001so thank you dr ricky smith i received a flurry of texts about our sound not working um on the youtube live stream where some folks are watching at home um so i just want to confirm folks are still saying they can't hear on multiple that's a good sign um you know i'm gonna recess us for a couple minutes just we're going to take a two minute break and we'll get this sorted out and then we'll pick up where we left off so two minute recess so [Music] so testing testing testing testing if you can hear us at home we are in a recess getting our audio situated so so everyone's on the same page we are hearing feedback if you're hearing us live the reason why we're paused is because we hear feedback several seconds
002later that you probably can't hear on the live um so we're getting it worked out we'll continue the recess for just a couple more minutes and for us right there that recall our assistant superintendent and her team are the ones to reach out to should you have any questions related to our online option as well the feedback is throwing me off i thought someone was speaking um thank you dr ricky smith any other questions all right with that i'm going to move back to rowan for the student report from tiger high school all right yeah so um you already said we did have graduation which from what i've heard went really great um neither of the events were very long so yeah i think it went really well from my personal experience i really enjoyed
003it and from what i've heard remember additionally because of that seniors are done with school and that happened since the last meeting as well as every other student will be done next week and then next week i think it's also culminating for our winter sports um which is the third season that will be the rest of our students and that is all i have all right thank you rowan um board members so i would just like to say the graduation ceremonies at creekside on friday night and then on saturday we were all really nice events it was wonderful to see people in person again it was wonderful to see the parents hanging out and crying but the thing that was the most impressive i thought was that literally as the third to last uh student
004was graduating from tigard high in the evening we felt the first drops of rain after the day um and then you poured all night long so during to to do graduations at the same time the rose festival would have happened and not get rained on counts as a major triumph and i think somebody was looking out for us yeah i will um echo jill's comments and and give a kudos to russ michael and brian's teams of high schools fantastic ceremonies really beautiful to see and ralph green was taking pictures at tiger high school and kind of captured the moment of the handoff and there's some really cool shots in there that folks should check out um the the one announcement we wanted to make this evening is uh the school board had a committee uh
005director zerschmidt and i along with dr ricky smith we evaluated the student applicants for to be in rowan and emily's shoes and eddie's shoes as student representatives to the school board and we had a lot of applicants very strong applicant pool but we did come to a recommendation uh and we are pleased to announce the student representatives for the next school year uh and i apologize if i say your name wrong mahathir sridhar henry taylor golby and evelyn sanchez so let's give them a round of applause as our next student representatives yeah student student representatives if you'll stand up so folks know who you are you can wave to the camera they can see you perfect so really really impressive applicants um but i'm going to ask director zerschmid if she would like to share
006anything about the process or the applicants to do so now um it was it was a very long day of interviews from students we have a lot of applicants um really strong candidates and uh the two you see you in front of you our tigers and tualatins are our creekside couldn't make it um but all three really strong families are looking forward to building relationships thank you yeah you know you've got a strong strong potential when the applicants are quoting from the strategic plan and from board policy and making some substantive recommendations from day one about what we can do better as a district so thank you for applying and we're very much excited to work with next year all right with that we are going to move into public comment so uh just as
007a refresher for folks who aren't aware here's how public comment is going to work we have 30 minutes dedicated on the agenda right now to public comment and we don't get through which we should uh we'll move that to the end of the agenda we'll be able to share them each person presenting during public comment will have a total of three minutes director zerschmidt has a timer that she's going to um use throughout when you get down to one minute i believe director zurich will waive her phone so uh public commenters are aware that they have one minute remaining this is an important point speakers may offer objective criticism of district programs and operations but the board will not hear complaints concerning specific district personnel if specific names are mentioned i will cut you off
008and ask you to cease your public comments uh and then when uh it is your turn to speak please uh identify yourself before you begin speaking so with that i'm gonna call up our first public comment uh first public comment is mark theodoroff mark please come forward we've got a mic at the table there's a button at the top you just press it in and when it's red that means it's on can i pull this down okay thank you okay so when i heard that critical race theory was part of the ttsd curriculum i was very first first i was very angry based on what i heard about it but then i did some extensive research on the internet looking at both sides of the argument trying to do as much research as they could
009and after reading enough i unfortunately came to the same conclusion that it has more cons and pros that our children should not be exposed to these radical teachings although crt does seem well intentioned it is definitely not going to bring our country back together again and it will continue to divide us by putting us in two large groups white people the oppressors and all people of color the oppressed the main web page for tdsd has a slogan to educate every child but crt is not education it is very clearly indoctrination crt is the ultimate form of racism why does ttsd believe that racism against one group of people will in any way solve racism against another how does that make sense fighting racism with more racism seems like a zero-sum game racism racism is not
010something you are born with is a learned attitude and or a behavior just because you're white does not mean you are more or less predisposed to be a racist than any other race races come in all colors shapes and sizes racism is not exclusively a white thing most of the asian hate lately has been perpetrated by black people so why not also teach black people crt since they are hating on asians so instead of teaching students that all white people even a six-year-old child that are racist oppressors why not instead watch for signs of racism in schools at all ages all grade levels and address racism as it appears in students that exhibit racist attitudes or behaviors why paint all white kids in a white with a white racist crush when most of them are
011probably not inherently racist to begin with racism is again is a learned behavior and usually comes from parents peers or the internet but crt also tells black kids and other kids of color that they did they do not have the same opportunities as whites and there thereby they are victims and they should just stop trying so hard because the deck is stacked against them when in reality in a meritocracy the sky's the limit and you can become whatever you want to be with effort and focus and hard work schools are not the place to promote or expose kids to a political ideology and that is exactly what crt is it has nothing to do with learning and everything to do with indoctrination it is not the job of a school district to indoctrinate our kids
012and push an ideology that teaches hate and racism values and morals should come from parents and family pushing any kind of political message whether it be from the left or the right is not part of the you school's it's your time that's it that's it three minutes uh you may submit uh your public comment in writing it will be distributed to the school board for their review as well and part as part of the meeting minutes if you submit it in writing all right uh so next up um we have katie collins um is the next public comment is katie president and thank you lisa for disinfecting oh over the last few years the idea of what a school's role versus a parent's role in a child's life has been blurred it now seems you
