where you are and then i can teach you i want to follow up and add a specific question to i think great points raised by the directors so if i'm if there's a parent in

090the district who is observing behavior in their kids um mental health impacts negatively high levels of stress not coping well what is the best entry point i know board members will get these questions what's the best entry point for a parent into the school system to alert someone that they're concerned about their child certainly it is number one alerting the principal and then and the counselor uh that would be our entry point um if it is something more directly urgent um certainly our health based our student health based clinics during the day are available but more importantly it it's it's paying that the principal uh particularly at the elementary level paying the principal paying you know giving counseling um evaluations so that we can assess and make sure that we're not you know is this

091episodic or is it something deeper that's going to require more mental health services the good news for us is that because of the work that kenshi and her team have done with the sia dollars and the planning and certainly director on relative to the basic needs teams and the the family um you know advocates that we have and now we're able to dig in more deeply and get to that definitive information um is it food insecurity is it housing is it you know um need for rent is it you know what what is the issue that's driving this is it beyond the child being you know you know feelings of failure and not knowing how to reconnect um i think we're we're going to see all of that um continue um but absolutely you know

092principal and or and our counselor would be your entry point all right well thank you again for the comprehensive presentation um you know we we attended the osba version i think we are getting significantly higher levels of detail and information from our team so seriously thank you for the work that you put into keeping us up thank you it's our pleasure so with that um it is 7 51. um we're going to take a short recess and allow our community partners to get prepared you can come up and get your supplies ready we'll make sure your your slides are good to go um in the meantime we will take a we'll do a 12 minute break so 803 if you need a mask break please head to the entrance and just hop outside and get

093a mask break but while you're inside please keep your masks on okay see you back here at 803. thank you sure okay [Music] okay going in and out of that like little workout itself well they i've never seen the board oh okay and so um oh [Music] oh [Music] okay [Music] i do want water i'll get you one here [Music] look good be ready [Music] right [Music] yeah yeah i used to live with the enemy oh you just yeah [Music] um thank you [Music] so [Music] so it looks like we're gonna be doing this for the rest of the year yeah because we were higher you know you know because everybody's at school i know we don't fit in our office either so neither are both neither of them but they're so small right now

094and we just moved into this new building yeah maybe about five years ago so now [Music] so you know every now and then yeah i know right i'm such an awesome person i like i get my energy from being around people and working without in person like being on the screen i'm you see now you're in more leading yeah a lot more like before your supervisor will never set up meetings during that show yeah now you have meetings yeah i know and there's no travel time in there so it's like one after the other yeah there is no i don't know i have like 20 things after one day 20 more things but yeah no i missed improv i mean it's going to work out for me this time you know i'm gonna i'm pregnant

095and then i have my baby in december but yeah but i also miss like we used to have you know co-workers bring their babies in [Music] we're actually starting right on time test test test that works [Music] all right um welcome back everyone is 803 so i'll call meaning back to order and we will pick up where we left off we are on report and discussion item b community partners efficacy and updates with latino network and erko so i will hand it over to director zinnia un thank you good evening board of directors and good evening student reps i am excited to introduce our community partners our go and network i'm also excited to introduce our early learning manager christina kurtz who will introduce our latino network um partner for juntos operating demos next please

096i wish i had my glasses um uh for tonight well like i said uh christine and i will share a little bit about juttos after demos and i'll share a little bit about as well as um virgo and so here we go christina [Music] good evening i'd like to spend a moment and introduce lupe compost who is the director of early childhood programs at the tino network good evening everybody i was told to have five minutes so if i talk fast i apologize there's a lot to come in five minutes and i'm usually log-winded so here we go um next slide yeah next month so as christina mentioned i am the director of early childhood um the early childhood department within the network one of our programs is up in memos there and it is

097one of our um pre-k programs and we have been here with the district of tiger tualatin i believe going on five years at one school four years of others so um but one time um i would say in our history but um so just to give a slight overview of what juan costa is stands for together we learn and it is a weekly two-hour group um for spanish-speaking parents and children ages three to five and we incorporate preschool curriculum and parent education and that we are funded by ttsc and also the early learning um equity grant um and so that is how we were funded in these schools that we are at which are bridge sports cf uh cf tiger deer creek master templeton um and tualatin elementary and i will say that dear freak

098and templeton were just added at the beginning of this past year so there were additions during the pandemic and that was very interesting so going on more about the program it started next slide please it was created in 2000 in the year 2000 it was actually um some of you might know um her predecessor sadie fibal she has not gone anywhere she was the director previous to me but she is now our deputy director so um her mother actually christina taylor was one of the co-founders of our program went on a home visit heard from a community member in latino community about not knowing what's going on at her children's school her older children's school and so it came from that from community need and has been going ever since then and we've been growing

099and we've been growing throughout the years so in these um groups we serve children three to five and their parents or caregivers or or grandma grandpa auntie cousins whoever is a main influence in the child's life um in our sessions it goes for 30 weeks we begin at the beginning of the school year um and a little bit before the school year ends and in the groups typically free pandemic um like i said we're two hours long the first portion of the program was focused on parent-child interaction so parents would come in usually typically for the schools that we partner with with we ask for two spaces one space is a space everybody comes into we have what we call so interactive tables where we have books manipulatives um just activities out on the table

100for the parents to come in and work with their kids start working with their kids and then after the first 15 minutes getting parents and kids time to come in we have a circle time and another activity based off our curriculum and then at that time one of our goals is doing a soft transition for the kids getting them used to separating from their their caregivers or uh parents and so getting them prepared for kindergarten so at that time about 45 minutes in they separate kids stay in the room that they initially started in with teachers and then the parents moved to the other room we asked for and there's a workshop done with parents and the workshops range from cultural identity how to navigate the school system here to learn who do i go

101to when my kids go into the school who can i ask for support because many for many of them the system here is a lot different than what the educational system they grew up with so um we focus on advocacy their parents parents is the first teachers early literacy um and all this is done in spanish um and so next slide please and so here is the during the children's time like i had said we focus on with the curriculum literacy and numeracy skills um the introduction to classroom setting kindergarten readiness so we asked for one of the spaces specifically we asked for a kindergarten classroom and the schools we partner with because we want them to know what that's going to look like both parents and children going in and then we our target

102community is latinx community next slide please sorry um and again here with the parents um in their workshops very different um topics that we go to so i'm thinking about these words speaking in spanish and english um and so we do also positive communication with parents like how to help have that positive relationship with their kids and start that positive communication with them early on early on um incorporating a little bit of sel and uh everybody receives book bundles and to develop their home libraries um the oregon children's bank usually gives us the book bundle so next slide and so in the year 2019 to 2020 we were able to serve 130 pre-kindergarten children ages three to five and their parents um again that was pre-pandemic that was how we usually run our program um

103at that year we even thought we had us we're gonna have to split up bridgeport into two separate groups because we have 31 participants both children and parents um and so as you can see in 220 there were 70 pre-k children three to five their parents and that was with the addition of two schools so it was severely impacted the amount of um of the who we were going to be who we who participated and that was various reasons um one like for deer creek and um templeton that summer usually summer time is our heavily recruiting time we hit the pavement as uh as a saying and we go to all the community events anywhere that we feel the community is going to be out and we do outreach and that's how we mainly do

104our recruitment being where the community is which has been our most effective way um and that was taken away last summer because of the pandemic right so we had a result so only online and not all parents know how to navigate and find resources online or have the access to so it very much limited us the participants that we did have we asked them at the beginning of the before programming we asked them do you have a device do you have a way to access our program and for the most part parents did but for those that didn't we were able graciously to the equity fund and other funders to be able to purchase chromebooks for our participants to use so they can access our program so that was one of the ways that um

105but yet still word of mouth is our biggest two um way of recruitment but um if they didn't know what was going that it was actually happening because they weren't able to access that we had virtual groups um then there was that as well um and then with a lot of other things going right we applauded it was um it was a great site to see that parents were on the screen right given that they had so many different um crisises that were happening there wasn't just the pandemic or the worry about the virus it was as somebody mentioned earlier that the losing their home or not have access at having access to health care in one of their family members classic many things so um that the parents that were able because i think

106this has been the hardest appearance honestly um having to learn how to be teachers um or see themselves as teachers so um the next slide okay so here are parent outcomes again for the school year normally our left side or parent outcomes we do a parent exit interview for the parents where we ask a before and after question so before how frequently did you reach your child after attending our program how frequently did you reach your child so that parent um interview um did not get changed at all because of the pandemic there was no adaptations we had to do so so these numbers the 94 97 100 those aren't all typical numbers we're used to seeing right um as outcomes for the parent side for the student outcomes um because of the pandemic there

107was adaptive adaptations at the beginning of the year we were more focused on getting um our staff trained and all the technology they were going to need to train on for virtual groups and juntos aprendemos is a grassroot leadership program what that means is that most of our staff about 95 of our staff started as volunteers moved in to volunteering then became teachers in training and now are paid um stable employees of less than an hour in the program so there was a still a lot of learnings that they may have not been exposed to and technology is a different beast man it has uh the language of technology but literally it's a different language and it's not easily translatable so um here we didn't do our pre-assessment for the kids as we typically do

108because that is typically the teachers do it with it on screen through through um virtual it was hard to do but we did do one at the end that we adapted to virtual and we um by then we had things you know kind of under control um and we were able to do one-on-one screen time with the parents where we helped guide them help us make the assessment with their kids so they were the teachers we were there guiding them um through video conference um but here we changed it to count to seven or more it's just a general question usually we have them on our assessment they we have them count at the beginning of the year to however high they can and then again we do that testing again at the end of

109the year to show the increase um here we had to adapt it to the pandemic next slide um is this our part okay so i just want to make sure because i know that they have these points too so um from our parents this is just some uh some quotes i think it has impacted my whole family before coming here we didn't do any school related activities together like reading and now i'm meeting with my children i have learned to be more patient with my daughter and to be a better mother it has helped me to realize that there are lots of other fathers and mothers like me i'm not as i isolated and i see that i'm not the only one facing these problems and challenges and that stems from also during the parent

110workshops one of our main goals is creating community within community our methodology is popular education and that is where we're all learning from each other's experiences everybody has knowledge everybody has experienced different things and they have things to teach no matter what so next slide okay thank you lupe all we hope to touch on here is that our recommendation moving forward is that we continue our strong partnership to continue supporting lutino networks junto safran demos in our schools and or virtually and to increase our linkage through our family partnership advocates and others to identify potentially interested families and strengthen recruitment one thing that we do regularly is a monthly or bi-monthly meeting depending on the season of the year to bring all of our early learning partners to the table so lupe's had a chance

111luke and her team have had a chance to meet our counterparts from erco for example and from head start and from our district programming and we talk about our strategies for recruitment and how we can do that across our programs as well so next slide please [Music] and i'll talk a little bit about because of the success that we saw with latino network and who goes up in demos we um and our improvement science process we had communicated and connected with families as well as um those that were serving families and we found that there was a um a partnership gap or a communication gap with our families um who are culturally racially and linguistically diverse and so with that um prior to the pandemic there were a lot of concerns around um supporting our

112families related to questions about immigration and so from that work we connected with latino network for an expansion program for families in uh de padres and as lupe had highlighted um implementing a program during a pandemic is difficult but to start one in the pandemic is even more so we'll we'll talk a little bit more about um the pdsa cycle in our equipment science process where the plan do study act and so we'll talk a little bit about that here right now so the focus of um cleo de padres focuses on family advocacy there was a one fte with case management across two high schools including 48 families that would come together and learn together related to various topics that we'll talk a little bit more about um as we talk about some of the

113adjustments efficacy of data unfortunately because of um the pandemic what we found was very similar to what lubricant said families were very overwhelmed the bandwidth to participate in um class work coursework across um the year was um not a viable option for for our many of our families hence we were not able to implement clever padres but the full-time fte were able to support staff at both high schools virtually and due to cdl they were able to join some of the affinity and alliance groups and family groups and basic needs team so with that there was some adjustments and adaptations uh clay de padres was restructured to run during the summer open for all latinx families in ttsd so we were at least able to get on the word and uh the imprints of what

114uh deposited offered so next slide please so with that and i think actually um uh director hymas might have participated in one of this too um but we they had presented around covid 19 fox and miss um and they had partnered with uh so they were hosted by latino network's health and wellness group oregon college savings plan and financial planning latino network services and workshop to get the word out there for future recruitment and also know your rights uh there was some feedback feedback here and the number of attendees um and the dates that were highlighted of when it happened next slide please so um the focus for clay de padres was efficacy as well as family advocacy what we learned was families did not have bandwidth to participate in ongoing program during the pandemic

115what we also learned though was that family partnership advocates and equity programs such as affinity and alliance groups for latino for latinx families for addressing some of the needs that family had so there was some duplication of work so what we did find out is that um with our investments in family partnership advocates as well as hopefully responsive coordinators uh some of those needs that our families have highlighted in our improvement science process actually got met so that actually reaffirmed our system's um work as well because that actually spanned pre-k to 12 versus just in high school so that that was a good affirmation of her work high school staff also shared with us that um during the time of the pandemic they needed actual student service student direct services versus family services and so