013as a school board feel that you have an obligation to teach children how to be good people and that you now know what is best for our children more than we do as a parent it seems you as a board have abandoned your role to develop a strong academic curriculum that fills youth on an educational level as you you as a board have consciously made the choice to no longer focus on the foundations of education math reading writing or taking a back seat while the appeasement of political ideologies takes the wheel as academic importance diminishes our children are receiving the short end of the stick in an attempt to combat your perceived disparity between races you removed advanced classes for students because the classes were not diverse enough is that not an act of racism
014within itself you're basically stating that because of someone's race they're not capable of achieving the grades in order to be in those classes while also giving no thought to those who are already benefiting from those instead of actually helping students reach a goal you choose to simply eliminate the obstacle benefiting no one no longer are students held accountable if they do not meet expectations before them you simply encourage them to pass the blame onto others rather than equip them with the resilience and the mentality to overcome by getting rid of obstacles and expectations you are eliminating the opportunity for children to try and to fail their valuable lessons to be learned from failure students will be able to step back realize their mistakes adjust and try again you are also eliminating the opportunity to succeed
015you should be building their confidence by helping them overcome something they once viewed as an obstacle in their life instead you are not even allowing the students to attempt the challenges you are telling them do not even try to simply give up you are telling students academics no longer matter by not even allowing our youth the opportunity to reach for their excellence you're robbing them of their potential under the guise of social justice you're pushing one-sided political racial and sexual agendas into the classrooms and into the minds of these children you're trying to mold these children into people that you believe they need to be it is not your role to impose these thoughts beliefs and ideas this type of content falls onto the parent at the parent's discretion not yours through the curriculum you
016are implementing you are forcing heavy one-sided agendas and planning seeds of how you feel these children should be pushing your thoughts your wants your agenda no sort of political racial or sexual agenda should be represented from either side these personal issues fall onto the role of the parents to introduce to their children when and how they feel fit the parents not you there are roles to be filled in this situation a parental role is to teach values and guidance for their luck to for life to their children this board's role should be strictly driven by academic purpose math reading writing science and history focus on those subjects leave values and life guidance up to the parents if you can't do that maybe you shouldn't be in the seats you're sitting in today thank you next
017public comment is from kristen garner rankin christian you'll have three minutes thank you good evening i'm a resident of this community but i have actually removed my children from this district's schools due to the over emphasis on school agendas rather than core education at the last school board meeting in response to child soldiers article the superintendent said that this district does not teach critical race theory they are twisting words and saying they are simply being anti-racist and teaching from a culturally responsive lens this is a lie parents the district is lying to you as they are actively engaged in teaching critical race theory don't just take my word for it evidence of this new racist agenda is hidden in plain sight on their website and also spoken outwardly from many in the district a look
018at the district's equity and inclusion webpage quickly shows that their equity page is based on critical race theory examples include links for young children such as a link titled racial battle fatigue which is a term coined by critical race theorist william smith another link is titled confronting racism is not about the needs and feelings of white people most shocking is a link for kindergarten and up titled something happened in my town one of the talking points for this teacher discussion guide states when would it be a bad choice for a police officer to shoot someone the answer and the teacher guide is quote when a policeman decides a black person is dangerous for no good reason the answer should be this has no place in our classrooms and children have no business hearing this anti-police
019garbage i could continue on and on about all of the crt based links that have been on our ttsd webpage for months but for those of you who are interested i encourage you please look for yourselves on the webpage and look quickly in case it's taken down after this i understand that many in this district and some of you sitting in front of me wholeheartedly support critical race theory and the indoctrination of state-sanctioned racism to the students in this district this is evidenced by your open support for the group black lives matter which is anti-christian anti-family and with marxist beginnings in fact a recently elected incoming school board member deleted his tweet that read quote i'm going to repeat this for those in the back that maybe did not hear it our school will not
020come back the same if you are planning on teaching the same history ela and math without a sense of decolonization or enriching black lives matter then you should not go back into teaching end quote this is disgusting i'm here to respond to that statement i'm not in the back i'm right here in front of you i fully understand what you're saying as individuals you do have the right to support critical race theory what you do not have the right to do is use our taxpayer money to indoctrinate our children with these ideas curriculum that is said to be ending racial discrimination that actually commits racial discrimination has no place in our schools parents we need to wake up and see this is the battle of our time the battle for the hearts souls and minds
021of our children our future thank you thank you that will conclude the public comment for this evening and with that we will move to reports and discussion uh first report in discussion is eric nessie on naming of the pre-k facility mr nessie good evening members of the board and superintendent ricky smith thank you for the opportunity to be here tonight we have been on a journey i've been on a committee journey and the journey has been over the last seven months in an effort to identify a name for our newest school where we will have anywhere from 60 to 80 pre-k students in the soon to be remodeled pre-k at templeton elementary the old templeton elementary and so i'm here tonight to talk about our recommendation for a name and i'm joined tonight by two
022of our committee members to my left is tuitia and twisha is a ninth grader at telecom high school to my right is noor she's an eighth grader at fowler so um we're going to take about 15 minutes tonight and in a few minutes i'll turn it over to the stars of the show to provide a little bit of insight but patty if you can go to the next slide you can see that our agenda here is pretty succinct we're going to tell you a little bit about the committee membership our charge or our mission in naming the pre-k facility i will turn it over to tuitia who's going to talk about our research and our findings on this journey and noor will bring up the rear and talk about our recommendation so i'm not going
023to read through every single one of these names but you can see that we had a broad representation on our committee that included not only these wonderful students but parents and district folks and community members including a community member that's been a part of our bond oversight uh committee and uh had really broad representation which allowed us to come to i think a great uh conclusion our charge had a lot of different angles to it one of them was that we wanted to ensure that we were following our board policy for naming facilities to come to a respectful uh conclusion we considered community historical names places events and along the way also wanted to make sure that we were representing voices that weren't part of our community excuse me part of our committee and also