116um we're we'll talk a little bit about how that will play into our decision and recommendations uh we also learned that recruitment and communication about program is crucial to the success of the program right fit referrals are important to ensure fidelity of programming as well as flexibility is required in ensuring contextual fit when partnering with community-based organizations so with that our recommendations next slide please um is to pause partnership for high school expansion meet with high school administrators to discuss other program options that focus more on direct student services instead of family services connect with latino network about consultation services related to the coursework from calej such as know your rights um presentations as well as the other various workshops um and so that is our recommendation for the next step so that's part of

117our plan do study act um adopt adapt adjust or abandon and we don't want abandoned because we know the efficacy of latino networks we just need to make sure the right fit is present next slide please and so i am super excited to uh welcome our partners from erko and i'll have them introduce themselves uh first i just want to say thank you uh to the board to the district reaching out and including our pacific island community uh in your goal and reaching out to our parents and our children i myself i attended tiger high school as a sophomore early 80s so it's not that you know all of a sudden we showed up here we've been here in a while so uh anytime that you guys give you guys attention you think i support

118it very much appreciate it so i just wanna you know mention that before we go out my name is kolini foshitua i'm the pacific island community coordinator for erko and i'm happy to be here good evening my name is melba thank you all for having us tonight melba heldaard i am the program coordinator working with kolini i am also from the pacific islands specifically from chuuk working with a lot of the pi families here in tigard and swollen schools [Music] so we're going to do a little uh chunking as we're going to go a little bit into the story of our partnership next slide so uh as you heard earlier we talked a little bit about improvement science and how we implement equity work within our school district so you'll see here our redefining actions

119for equity and um the iceberg offers a way to break down what we what we talk about related to decision making so um the last few years we've been in our equity work our goal is to interrupt business as usual decision making and part of that is to really take a look and um through this process next slide please let me click so at the top you'll see um outcomes so we're i'm just going to walk us through the iceberg to share a little bit about how we have interrupted that um decision making in uh our equity work and in our work with our community so the outcomes is that outcome data show disproportionate outcome data outcome for our pacific islander students in the areas of academics attendance and behavior next instead of engaging in

120discourse at solely placed outcome on students we centered on being curious about this problem and how our system was not serving our pacific islander students next please with that school and district leaders engaged in empathy interviews and reached out to the community and so that leads to the actions for equity where um in our district we focus on listening to learn and heal ask questions reflect and respond and share with humility so with that as we engage with our community let's click please we found out that our pi communities experience trauma environmental social political and local trauma because of cultural mismatch and misunderstandings next slide our next clip so given that so instead of going into deficit thinking we centered on the perception of given the opportunity to address trauma through community and learn together

121the impact and barriers cultural mismatch and misunderstanding through family and community partnership we can collectively ensure our pi students thrive so with that we as dr sue said we had uh gone through a retreat and we've been looking at ways of um tackling big problems by uh thinking big starting small and going slow so with that um we'll share a little bit about the story of our partnership next click so we started small in 2018 2019 with measure 98 um we had 0.5 fte across um that served three high schools with that um there was uh i have to say erko invested more than that time because of their commitment to our community and we learned a lot from that um and then the next year next five we continued to evaluate and review and

122uh talk through what were the needs um and what were the systems that needed to be in place to ensure we reached out we reached out and connected with more students and families and also how we would track success next slide because of that work we're able to bring in sia funding and then it increased our partnership to two fte across three high schools where each high school would have point five fte for student advocacy and direct services and then also 0.5 for the family partnership um melbourne do you want to share anything about the family partnership because i know that you led a lot of the family groups so yeah starting out this year um 2002 2021 we've been having meetings with our parents leading parents um through online soons um inviting our parents

123to come in and just sitting listening to our guest speakers from the schools or guest speakers from island organizations coming from you know working here in hurricane sharing information information regarding [Music] vaccines you know just mostly like education educating the community members of party vaccine um not a lot of the consumers were you know we're into taking the vaccine so we've been inviting a lot of the leaders from the community island community specifically to come and talk about vaccines what is the importance of getting the vaccines and um not only that we also like invite partners from like um ohp or canal oregon health uh medical plan to come and talk to the community members that the importance of getting insurance and you know like with all this confident 19 going on in our community

124it's been affecting a lot of our families the pacific island families um also we you know the teachers and counselors would come to our meetings and just share things that especially for attendance what is the importance of having the students connecting connecting through like online classes not a lot of our families or um especially the families that are aware of you know attendance if students are being attending their classes during online sessions so a lot of the pi students they've been they're online but not fully online because they've been on social media and not a lot of the parents are aware of that because they're not very good in computers and whatnot so yeah those are the like a lot of the stuff that we've been sharing throughout starting january until like this summer um

125sharing with our parents so thank you so yeah sorry so i just want to add when we first started the parent engagement apparent involvement was was a challenge because the family was shocked that there is a culture specific and there's people staff like us are in the building so they they were hesitant are you sure you guys are part of it how long i guess would be here part time how long you want to be here so it was a challenge and then finally when they start you know having an understanding that we're here to support them and it's not us it's the history it's your history that's reaching out to you so and that was a very welcoming experience for them and then we we try to find out what are they comfortable with

126so we can draw them into the building and we did a survey and then the paris wanted to have a sewing class so we purchased 12 machine towing machine and in the first year second half of the first year and that was a great success having the sewing class uh over at the over at the creek side and at the durham center back there so that started to kick off the interest and the engagement of the family and then the next year you know because kovac and so forth latino network mentioned about our families going through drama and so forth you know and we we experienced the you know the same thing english issue loss of job you know lost wages homeless and then especially with the pacific island everybody know you know we were

127the highest impact with this so uh each of us have family family never you know that was you know lost somebody so it's not like somebody from your community everybody's in fact you know know somebody so it really had a toll on on the family but you know as the thing started picking up they had to adjust you know to the new normal as melbourne mentioned the students you know it was hard we had low attendance it's because the parents do not know how to monitor and support you know their children they were just starting to attack from trying to make sure they go to school back in in the pre-corp and then once you started to to get a hole or get an understanding how did you follow up and then the kovic showed

128up and all this virtual stuff they have no clue so that was now we're facing another challenge so we're still adjusting to it we're rolling with it you know and the parent is they're learning more than before zooming in and so forth but it's still working progress and we look forward to being there and supporting our families and very similar to and following up with mental health uh wellness um alfonso brought to us the concept of regulate um relate and reasoning um and what we again part of the planning is that we understood the importance of relationships so co-regulating with through community and then um to relate through identity allows then again that comfort level to connect academically uh next slide please and so i think melba shared a little bit about the community outreach

129um virgo has been a part of our family infinity connection series and again i applaud our partnership with virgo instead of just opening it to our um our high schools they open it to the broader community our pi communities and so um if you um if you for a pi family in um ttsc you're able to connect and then also just the family outreach um there was supposed to be a back-to-school picnic but of course with covert restrictions that was cancelled but there is distribution of ppe and school supplies for students as well coming up in uh this this end of this week next slide please and so student um student advocates worked with at creekside five students at tiger 10 students and at 12 to 13 students you have the case management hours there

130as well they also um were invited by their culturally responsive coordinators to be part of the mtss system multi-tiered systems of support and joined in on tier one support for canadian lines groups as well as tier two and two three supports for basic needs and um other more intensive case management next and i'll just have you read that from a high school from one of our high school students next um and so part of the data that was collected related to youth improved attendance there's uh data there really highlighted by weekly check-ins and progress report monitoring um and then attendance in uh of to two hours per month programming and then they're the parent outcomes there related to um improved understanding of school policies and improved engagement and monitoring of students um uh education and

131attendance next slide please and i'll have uh melba yeah i i can't read it that's that's in chickies thank you very much for for the resources but especially for remembering us if there are others who need it the most then put them first and we will we will kill towers next time next slide please this is from a grandmother from mother was babysitting her crankys this is what she shared thank you all for thank you for all that you do for my cranky before we never received this kind of support from the school because we didn't know anything about the resources workplace you have someone from our community or from the school to help us may god bless you for all your help next slide please and these are this is the data from our

132family advocates and at the at creekside they serve nine families uh tiger if they serve 20 and at 12 25 and they also did some additional outreach to elementary at bridgeport and at fowler when they hosted on their family nights family fan connection series next so with that do you want to read historically and in fact impactful story one of our bi seniors ida was not motivated to finish her senior with distance learning teachers and staffs were concerned that they would not that they would not graduate because they were sick instantly behind with coursework once comment restriction was lifted ergo student advocate was able to fuel report and relationship with the student through weekly touring sessions the more they met and cut assignments turning the more the student felt hopeful about their senior senior year

133teachers and staffs noticed either tremendously growth and progress summertime the sport of ergos student navigate ida was able to finish her credits a week before graduation and was able to recover her high school diploma next slide with please uh for our recommendations we hope to continue to with the high school programming and also expand to the middle school programs uh with focus on tier one supports the canadian alliance groups and family and partnership outreach and i think that's it for tonight thank you i mean i'm just kidding do you have any questions or um for me and our team board members um questions i just wanted to say thank you for all of that and i think one thing that really resonated and i think you know moving forward to keep doing better is that

134representation matters um for our students for communities um especially those that have felt marginalized or have been marginalized or haven't seen themselves represented in folks that are coming to the school working with them and so i think we all know that but to hear you guys talk about that and to see those stories really and you know it just makes us i think as a board myself work harder to keep improving and doing better in terms of making sure that kids see themselves in positions of leadership and um and where where they are and where they could be so thank you you took the words right out of my mouth because representation doesn't matter and uh just having worked with the latino network at port elementary it was you know great to see the results

135that came out of the program of juntos aprendemos and their leadership institute for the parents you know one parent in particular that i knew that was a parent at bridgeport they went through their program and then was hired by latino network and just the amount of you know extra um pride in her and and her um level of leadership and ability to step up to the plate and volunteer and do all things was just increased greatly by this program and so it's an invaluable program i'm sorry i haven't worked a lot with perco but i'm sure you guys are great partners and i really appreciate everything that you've done for the district um i'mma add on to that i really appreciate the nipples because i know growing up um like it was just my mom

136and she was always working she had like three jobs so like i never got to like experience that but i like the parents working with the children like i appreciate that you guys are doing that for the next generations because trust me that grows up and that stays in your head that like oh i wish i had my parents like here working with me or like i wish that i had a bad bond that like i think one lady said that they're reading with kids like i just wish i had that and to like see that you guys are doing that for the next little ones like i appreciate that and like also to you guys for the islanders like you guys are making them have a voice and that's so strong because that's in

137the time of need that's what we need for the like the hispanics and the islanders to have a voice and like any other cultures to have a voice so i really appreciate all you guys thank you so much i just want to echo what everybody has said thank you um has been one of my favorite um programs to watch i was here on the board when we first started and to see every year it gets a little bit bigger and a little bit bigger and more and more families get to benefit from it it's it's hugely important and it has the coolest cutest graduation ceremony of any program ever i was actually there at the one in the photograph and that year in particular every single program had a different color uniform it was so

138awesome so one day i hope we get back to that thank you all and and um for all of your hard work i also want to offer my thanks and my congratulations for really a job well done i mean i just kept making engagement engagement engagement and we and we we see how this pandemic has impacted that right but you persist and you continue uh and the stories uh from the students and from the families are just heartwarming and so um cynia in particular i want to thank for your leadership here at cntsd thank you so i just excuse me i just want to add you know when we have a parent or family giving testimony to share we had more than this you know but regardless what we share here it's still a secondhand

139sharing that we have i wish uh you guys can see you know that emotion of appreciation you know the tears of you know wow i can't believe these services you're giving this to me you're giving this my child my family you know it's it's huge and there's no way you know we provide culture specific i still cannot you know relay the message because you know i cannot it it will always be second-hand message but believe me it's very moving very emotional and again i just want to thank the district and everybody here for giving us opportunity to work with you guys and providing service to our pacific thank you good night so actually you kind of said it for me but i was gonna um ask you to invite the families that um that you

140serve here to the to the board meetings because um i'm gonna do my best to try and go and like visit your program so that we can uh be out there and serve as a voice for the for the board and for the district but also um if you could do us a favor to bring them here and you know just uh so that so we can hear them and hear their voices and you know even if we'll get translators or whatever but yes please bring them yes we'd love to we'd love to and uh there's no translator needed we have translators you're melbourne so you speak five languages yeah we're fine thank you all right well thank you for being with us this evening um and with that we will close reports and discussion

141and we'll move on to action items part two and we will kick off with director todd robson to discuss new course proposals at walton high school director robson and principal deliver as well hello all right poor chair bowman members of the board thank you good to see everybody this evening um i originally had margie uh zeke got down for presenting with me this evening um but uh principal delurba has stepped in and so um welcoming him this evening for sure so what we want to do is we have a couple of courses as part of our process for those who have not gone through this yet part of our process is to come forward before the board when there are new courses that are proposed that generally happens as process unfolds through the first part

142of the year and into january where we then expect if there are any new course proposals to come forward that that's timing for us as folks start to think about courses that are coming up for students and and start their planning process uh we also have an opportunity then in may uh to come back around if there are other kinds of interests that have come up uh and then new course proposals can be um submitted at that point as well we're flexible but that's kind of the general time and so there's a process of getting the proposals working with the schools vetting the proposals looking at any edits and additions and those kinds of things and working very specifically with our school leaders or building leaders around teachers around the proposals that come forward and