024um promoting equity and inclusion as part of the district's mission so i'd like to turn it over to tuition now and twitch is going to talk a little bit about our research and our findings um good evening everyone so our committee meant met monthly and we engaged in lots of research including speaking to local historians authors tribal leaders community members and students as we research to determine a possible name for early learning center our research helped all of us learn a lot about our community's indigenous roots and also taught us about historical figures which were integral to the development of our tiger community so through our meetings and research we learned that the indigenous tribes that had inhabited the tigard area were the ashalati a tribe of kalupuya native americans whose numbers were reduced through
025disease in the 1800s and who were ultimately forced from their land in the 1850s also during our meeting in january we learned from a local historian that one of tiger's first settlers john hickland was an abolitionist who actively fought against the establishment of slavery in oregon in the 1850s he also previously assisted assisted slaves escaping slavery on the underground railroad in his home state of indiana and lastly through our discussions with the tiger historical association i learned that my middle school band teacher at quality miss haswite is a descendant of the first japanese american landowner in washington county whose name was terrazzo hasanite during world war ii the haswicket family was forced from their farmland in tiger to vale oregon which allowed them to avoid being placed in japanese internment camps the haswicke family relied
026heavily on their neighbors the bhaganstas family to sow and reap their crops and then send the proceeds to them 400 miles away until they were able to return to their farmland it was really wonderful to hear these stories and learn that the tiger community has a great deal of diverse and untold history for us to learn from thank you thanks tuition before i hand it over to noor i just want to stress the number of names and people and events that were under consideration here including former staff tiger tualatin staff recommendations from students at quality recommendations from the community lots of names and lots of names and places and events to choose from this is a really difficult choice for the community to make ultimately we came to a conclusion [Music] hi everyone my name
027is noor and this was a difficult decision as there were dozens of worthy names and events to consider however after months of research and discussion the community overwhelmingly decided that honoring the indigenous tribe that were fur that were the first inhabitants of this area was our overwhelmingly recommendation phoneme as trisha mentioned the calcua was once a prominent tribe that spanned the entire willamette and with an estimated population of 15 as settlers and missionaries came to the region in the early 19th century disease strength and their numbers went from fewer than 600. and starting in 1851 all of the calicua were were forced from their native land to the grand ronde reservation our committee believes that naming our newest school after the california is a way to honor and recognize those who inhabited this region before
028us and creates an opportunity for ttsd to grow a relationship with the grand romney tribe through education and helping to ensure the ico culture is honored strengthened and celebrated not forgotten thank you for this opportunity to speak with you tonight mr messi thank you again for this opportunity to speak with you tonight we are happy to answer any questions about our process or how we arrived well tuition that was fantastic round of applause for our student students and thank you for making time uh in the evening to be here with us and share that i understand it was a very thorough committee process so you definitely put in your time um but with that i'll open up to questions or comments from board members i don't have any questions for the committee since i was
029on it but i also just want to express my gratitude and and have to be humbly honest to say that i even came in thinking about individuals in the ttsd kind of family if you will that have dedicated their lives to the work of educating children and preparing them for success and really appreciated the community appreciated our students to say time out let's stop let's slow down i was just in a meeting that talked about equity work requires you to slow down and think and that's what you all did in this process and i am so excited about this name i just think immediately you walk in and it gives you pause to stop reflect and want to learn more so i'm just thrilled with your hard work and eric thank you for your leadership
030you were committed to thinking bigger and broader through this process and i'm so grateful for your leadership in this effort so thank you all right with that thank you very much again for coming and we will move on to our next report and discussion item which is healthy healthy and safe schools plan our annual presentation uh darren bernard director bernard oh yeah uh hold director bernard if we can get tuition and noor and mr nessie don't walk away up to the front we'd love to get a picture with you to commemorate tonight's important discussion check it out good evening we're here for our annual presentation of the health and safe schools plan uh this year has been a little bit of a challenge because we've been in pandemic our schools have an operator function as
031normal such as water running all day long so kevin will speak a little bit of that as i know that we're on a 15-minute timeline i'm deferring my time to kevin so we'll hopefully make it 15 minutes so thank you good evening um as as you know last year we submitted and the board approved the state schools back in march um one of the requirements under the health and state schools that changed under the most recent legislation was compliant [Music] requirements um led in the water um the requirement states that you have to test the date after school is in full session so that is a bit of a challenge oregon health authority waived that requirement of january this year to where we could crush uh prior immediately prior to taking the water samples the
032only schools that we needed to actually test were the ones that were renovated through so we did the flushing and did the testing on those schools we had one process that came back phenomenally in the restroom epa threshold whether it was because we radon um that is required again um uh is sorry um so the other thing that we did which is not required to be reported on in the certification is we noted there the asbestos pavement that we've done during the lawn renovation just to kind of give you an indication of what has been taking place for those mediation on environmental levels so we are in compliance with all of the plan requirements that we have we've done the necessary testing and that's the annual report do we anticipate going back to just over
033this regularly scheduled testing next year when we've got the only thing that our regular schedule is actually this coming year for our normal cycle testing uh well first i just wanted to say thank you and express appreciation um on the one lead faucet let's say that when you re-test in the fall it's still above the women would it be put would there be posting saying do not drink from does that already exist or how would that begin so our first step would be to replace that faucet and then do another test we've had that in a couple of other locations bridgeport was it was a school that had those tests done we replaced the all right if there's no other questions thank you both very much for the presentation tracy you want to do a
034picture with next up for a report and discussion we'll do the talented and gifted year-end report with todd robinson and team including a a recent or soon-to-be retiree oh thanks patty you want to turn we'll go to the next slide so when you look up uh at this slide i'm guessing and i say the word systems um i'm guessing all of you could write the narrative for this slide right that when we talk about making shift in systems we often forget the many dynamics that play into changing systems and behaviors um and practices that have histori especially for those that have historically been accepted as a way of doing business and sometimes it could appear much like the container ship in the suez canal that we're not moving or that we are stuck and um
035what we don't see in this picture is the people that are feverishly working in the bowels of the ship to try to turn the ship's course and so tonight what we hope to do as our final update to the board is share with you two aspects of those shifts those that we believe have the greatest impact on our students so with that i'm going to turn it over to karen and we'll share with you we'll talk about identification and services of support hello so i have talked to you guys before about identification and currently um we have two separate but parallel identification processes and those processes one of them is based off of test scores with additional evidence to confirm giftedness and to look into it a bit further the other process is based off