143getting them ready then finally to come for the board and present to you all and uh for potential approval of those courses so tonight we actually have two courses that we had in retrospect had prepared and talked about as the college and career explorations wheel was being put together and planned for a couple years ago i want to say this will be year three um these two particular courses we just wanted to make sure we dotted all the eyes across all these because we went back in and couldn't find the exact approval uh for these two courses although we're in you know we do realize we've talked about them so that's why we're here tonight with these proposals at this time so i would do want to turn it over to um principal delerable he's

144going to talk about two courses that we have this evening as a part of that college and career explorations wheel biomedical explorations or intro medical careers and then code combat which is an introduction of programming through gaming so with that i'll turn it over thank you director robson i appreciate the invite tonight to speak to you all excited about our uh career in college wheel of course is affectionately known by the students as the wheel one of the things that i wanted to brag a little bit about is the amount of students that are now opting into cte-based coursework because of the wheel so for example we were able to add um eight whole sections of computer science this year just due to interest uh from students that took the engineering pre-wheel and so part

145of our conversation with district is how might we utilize some measure 98 funds to expand our wheel offerings uh considering the amount of interest in computer science and so we just had a great teacher kind of fall into our lap over the summer who had a little more experience in the game design side uh in his educational background had some great ideas so we thought what a great time to roll out code combat which is really meant to be a highly engaging environment where students kind of compete each other compete against each other using python which is the coding language and the game development and web design classes and get a kind of hands-on first look at how fun that cloud work can be in kind of a competitive fun way and so that's that

146that's that course proposal and sorry thor and biomedical explorations which is really the the first step into our health sciences program which we're hoping to expand um with the purchase of some new equipment in there that can kind of access um an introduction into some of the human systems but also get a little bit of a wide exposure into the various healthcare fields that exist and i think uh you know as we've learned throughout the pandemic that's a huge workforce and there's a great need for it so and our students have a lot of interest in it so i think that the reason for those two additions is that we had an opportunity to expand based on personnel so we also hired a person in our health department who had uh some experience in health

147industry and so we were able to kind of add those courses on now and it's it's good timing to to garner some more student interest that's the quick version i think having that information in the packet i guess we'll turn it over at this point and see if there are any questions board members questions hi um so this just correct me if i'm wrong this is gonna be um available to like freshmen right as part of a wheel yeah for ninth graders right the idea is to recruit more folks and more more students in that maybe you wouldn't have thought of initial interest in those areas and uh i think one of the real encouraging things is we've seen the courses that are attached to current wheel classes like animation nation in the arts uh

148like uh the intro engineering course and uh some of the others have we've seen steady growth in those programs and so and that that's that's consistent with a couple of other schools that also use this wheel concept and so that's why we're bringing these pieces in to try and encourage more students into those pathways too okay awesome and will this course serve as like a prerequisite for human body systems uh i don't know if we're not gonna require as a prerequisite at this point because we don't have enough fte to have every student take these yet i think it's just a matter of expanding the course work out it can be used in the pathway as part of the requirements but right now it won't be a standalone just because we can't offer it to

149everyone yet we're just trying to get the course up and running and when we can fully expand out to all student students experiencing each piece of the wheel or having some choice in the wheel which we've talked about too but that that's an option okay thank you so much i just wanna say i love the yeah of the um the gaming at into computer science um based on my own child's experience starting off with a very dry computer science course um she never made it through past the first semester and so never had a career in computer science and i suspect if she'd had this as her first class she might have been like this is fun there's actually a future in it so i really applaud the uh initiative to find something to bring

150kids in so they can have a taste of it and then really learn the work and that really is true for all of our exploration of classes when mr zika got our group of teachers and actually it was group of teachers across tigers and 12th and high schools and started developing this course outlines it was all centered in project-based learning as a way to kind of hook kids in before getting into really super technical skills and that's how all the courses are structured and i know this summer um we've hired two really outstanding computer science teachers who are both great educators first and they've been working in tandem kind of developing the courses and the same is true on the on the biomedical side our long time health sciences teacher is wonderful has now partnered

151with a new teacher and it's kind of working through some of those lessons too so that's definitely the the purpose of those classes is to be engaging right away and just just to be clear the dry boring computer science course that my child took was at college not at dwelton high school thank you um i i just have a sort of broader question not specifically related to the courses but i'm curious about um i know the wheel is kind of a newer thing and i'm curious about how how it's going and what the overall student response has been um i think we take a survey with students at the end of each quarter so because they're taking a wheel each quarter or sometimes two um depending on what their other elective choices are the the

152the feedback has been overwhelmingly positive um i think it's difficult for some students may not have interest in certain areas like a lot of when i look at these survey data a lot of it was like this was interesting it's just not for me like we're able to check that box for them very early on before they try and invest in a pathway and now they've burnt an elective or two electives before they get into a pathway and then some kids have said in a survey response i didn't think i was going to like this class and then wanting more i think it also connects back to um you know trying to recruit more mindfully from populations that maybe haven't taken and access those coursework in the past i think that's an opportunity for some

153of that too but the doing those student surveys each quarter has provided a lot of data back to our teachers and they've tweaked the courses based on the feedback just a clarifying question about surveying students each quarter do you survey like the sophomores and juniors the current sophomores and juniors as well to see how their classes have changed because of the um wheel or is that just refreshment i think that's on the table uh you know this being the third year in place it's the first time we can probably take out the whole system and take a look at that data i think that's also built into some of the pathway plans that individual teachers have and i think i think more informally that conversation happens all the time so like i know our engineering

154teacher is having lots of conversations with the kiddos in his engineering two class about how to redevelop pieces of the wheel and make sure that that bridge is happening but those relationships and recruiting conversations happen in those wheel classes frequently not always formalized so it's it's good feedback to think about going back to uh students and serving again but it's really kind of meant for real-time data all right any other questions [Music] motion would be in order you can make a motion and then she can discuss i move the tiger to walton school board approves the following new courses biomedical explorations or interoperable careers exploration and health care occupations and code combat an introduction to programming through gaming proposal as presented there a second [Music] uh motion has been made by director search media and

155seconded by director irvin any discussion on the motion um yeah so i just want to clarify about the prerequisite question um the reason i was asking is because i know some students have moved into their sophomore year and then are a little bit concerned because the wheel took out a an elective credit for their freshman year and it didn't serve as a prerequisite for any courses into their sophomore year so it kind of like left them with like a gap where they wouldn't be completely able to like take a class that they wanted to like newspaper or something because they didn't take like the journalism credit their freshman year so that's why i was wondering if this class would serve as a prerequisite for human body systems so they wouldn't be burdened without their sophomore