036of looking for preponderance evidence that uses local norms cohort studies interviews trying to look at the whole picture and find those students from underrepresented populations twice exceptional students and other students that may show universal characteristics of giftedness but don't perform at the 97th percentile on a standardized test we base that second process off of the oar that states despite a student's failure to qualify under paragraphs a and b districts by local policies and procedures shall identify students to demonstrate the potential to perform at the 97th percentile and we identify the students right now has potential to perform melissa and i are on a committee that is working at the state level with angela allen to try and get that language changed um and possibly do away with the potential to perform piece of it all
037altogether um we really hope that it will be changed by the end by sometime this summer but proactively on the back end on our end we are trying to combine our two separate processes into one with multiple entry points and passwords we've learned a lot from covid about how maybe having a single process that combines all aspects can be better for all students in the identification of all which mostly we'll talk more about all right thank you and can you switch the slide to the next slide please um so the unique challenges from this year have really forced us to um rely more heavily on that potential to perform process and in doing so we've found that we're really able to have a more complete understanding of students strengths beyond a simple test score um
038and also identify their unique needs within their specific cultural concepts um this visual that we have up here um shows where we're starting the singular process so regardless of how students are referred they will all go through the same data collection and evidence gathering process which helps eliminate potential bias and prevents us from making assumptions before we even start collecting data on a student and it really gives us the opportunity to let the data drive the narrative all of the evidence then is then collected and sorted out by universal traits of giftedness which are applicable across cultures linguistic and economic backgrounds and we're also able to gather more data on students strengths particularly when evaluating students with learning disabilities um and so those attributes include as you can see in here here are um language
039learning social and cultural attributes and the um kind of new evidence gathering processes we're really leaning heavily into this year are those parent interviews which many of us have done a tremendous amount more of than we've done in the past and it's really showing the really bridging the gap between school and home and giving a complete picture of the students um we're also aligning those attributes rating skills that the teacher fills out they're directly correlated to the questions on the parent interview so they're aligned um and one new thing we're hoping to get started for next year is a student interview because we've noticed that the student voice is missing from this process and we're planning to align that as well in those language learning social and cultural attributes so we have it kind of
040across all contexts and all um voices and then this is the same as it's always been it moves to a collaborative team meeting with people who are knowledgeable of the student it might be the tech specialist teacher it might also include the eld teacher learning specialists um and the medians are going to look slightly different now because we have so much more data than we've been able to gather in the past um and that's going to lead us to um kind of connect connect the dots i guess between our identification process and then services because we know so much about this student we're able to start planning for what those services and needs are and what they can look like so if you can go to the next slide this graphic illustrates how we hope
041to address those services in the future and if you look at the left slot the the left side of this visual you might notice that it looks very um familiar as it is our rti process kind of flipped on its side but it now also includes the other end of the spectrum so we're hoping to address the fact that we also want to ensure that appropriate growth and skill development is happening for those students who have a higher rate and level of learning and then the reason this really ties into the identification of underrepresented students is that we're looking at how we can provide opportunities for higher level thinking and meeting students rate and level in tier one which all students have access to um and that can help us really identify those students who
042are in need of tier two or tier three services that we may not have captured in the past and then sue is going to be sharing more about how we build that capacity for those services we've spoken before previously about the fact that best practices that our students are served within the classroom they're not gifted for a period of time they're gifted 100 of the time and so the best practice is to serve them within the classroom patty do you mind going to the last slide there or the second class and so um we also know as i spoke previously that it takes time to shift a system because we have to engage the people who are actually serving in the system and make sure that they feel confident have the tools to do the
043shift to actually execute it to the degree that it actually has impact on outcomes as well as the people for which the system is serving they also need to be engaged in the process and that can't be done in one pd that can't be done in a letter home that can't be done with research touted and told it's about really engaging people so that they understand it within their context and then they can make the shift that's how we get outcomes that change so this year we had the opportunity to start building some of those tools in the tool belt of our teachers we trained um 20 of our high school ela teachers and eight of our middle school math 6 teachers in the beginning processes of differentiation for rate level differentiation exists don't get
044me wrong it exists our teachers do a great job of doing differentiation but really differentiation with right level has a little different context and look and that's what we worked on this year working with them the other piece as i mentioned uh stand and deliver training has its purpose to align our understanding our language our vocabulary but it doesn't guarantee implementation that's the magic right that's the goal and so what we did and have started to do is uh we actually have teachers then identify their first microstep what do you want to work on based on what we've just trained then we asked them um the beautiful part coming out of covid is they recorded the lesson or portion lesson that demonstrated that and then um we debriefed it meaning myself together we debriefed it
045with a teacher which is really a collaboration of learning together is to ensure we stay aligned and that we deeply understand what we're talking about and it was magical and then in on top of that we had the opportunity to do the same shared experience with our director because it's important that he also aligns that we all stay aligned so he watched the recording and then we ran through the debrief with our director and uh shetty and i as well as these two elementary tag specialists and our two middle school coaches and that's the way in which we hope to stay aligned as it takes time to shift that system as well as um build on capacity because our hope is after three years our teachers are doing that same process with each other peer-to-peer
046right and that they are debriefing together and holding each other accountable so that is our has been our process and as we move forward next year we are looking to do the same sort of thing in elementary within and integrated within reading and math the context under reading and math so the instruction overlays that and within so our teachers don't see it as something separate but it is what we do and how we do business and secondary ela and math as well scaling up to other core contents in the next year following um that is one thing we learned from our experience this year was that teachers get it and they understand it better when it's within the context of which they understand which is often their content so um in closing patty in closing
047i just want to remind you there it is the ship released from the suez canal that changing its system may not happen at the speed that some would like but the perseverance and the laser-like focus while navigating all the barriers that can come up eventually lead to success and in changing the course and ultimately impacting our students education while they are with us and as they move on so that will open up for any questions board members don't have any questions just uh again i comment um to i love the um two three tier two tier one and then back down that diagram is spot-on and it should be how we've been thinking and i know many parents and their advocacy for students i love um the work that you all are doing to fully
048integrate and ensure we're doing a much better job at a bigger catch if you will for our students so it's incredibly encouraging and exciting for future years and oh my gosh differentiate instruction is just something for you know over a decade um talking about and just hearing the excitement about how this will roll out and then continue to roll out in the future and encourage those board members that are still on and how that stays strategically in the plan to guide and measure in so many aspects of rigor and equity so very exciting so thank you and i appreciate this year on top of all of the systemic work that you've been focused on all of the outreach that you've been able to provide to our families this year the level of engagement with our
049tech families has just been phenomenal the number one mission was to take away the myths and misunderstandings and i know every parent believes their child is unique and special and they are um and every child needs to be treated differently um even though they qualify under tag that that does not give them a lifetime label um into some club or special service or something like that um it just identifies them as having a need and uh helping our parents understand that has just been phenomenal so i appreciate all the extra time that you've been putting in this year to make that message clear i'm struck too by the unexpected silver lining of kobe that because teachers are recording their lessons that they're able to get much more useful feedback about their teaching strategies and so
050that's it's a really encouraging thing to have some self-infection we've been able to see what we're doing [Music] the thanks i do i have one question about um differentiated instruction for rate and level uh so you said 20 ela high school teachers eight math middle school teachers um what is the the vision for the next several years for how um the rest of the teaching population gets brought into that high level of training right so um we had one vision and then actually as this happens on paper things look good and when you take them live often you have to switch or you get to switch right um as a response to what you see happening so um as we move forward um in elementary we're going to embed differentiation rate level through their uh
051training around reading because we have some shifts happening there so instead of creating two separate critical reading training here's your differentiation frame level where this year those teachers that we're in between thought training just on differentiation break level they will it will be infused within the reading and matching same will hold true for our ela as i mentioned a microstep is just that's great any other questions comments all right well thank you all very much for your work very appreciate very much appreciate it sharewolf do you want to take over here okay okay all right with that we will move to our next report and discussion item middle school reimagined schedule update from presenter amber fields tractor fields and teams all right good evening board uh we're excited to be here tonight and talk about
052middle school reimagined um specifically around us the schedule update um patty over the next slide so i wanted to walk a little bit around what's occurred to get us here it's been a long process that started back in june of 2017. um we've gone from an mou to also having a middle school schedule committee that researched and sought a ton of feedback on a variety of schedules that resulted in a proposal of a four by four schedule that fowler and quality ultimately opted to not move forward and pilot um hazelberg opted to make a proposal uh for that pilot um there was also a commuting of our reimagining committee and at the time there was a lot of committees happening there was an sdl committee a career in college committee a grading practices committee a
053scheduling committee all doing great work um and under the guidance of director kinch sort of brought representatives from all those groups to say how can we bring this collective vision together and what are we really wanting to do at the middle school level um alongside was still that proposal around the 4x4 which ultimately after covet happening came to the cost of that schedule would be too great to sustain at the middle school level next slide please um and one other mention is in the reimagining process there was also a student reimagining group a parent community group so a lot of feedback has been collected over like a five-year process um essentially in this march april we reconvened or the reimagining committee in order to look at the priorities that we were trying to meet at
054middle school what are we really trying to do with it reimagined and really we anchored on these from the 16 as to what we're going to focus on in year two which included longer class periods collaboration space and time for staff to effectively respond to student need interdisciplinary teaming culturally responsive teaching social emotional learning and equitable access to elected classes um and sort of the scl and crt this is sort of a year two we thought of this year as year one when our big ari in focus was specific to seo um so i would say quite a bit of success there with that k12 rollout this year um ultimately our budget was the current staffing without making cuts with any drop of enrollment uh we've added two different types of schedules that could hold
055those priorities a three by three and a seven period discovery schedule and ultimately that committee voted to take that to all of middle school staff the final vote was 68 moving to um take the discovery schedule to um the broader middle school staff next slide please we then held an all middle school staff meeting to sort of share all of these updates to date and then principals at that point held site specific meetings with various small school teams um and staff to talk about the discovery schedule what it would look like in context of their buildings because programming is a bit different from school to school and then essentially may 28th was the final deadline for staff to vote whether they were going to move forward with trying the discovery schedule or maintain the seven
056period schedule what doesn't change is moving forward on the priorities so that is a constant across all the buildings so ultimately where we landed is hazelbrook voting to move forward to pilot the discovery schedule and fowler and quality again still moving forward on priorities but maintaining the traditional seven period schedule for one more year with some built-in what are we going to look at as far as q1 q2 with any success around this discovery schedule it was important for those schools to see some of that data before possibly making the decision to do that as well so i'm going to actually pass to uh principal curl here who's going to talk about the feedback specific to quality and things from that thank you amber um yeah so topology uh we had a really thoughtful process
057with our staff we had several meetings that met with great level teams and electives um and ultimately we have a really different um some differences between our buildings that i think showed up when we talked about the ultimate vote for next year we have a sixth grade model that already has two teacher team um embedded so we've been teaming for quite a while at the middle school level of equality um and so there would have been some disruptions to the way electives work in sixth grade um that showed up a little bit um as well as our performing arts every sixth grader told you this performing arts class so there was just some wonderings around um what that would look like to have two days on one day off or one day on three to
058two days off um so i think that ultimately the big theme is that they wanted to see um what it would look like in practice i don't think it was a flat opposition even though the numbers successful i think it's more about like what does it look like in middle school what does that mean for my program how can i watch that unfold in another school or another site and collect real data before um thank you and then we've got principal van fleet to talk about the themes at ballard thank you very much uh now that i've spent two years at fowler it doesn't surprise me at all that the way we voted was right between the two other schools um which is a pretty uh fascinating thing um where our staff was anchored in