156year and then unable to finish the career pathway so i guess in the terms of still they can still get credit for it in the pathway if they took it yes but it wouldn't be a barrier from them being able to take the next level so that's what i meant by like it's not required required prerequisite it could count for credit in the pathway and it says that the course proposal could be one of the credits we have worked through individual students that have had unique kind of elective setups and have had those conversations but by and large those are very few that come forward most students have worked through the wheel process and it hasn't been a barrier in the pathways we've had those we've had those conversations with those teachers that are in

157those pathways as they develop these courses to be part of that pathway as they go and as i mentioned they're not required for all so it wouldn't be fair to to have it as a required prerequisite for getting the health sciences like pathway completed for example but it could be used as credit does that make sense i love that 12th twalton high school students asking great questions all right i will note i was listening to malcolm gladwell's revisionist history podcast today and his most recent episode it's about gaming and the the description is the best way to prepare for the unexpected may not be to make plans or predictions but to play games and it's how it's about how national security agencies are actually using gaming and simulations and ai to prepare for unexpected events

158so uh very cool that we are getting students started with the building blocks in high school so with that we will move to a vote we'll do a choral vote all those in favor please indicate by saying aye aye all pose say nay all right motion passes thank you very much thank you and next up we have back to back to back presentations from director david moore first item up will be the latino network professional services agreement resolution uh director moore the floor is yours [Music] good evening chair bowman and members of the board it's my pleasure this evening to present a couple of contracts uh related to the presentations we heard earlier from our partners uh the first one is a contract with latino network for the nutos apredamos program for the 21-23 school

159year and this of course is for the pre-kindergarten services and the contract request is outlined in the resolution draft 21 2203 and that resolution provides the background of course the program that you've heard a lot about this evening in addition to an exception to our normal public contracting rules that provides for contracting directly and authorizing the superintendent to negotiate and execute a contract in this case uh for 216 000 uh and that includes the expansion that was made a year ago to templeton and deer creeks for a total of five schools hosting the program and the other piece is uh just note that i think there's some history going back to the inception of the program in 2015. we started through a grant from the early learning division in washington county 160 000 um that

160grant is from what i understand from the team will be about 50 000 this year the rest will come come out of our general fund and but to think back five years or five years ago when the program started in two buildings uh it cost us 160 000 five years later with the partnership with latino network and the help of their grant from the um early learning equity grant uh we're still at a total contract for 216 000 so i'll be happy to answer any questions but i think that the team and the partner did an outstanding job earlier to see me describing the program i think director jaime so i just want to clarify this resolution is strictly for juntos apparent demos and not for any uh component of the high school program which

161we're putting on pause so if that then comes off pause there would presumably be an additional resolution for this okay thank you and with that sure i would like to have a motion i moved to adopt resolution 21-22-03 as submitted to grant a special exemption that authorizes the superintendent to negotiate and execute an agreement with the latino network for the delivery of kindergarten readiness services motion was made by director jaime since seconded by director zirschnee is there any discussion on the motion i will just say i think this is um you know governments make investments and expenditures investments pay off in the long run and expenditures are things you have to do to continue exist the kindergarten readiness component of this is going to mean improved academic outcomes for those students but it's also going

162to mean better classroom experiences for all the students in the classroom so i just think this is awesome and an excellent thing for us to be investing our dollars so with that i will call for a choral vote all those in favor please say aye aye all opposed say nay motion passes and we will move on to the erco professional services agreement resolution with director moore so the erco resolution 2122-04 is for those services described earlier this evening related to those culturally specific services provided to pacific islander students and families and this is a this is an expansion compared to last year as was described earlier including the summer program which accounts for 65 000 of this this proposed contract and then uh the the regular school year program is 220 100 including that middle

163school expansion so a total contract 280 285 100 and the the resources that are funding this contract including include a student investment account and esser dollars and we have uh we had a a blanket amount for community partners in the student investment account plan and 340 000 this is part of that and then supplementing it with the lesser dollars going forward so my initial question for all esser dollar funding questions is is there a long-term strategy to replace those dollars um or is the is it considered a short-term investment that will fade yeah generally the esser dollars will will likely expire in two to three years based on what we know now and uh what we're planning for is that as the student investment account dollars continue growing uh funded by the corporate activity tax

164then those could fill in any any dollars lost due to s or once those dollars go away other questions [Music] i'd like to make a motion to adopt resolution i moved to adopt resolution 202104 as submitted to a grant to grant a special exception that authorizes a superintendent to negotiate and execute an agreement with the immigrant and refugee community organization for the delivery of culturally specific services to students and families from the pacific islands all right motion was made well second i'll just add that even though erko has not been a partner for as long as latino network has been i've been very impressed with how quickly they've come up to speed um and so granting the exception uh to the bidding process in order to continue that relationship with them is very important to

165me all right any further discussion on the motion hearing none we'll move to a vote all those in favor please uh indicate here saying aye aye all opposed say nay motion passes um director moore your final item of the night approval of 2021 2022 fees thank you chair bowman normally we would ask the board to consider all the fees at one time this year uh back in june the prior board approved the student fees for the year so that's noted in the board materials for the record we're not asking you to consider any changes to student fees this evening but we we do have several other categories of these we're asking the board to consider for approval uh earlier in her comments uh superintendent ricky smith mentioned that there's perhaps families out there that are

166interested paying tuition to come to our district for example for the virtual academy program and so the board in that case the board is required to approve what that tuition fee would be and we have we've had the board historically approved this amount we haven't had to use it in recent years because there's been any other provisions for uh students to come into our district through prior legislation um but the the basis for the tuition is uh are the amount that we receive per average daily membership weighted or also known as admw through the state school fund that amount projected uh for this year based on the last estimate back in june is eight thousand eight hundred and eight dollars and when this comes into play is when two districts cannot come to agreement and

167they attend the resident district not being willing to release the students the attending district so um if that if that is needed then we have this in place for uh to charge the appropriate amount um so um i'll be happy to ask questions now otherwise i'm just going to go through uh the list of fees we're asking for consideration this evening um the other one director moore i do have a question on that um is there a rationale for just using admw and not other funders funding sources like saa or federal dollars when calculating that tuition um it's a good thought we haven't considered that um and you could you could add a lot of sources to it i suppose we've always based it on just the the amount for a dmw in the state

168school fund not including the transportation because the assumption is is they would find their own way to the difference actually way back when in the way dark times we actually did figure out a number percentage of the local option and added that to the thing as well but it became extraordinarily cumbersome yeah to calculate and so that's why we stopped doing it i was just curious thank you good question um the second category is building use fees now currently our buildings and facilities are shut down and we haven't had an increase since for various reasons we're currently reviewing uh that the fees and doing comparisons with other districts not only the dollar amounts and the increases they're considering but whether they even have their facilities open what we're finding is most facile facilities in the