059their conversation is around the fact that yes this schedule exists and has been highly successful kind of in the bend area but at the high school level so there have been some rotating schedules of middle school we couldn't identify this particular schedule so our staff was on the verge of wanting to go in that direction knowing that we need longer classes to do more of the seo work but we just needed to see a little bit of that evidence a little bit of that proof um so that was the major thing that came out on our side um fortunately hazel brook uh was willing to wade into those waters so all of the questions that our faculty had we will now have that opportunity to take a look at and as director fields mentioned we
060can monitor after quarter one quarter two what is working well what will we potentially tweak i'm more excited very much so that our partners have an opportunity uh next slide please so we've got our awesome kerry here to speak for hazelbrook on behalf of tim um and again we just want to note that these priorities don't change the schedule does not make these priorities right what this new schedule does allow is the longer class periods so number one but the rest of the work continues across the system so i just want to reiterate that um and next slide and here i will have to carry okay so i have the honor and joy tonight of trying to walk you through this um which looks a little intimidating at first this is what we're going to
061call our discovery schedule at hazelbrook and the reason why we're calling it a discovery schedule is that our students are going to receive in addition to seven classes they're going to receive an additional elective class that we're going to call a discovery class that class is going to be one out of three days and so that's why we've landed on calling it discovery our discovery schedule so if you look up there um what you'll notice is that we're gonna have a three day rotation there's going to be an a day a b day and a c day and all of our core classes those seven core classes including um electives in that are going to meet two out of three days so you can see that on that a day and up here we have
062a sixth grade schedule and then we have a sample of a seventh eighth um with the rotating lunches up there that our students will receive those core classes they'll get a 63 minute long period which allows for that longer extended class time with each of those periods and so um you'll see how it kind of a b c and like at the high school where it rotates between a and b once we're done with c we're going to go back to a day and so it'll it'll go through there um each week will rotate through and you'll see we had to move the morning meeting in order to make our lunches work we needed to move that morning meeting into the middle of the day which is still great they'll get their social emotional check-in
063at that time and then at the very end you'll see how the seventh period day rotates through and that is the one where students during seventh period will either receive a core class during two of those days and then on that third day whether that's 7a 7b or 7c they'll receive that discovery class which will be um at this point a great exploration for teachers and students and hopefully some shared learning that they want to do together something that they want to discover so if you head to the next one i think they'll maybe be a little clearer on the next slide because this is how a student's day will go so we've added in what the courses might look like throughout a sample student's day and so this student will will have math on
064you'll see monday and wednesday and their science though will be on monday and tuesday or a day on b day if we're starting the week on any day and they'll have lunch then they'll go to their morning meeting they'll have social studies or pe at the end of the day they'll have language arts or pe and then you'll see the elective this student in particular has an elective at the end of the day that needs two out of those days and then their discovery class on a c day i lose you all okay clearer are we clear um i don't know if i didn't highlight anything or if i missed anything did i miss anything did i do it okay if you want to go to the next slide i'll see if there's i think
065that's what we talked about with that additional elective and that's really great for our students who might be have um a reading intervention or any kind of um special education class that might pull them typically out of an elective they may lose an elective and so we're really excited about having um that discovery class that every student's gonna get so that's really cool and i'm trying to see oh that's down there at the bottom and then yeah that uh discovery class will be provided by core teachers and elected teachers alike so i think it's going to be pretty fun for some of our teachers to get into some of those exploration those discovery classes with our students so does the student get to choose their own discovery or is that assigned to them it's going
066to be assigned to them particularly for next year because we're still building um but yeah for now it will be assigned to them these just they'll be assigned a teacher i think at this point we're hoping that we can offer them two discovery experiences in the year so they'll have a an external discovery experience for semester one and a different discovery experience for semester two next like so one thing we just wanted to touch on is how will we ensure that students can successfully transfer between schools ultimately because of how the schedule is they're all still seven periods and they all still have similar instructional time so there will not that scope and sequence that they follow now will still be similarly aligned so student would be able to still move between schools and last
067life we just wanted to thank the board so many of you over the last five six seven years have been a part of some aspect of the process specific to middle school reimagining and or scheduling so we just appreciate your support and that is it for tonight thank you questions so thank you all for the presentation and good luck um with uh implementing um the pilot and i think it'll be great to learn from that understand what investments are needed to make it flow in what will roll out well to uh but andrew my question is to you so will hazelbrook's model help you understand how sixth grade would be defined differently because it seems like it's still not going to get after the traveling model so and i don't i'm not saying that that's
068necessarily bad or good right just curious what you're thinking um that's a great question i think there's lots of you to learn um there's a lot of things that we're really proud about model that gets a lot of the priorities in middle school which is one of those things so i mean we have two teachers that have shared 60 students for days it's really nice step into middle school um and so the teachers are sort of teaching a connections class sort of a discovery class within that model project-based learning um longer time with kids um kind of decided on transition so a lot of the stuff that's happening that we want to happen across our system is happening in sixth grade equality um which makes it a little tough to determine whether this schedule is
069going to improve upon what we're already doing there um but that doesn't necessarily mean still look at it and also see what can happen for seventh grade i have questions about how you're going to teach parents about the new study um because that has to be front-loaded [Music] so hazelbrook has already hosted a community meeting and shared with families um i'll just go off the q a in chat it seemed to be very clear and folks were excited about the possibility and we've also talked about you know having things in neon lights down the hallway those first couple months months might be hey students we're all transitioning to x period right now just being really explicit about the transition uh we did have a couple of staff members talked to students that were ninth graders
070at the high school that experienced the traditional seven in middle school and then this new schedule a nine and they loved it they did not feel like it was difficult to navigate um and we've had a lot of conversation around the executive functioning that our middle schools have shown us over the course of the global pandemic um and just essentially we're going to provide all of those explicit details and supports of how that will walk on a day-to-day basis but based on that community meeting there seemed to be a positive assumption that that can be navigated i was i'm sorry i was just going to add we've even talked about as of late even trying to load into every student calendar the days so push that out so and as families can look at that
071and students can look at that they can see the entire year laid out on their student calendar we're hoping to be able to do that tech people hopefully you're in here got it susan um that we're going to be able to do that for all of our students and i think as she said just really a lot of front-loading a lot of guiding every single day as we start here's where you're going here's where you're going next and and we're going to do it and i think thankfully this year we've had the grace of flexibility with our community and we're going to hope that that extends into next year as we try to figure this out all together i would just lastly normalize being at a high school for all of my career mostly on
072a different day schedule as other people up here have too even they have to come in and go what day is it every day it is not the end of the world and we can give that guidance so um that support is needed all through our system i remember asking that very question many times myself um i have a couple questions um first you mentioned on instructional hours so what how how big of a discrepancy is there on the instructional hours you know seventh grade student facebook versus quality over the course of a year it's okay if you don't have enough putting on the spot i can email it to you we have that number because we pulled it for one of our sessions but i didn't bring it with me this evening but i
073can email you the exact um i can't recall the exact number i think one of the things that we discussed as we talked about the number of transitions being reduced is how much instructional time from period is lost and having those passing periods within a day so if you reduce the number of passing periods and lengthen your class sizes you might actually recruit actual instructional time so i think even though there is discrepancy there might be thank you for that second question is about i um i know you talked about a little bit fully i want electives so a student at fowler in seventh grade a student at middle school or at hazelbrook middle school in seventh grade how are their different experiences in terms of accessing electives what is what is the discrepancy what
074is it between the two schedules you're asking okay so i think very much the same um typically our students would receive you know two electives unless they're you know receiving anything especially design instruction or a reading intervention and so our students will receive those two electives in addition to the discovery class so that's kind of one of the changes the discovery counts as an elective but they'll still have access to the two that they choose correct awesome all right great i appreciate that very much um any other questions or comments so i have one question i'm a little bit worried about our sixth graders on the new schedule we're going to be having lunch finishing by 11 15 in the morning and then they have to go until 3 10 without eating again um i
075know that when my child was in middle school that did not have worked well around about two o'clock that we've been in right now so will we have sort of relaxed schools on how kids can eat in the classrooms we don't have cultural distractions i don't know that i have a great answer to that except for our sixth grade teachers are very well aware of the population that they're working with they're you know many of them understand um developmentally where their kids are and right now are some of our kids are eating lunch at 10 30 at the middle school um although they get out earlier so i think we'll have to probably build those in um for students whether that's they you know get a five-minute break to go to their locker and if
076we're using lockers another question sorry shouldn't i brought that up um uh so they can go grab a snack or have that snack time within their classroom if we're finding that kids are really hungry which i can imagine um if you have a family who is going to follow and says that schedule looks so great i want my city to have it next year are we going to allow parents families yeah i think that's the line we will hold again the experience and we've talked about this is around good instruction and learning that is not going to change regardless of the school you go to um and then like we said we'll be collecting data and getting you know reception data around that experience of the discovery schedule and then determine if it's the right
077thing for all three middle schools but again our priority is instruction and learning and that is not going to change or shift you know again a schedule doesn't allow that to happen we do that good work regardless so um be my response to that all right thank you all very much thank you our final report and discussion item is eighth grade certificate of buy literacy with presenter director todd robinson and i believe tim blackburn members of the board good to see you back up here i'm actually here in the capacity of cheerleader and uh proud director in the sense that uh like the tag work that's happening with our team um those folks underneath the ship who are really working to uh to make our system stronger no different here tonight with the work that
078our team has done around our stila by literacy and then also as our two-way immersion program grows and strengthened every year part of this is recognizing our students accomplishments as they work towards becoming literate and uh and so tonight director blackburn who's here with cam harold to immersion and uh here's some really good news i'm going to start this good evening i'm just delighted to to bring you some some good news this evening we'll get to the kind of more business portions of our expanding portion as we promised [Music] and that is just appreciating you [Music] our eighth graders are rising into ninth grade at tiger high school because of the support of this board and the support of so many of my colleagues in this room at this moment um so you know director
079ebert hi director moore director robson uh just the wonderful teachers um that we get to serve in our schools um have all come together to um to support our students at the horizon [Music] and so despite the challenge of all of our work this year our middle school team leadership team and the middle school teachers decided to come together and our intention here was to and i think more importantly on their own develop their own development there's a two-part task the first part was they had a long list of options that they could choose from letters to their parents thinking that we're just appreciating them for their tweets four letters to prospective tweet parents about why 2a enrichment is a great decision you gave all these different you know ideas for how students might you
080know explore the value of the windows and what we got back it was just it was it was heartwarming and so uh this morning we had the opportunity to um to go to fowler middle school to actually hand out in person the certificates of high literacy to our students and uh and it was nothing more than just you know heartwarming and exciting to see our class students and i'm on the on the cusp of something really big going into high school and we'll be happy to discuss our high school plans and all the details later on in the program the certificate of my literacy is a great time and it's really impressive because the slide is actually designed by a tiger high school teacher there it is there they have friends and of course we'll
081have the challenge next year of creating an iteration for our field for eighth grade students as they rise and become ninth graders up to volunteer high school that's a great problem to have another period of time thank you welcome your questions again so just a comment that's uh i think my game for the evening but pam i think you've been on this journey since the recession and it was like hey let's do dual version um and i just look to where we are today and uh just so appreciate the commitment and the work and just the success you have to feel from really not knowing you know almost a decade ago where we would head and then today to get to celebrate students that have made it so just wanted to give a huge shout
082out to you you know for doing that and clearly tim todd and the team but just um and i'm sure jill kills the same one uh because it was you know it was should we do this and uh we don't have any money but hey it's the right thing to do and so it's so exciting so thank you so much okay so if i understood the kids did have to earn this by doing a project okay so i'm hoping that you can tell us that you had 100 participation okay i'm sorry you heard that but how many kids did receive a certificate today 27 today but also the doors open so um it's our hope that more students continue to keep working on their tasks and there are at least 12 um that are kind