169metro area are shut down um so this is just a a uh tonight we're just kind of giving you notice that we're still reviewing these fees and determining whether we will do an increase once our facilities are back open the one thing we do from for sure from year to year is when we have our fee schedule includes any hourly rates like for custodial or monitoring and so we always apply an increase based on what the going rate is for those positions so we will at a minimum have that but unlikely we'll have the board consider in the future an increase of the actual uh hourly rental rates in addition to the hourly labor so take stay tuned on that one um the other uh area we haven't had an increase in some time is

170meal prices the good news is through the the federal programs uh tiger 12 will be operating under what's called the seamless summer option for our reimbursement program through the federal government and um that means um we receive a a higher um rate uh as far as a reimbursement per meal than we normally do on the national school lunch program however since we're getting that higher rate we have to maintain the higher nutrition standards with that program and so in the event if for some reason the federal government pulls that out from under us we want to make sure we have uh the prices per meal uh all set up by the board before we start the year um we are seeing at the floor uh in the proposal an increase from the elementary school lunches

171uh most recently being 290 up to three dollars and 25 cents and the reason for that through the federal programs your your rate that you charge for paid meals is has to be at least as much as the difference between the paid reimbursement and the free reimbursement from the federal government so right now that calculation is three dollars and nineteen cents that's how we get to the three dollars and twenty five cents and then at the middle and high school level it's usually a quarter more so that is going up from uh 325 or 3.40 to 350. likely like i said we won't have to use these rates this year um but they would at least be in place uh when we transition from that everyone gets a lunch and breakfast free in the current

172year or maybe it changes uh in 2022 or next school year i'm gonna pause there for a second that's a that's a mouthful of explanation make sure there's no questions to connect with the earlier comments this is part of our advocacy with congresswoman bonomici is continuing sso for us questions okay and then just to end there's a continuing uh level of fees for simple stuff like copies of credit cards no changes on those proposed for the year it is nice to not be voting on pay-to-play fees packet any any questions or comments um on these items i moved to adopt the proposed fees for the 2021-22 school year as presented with no pay to pay fees questions made and seconded um all right any further discussion on the motion regarding fees hearing none will move

173to a vote all those in favor please indicate by saying aye all those opposed say nay all right motion passes uh thank you director moore and with that we will move to our final action item of the evening which is approval of the edge annuity credit recovery curriculum we will welcome back director todd robson all right give director more a break here for just a minute as we move into our edgenuity three-year proposal contract proposal um what it provided in the packet was what was hopefully some good information just regarding where we stand with edgenuity and our credit recovery programming and as mentioned in the information provided um grad point was a software program that we were using for credit recovery uh at one point and it became extinct essentially and so it puts in

174a position to start to think about what our next steps were going to be in terms of providing our students teachers with a resource that is valuable and allowing kids to recover credit uh and work through um online software and uh and uh benefit from that and so uh we did a uh a pilot if you will uh using edge annuity knowing that we also had um a test school in uh creekside community high school that was using it as part of programming and was and uh creekside was actually developing out lessons and units with teachers as a part of their programming and on an online basis with students and and then really kind of working nuancing those lessons and that so we were able to understand that um this third-party curriculum was flexible it

175allowed for our teachers to dive in with students and actually um uh through this uh curriculum we're able to actually tweak and change and build in based on student need um within that software within that program and so that was very enticing and so what we wanted to do was um bring alignment to uh our three high schools and uh in bringing 12 high school and tiger high school into that mix with their credit recovery programming using edge annuity so we did that we actually got some great pricing um through as covid was unfolding we were able to uh work through some pricing that allowed us to do use edgenuity in that pilot format um for very little cost which was uh of interest to us uh in in for all the right reasons but

176also because it just played well with being able to look at alignment in our schools that said uh as we move through the process of looking at annuity uh and uh determining how kids were attending to um credit recovery through edge annuity and then also in talking with our teachers um we came to the determination that ingenuity was then going to work for us moving forward in a long term kind of or a longer term three years allows us really to um not over commit but be able to develop out in that three year time frame uh you know that program and then reassess obviously along the way and not be committed beyond that so with that we also looked at pricing and anytime you're working with trying to pull this together uh a one-year

177cost in a curriculum tends to be much higher um because it's just for that year uh and then as we broke this out in terms of the comparison um in what we needed in terms of seats or licensure and how many students would need you know a particular licensure we really looked at the need the usage and determine that at each of our schools realistically site licensure where there was no ceiling in terms of how many kids could use the the licenses at one time allowed for us to be able to expand where needed and have that flexibility that cost in itself as mentioned in the documentation also uh saved quite a bit of money uh in terms of that package so that's where we landed the information provided too just in terms of kind

178of overall background and such with edge nudity and and how that's unfolded um hopefully was helpful but that's where we landed in terms of determining the three-year contract at that particular price price range did you want to add anything um director bernard okay i asked dr bernard to come because she actually has been integral in working through from an i.t standpoint especially supporting and working with our teachers and with our program development and so um can't say thank you enough to her team and how that has just allowed us to fully understand this resource and make it happen for our kids so i have a question um anytime i see that an online curriculum has is no longer supported as our old one was and then i see that we're going to buy for three

179years in advance i might my alarm bells go off like how do we know for certain that this company will be there supporting it three years from now when we pay for it well it's a good question edgenuity has been around uh for quite a while uh so it's stable um it's a resource that uh based on history based on how they've developed a product um is a company that we feel like is going to be around for for quite a while but the the other piece to that though direct resource media is that that's why a three year for us is a little safer bet to be able to continue to develop out that programming but also not over commit uh in case something does come down to like grad point because we all

180know technology never changes in three years right um my question was a little bit related to that um so i see here in your uh edge annuity board we report with additional information document you say that that there's been success with the use of the program i guess one of the questions i had was what does success look like and then uh what is that based on yeah yeah awesome question we uh basing success on really credit recovery and what that's meant for our students and so um in working with our assessment team uh over the past two years more specifically as we've kind of brought tiger twalton tiger dan 12 into the mix and focusing on just these last couple years creekside by itself has seen 260 total credits recovered adding full and partial

181and both of our high schools also fall within about 220 to 230 range in terms of total credits that have been recovered just in the two-year span so overall that's how we would look at success in terms of is this providing students with the opportunity to actually do that to actually recover credits and uh and be successful in that realm and it's been indicated by this the number of credits that have been recovered um that has cared well in terms of determining success i move that the tiger talton school board approves the three year paid in advance contract for the edge annuity online curriculum licensure not to exceed twenty thousand four hundred fifty six dollars as presented all right motion was made by director irvin and seconded by director lynn uh is there any further

182discussion on the motion hearing none we'll move to a coral vote all those in favor please say aye aye all opposed say nay all right motion passes thank you very much directors we appreciate it thank you so with that um we have one item left on the agenda it's public comment for non-agenda items so what we're going to do is take a two minute recess i'll ask the board to remain near the front so we can get started quickly students and cabinet you're dismissed to leave um if you would like and we will reconvene in two minutes to hear the non-agenda item public comments so that will be uh 9 28. all right it is 9 29 so i'm gonna call the meeting back to order um and we will begin our final agenda item

183for the evening this is the public comments section for non-agenda items um thank you for both getting us set up there so um here's the protocol i will remind folks once again um please keep your mask on until you arrive up at the table you may remove your mask while you are speaking after you've completed speaking please put your mask back on and returned your seat before your remarks please share your zip code so we know if you are a constituent of our district director zerschmidt again will be timing she's got her cell phone there when you have one minute remaining she will hold her phone up and move it so you know and then you'll hear the alarm go off and i will gently remind you you may finish your sentence but please wrap

184up your remarks quickly upon hearing the alarm if you would like your public comment in to be included in the meeting minutes please provide a written copy to our board secretary patty um you may do so uh in heartwood hardcopy form or you can email them also please know that this is an opportunity for the board to listen this is not an opportunity for dialogue so we will not necessarily respond um and additional comments of course are always welcome to be submitted to the board via email um okay i want to make sure i didn't forget anything all right and just a reiterating what i mentioned earlier no comments about specific district personnel will be heard um this is for you may offer objective criticism of operations or programs but not refer to people okay

185with that i'm going to pull up our list first public commenter is heather aller okay so heather take your time coming up we've got the seat right up here um i believe there's a microphone on the podium [Music] so take your time to get settled and get your paperwork ready and then once you begin speaking that's when director zur schmid will begin timing [Music] can you hear me okay [Music] i had prepared some notes and some things i wanted to say but i feel like i need to at this point kind of set those aside i can email them but i need to speak for my heart right now so um i have i'm sorry should you start with your name in your zip code i'm sorry my name is heather oller um i have

186two children who have historically been in ttsd schools um one last year we homeschooled one will continue to be homeschooled because that's the best service for her and my eighth grader wants to come back to brick and mortar school i am concerned hearing um the perspective that i hear i am concerned about the push for um the vaccine to be the all-end-all solution to this illness especially for the teens and the young and the children and the young people i'm concerned that as because of the governor's mandate that i'm not going to be able to come into my child's school i am concerned that if he is at school and not vaccinated that he will be excluded from things i am concerned that his ability to even come to school will be curtailed if the

187vaccine is mandated in order to come to school i'm concerned that he will be bullied and pushed into making the decision and i'm concerned that this could happen behind my back if i can't come into the school then that doesn't feel safe to me as a parent and um i would like to ask you guys some questions um if you don't know the answers to these questions then i really would encourage you to research them before putting your support behind a mandate it is okay to believe that something is the best solution and still believe that people should have the choice whether to uh to participate in that solution um do you know the history of the coronavirus vaccine development since have you personally seen the full independent rigorous test studies against control groups and

188their outcomes that the pharma companies have done on these vaccines or are we just hearing that they've been done do you know the full list of ingredients in the vaccine and whether any of them are toxic to the human body do you know the complete list of adverse reactions that people have had if you think it's just soreness at the injection site and mild illness that's far from the truth do you know where the contents of the injection goes after it's injected into the body have has the vaccine been tested for safety with regards to mutagenicity and carcinogenicity have you seen those studies do you know the number of deaths life-threatening reactions and permanent disabilities that are being attributed to these vaccines there is an acknowledged risk with these vaccines for heart conditions to develop

189that is higher in youth and and young adults that's your time can i just finish one one more sentence finish your sentence yeah um are you willing to take full legal and financial responsibility if something goes wrong with my child as a result of getting this vaccine this is how serious thank you for your comments i feel about this you may submit them in writing to patty if you have sounds like more comments you can send them to patty and we will for sure see them um okay with that we will move on to our next public commenter uh i may mispronounce this name austin nielae in a lie all right i don't see austin so we'll move to our next public commenter bruce wilson is bruce here chris all right take your time getting

190settled and uh once you begin speaking director zurich will begin her timer all right thanks everybody i'm bruce wilson i'm nine seven zero seven zero out of westland wilsonville school district milan people who look like me because of differing opinions is a terrible thing when we get the same problem as you sir you can lose my glasses when we look at the uh excuse me uh okay the different opinions it is terrible thing when um when i look at the representative represent representative to representations from great programs such as those presented here tonight i am all in we can create representative school environments where students feel safe seeing value heard without an equity lens we have to ask ourselves if from k through 12 we are teaching crt influence curriculum and we are creating change

191agents through crt it is obvious to me that out of the qualitative data from questionnaires that you that are used to drive policy it's obvious to me that these qualitative data are going to reflect from the time these kids are in kindergarten they graduate at 12 they're going to reflect that influence that crt has already had on them let's talk about race let's talk about systems of races let's talk about all the uncomfortable issues that all the school districts in oregon face i want my kids to know america american slavery's ugly truth i want my kids to know that racism will likely never go away and that sad fact alone justifies continuing work of yesterday's civil rights activists not of today's it's okay for us to see our difference in fact i encourage it our

192immutable characteristics make us beautiful i personally personally believe our fellow human beings are honest have an ability to give someone the benefit of the doubt and judge individuals by the content of character not the color of skin but if you were to read something like uh gosh what's that guy's name richard delgado and his partner that wrote the book an introduction or crt an introduction or there it is gene stefanick all you need to do is read the first paragraph in that book they malign everything that is beautiful about this country the course of human history has had many opportunities to choose right over wrong more often than not humans choose why wisely sadly there are many incidents where we have taken the anti-humanistic path we have enslaved tortured maligned raped and pillaged ugly and

193uncomfortable truths i choose to acknowledge these despicable moments in our human history and our american history because i want to learn from them i want to make our country better i want to make districts like this one better in my district better i choose to understand the character of the perpetrators of such horrific truths i choose to carefully note the way in which the perpetrators manipulated the masses i also choose to praise our american virtues and successes of yesterday and of today and hopefully for the future we are living in a time where we find it reasonable that's your time sir is that it that's it that's three minutes all right thank you but you can give your comments to um patty i can just email them you can email them and they'll be including

194them thank you all very much appreciate it thanks for waiting us out and being here this evening so with that um we've completed all the agenda items and i will adjourn this meeting at 9 39 pm