083of incomplete status they're nearly there and so i hope that they choose to do so [Music] thank you for figuring out a way to honor them all right thank you all very much um with that uh next up is action items but i'm actually going to use my privileges presiding officer to call a five minute recess before we transition into action so we'll be back in five minutes so um so okay if everyone um if we could get back to our seats we'll reconvene want to thank you all and i want to thank vice chair bowman for taking the reins and facilitating this evening's meeting to this point we are now entering our action items uh in our first item i'm actually i'll hand the mic back to vice chair bowman and it is adopt
084resolution 2021-18 acknowledgment of june thank you all right uh thank you chairwolf so uh first i want to thank director tracy rose for putting together this resolution to commemorate a very important holiday um part of the reason why we're doing this tonight in addition to the underlying reasons so that the state legislature actually recently passed a bill um making this an official state holiday which is very exciting house bill 2168 and there have been some ceremonies and newspaper articles that i encourage folks to check out if they're interested in learning more about this um but i will go ahead and read the resolution and then open it up if folks have questions or discussion acts so this is resolution 2021-18 to commemorate juneteenth whereas juneteenth is the oldest celebration of the emancipation of african american
085slaves and is so named for the june 19 1866 adoption of black independence day in galveston texas and whereas juneteenth celebrates america's commitment to liberty and equality in accordance with the constitution of the united states along with the emancipation proclamation issued by president abraham lincoln on january 1st 1863 and the 13th amendment to the constitution which abolished abolished slavery gratified by congress on december 6 1865 and whereas the history of african americans is a study in resilience to the plight of slavery in our history and today now therefore be it resolved that the board of directors for the tiger 12th school district recognizes adopts and proclaims this resolution to underscore the freedom with dignity of every human being as a governmental body we oppose reject any form of oppression and pledge to support our residents
086churches and organizations working to achieve genuine equality and protect the human rights of all people and then if it's adopted it will be adopted this 14th day of june 14th 2021. so with that any questions or comments are welcome i just really appreciate designing this [Music] um [Music] and so with that i will move to approve resolution 2021-18 and i will second uh but well worth a sec so um motion is made to approve resolution 2021-18 as presented any further discussion okay all those in favor and we can do portal response on actions tonight um all those in favor signify by saying aye aye opposed motion carries unanimously thank you and thank you vice chairman so and director rose i want to acknowledge your support in bringing this forward and having that um for our
087district so thanks jersey and moving to our second action item uh i um this is the second read for our equity policy and um just i'm going to uh in an earlier uh meeting and i mentioned it earlier about slowing down to do equity work and i just want to acknowledge uh quickly uh the ttsd history and director zurchin can check me if i if i throw a date out here incorrectly i came on the board in 2009 and director search me would have been on the board uh two years prior to that and ttsc started down that equity journey um superintendent saxton had heard a report read articles about disproportionate data in relation to student population and surely that's not happening at ttsd and of course it was and that started our journey with
088courageous conversations and started the work towards what does equity look like and mean for ttsd policy was adopted in 2013 and the work with courageous conversations continued um as well as additional trainings and then it just kind of started to stagnate i think staff continued to be trained but we weren't moving forward and then i'm going to fast forward to about this time of around 2017 when we started almost a two and a half year process of a complete policy review and at that time we looked at our equity policy and thought you know it's here it doesn't reflect our work i want to honor director on and really her work in building the equity pillars and our community parent staff student engagement and it really didn't necessarily align so we put the policy on
089hold at that time and continued our work since then um the engagement that director anne brought forward from our families student voice that vice chair broman has brought forward so much of those culminating experiences were happening in 2019 with many listening sessions to fast forward to 2020 where black lives matter and that just surge of time and voice to really make a difference in our district and so we moved forward with the resolution around hate speech and then from there there was a commitment to our students to our staff that the board would dig deeper into equity work that spent the year with john lenson and tara cooper as we did a book study and continued for our understanding and our important work about what does that mean for our students in our schools and
090what was equity work really so we continued through that process and really committed as a board to get the equity policy back onto the front burner do the hard work critically self-reflect and think about what needed to be part of that policy through that work we had multiple as in the cover sheet the feedback that we have received and gathered input to come to the policy that we have this evening from the first read we took an additional input modified again and present you with um the policy as it reads this evening and i just want to hand over the mic to see if vice chairman wants to add anything i'll just briefly say thank you for providing that context i think it is really important and it is really important to note that this
091was very far from reactive um this was this has been months and months in the making and um i feel really proud of this i feel really proud of our district for being on the cusp of approving this and i think this will be something that again we'll we will revisit and we'll adapt to changing circumstances and we'll be responsive to feedback from the community to try to get the policy right but that is this is a policy that we are drawing from other school districts academic sources research best practices and trying to create something that fits our community in our context and i think we've got something that's really strong and i think it's going to make a difference for students and i think it's going to help move our system um but that
092being said it's a policy that the board has the the right and the privilege to uh adapt and grow and change as necessary so for the folks who are you know worried or have questions bring them forward let's have the discussions um let's not be afraid of challenging conversations and uh you know let's let's work together to move the district so thank you maureen for your leadership on this and for ensuring that this happens and i'd like to just address some of the comments about our district's focus on equity work and not being on academic work um that stems from a misunderstanding of what we mean by everywhere we started this work because we found that students of color were not graduating at the same rates that our white students were we discovered that our
093students of color were not engaged in school at the same level that our white students were and it's not because our students of color are dumb this is because they don't want to learn it's because our institution was not able to reach them in a meaningful way and so the work the equity work we're doing is to find a way for all every each and every one of our students to find a way of booking the school to achieve the thrive to graduate and to be successful and that's what it's really about so the idea that it's disconnected from academics is is simply not true i think just the final thing i would say um and dr lynn was on the follow me and marvin thank you for your input as well along this way
094um is the accountability component so it's not a policy that goes sits on the shelf but that you all really have um a piece of how we're really going to see this in practice and i mean the state is headed that way in terms of making um equity communities so i'm excited for you both quite honestly about what's ahead for you next year i think it's going to be fantastic for so thank you for your leadership in the coming year um so i truly um and uh i am just going to answer a question uh director emerson or director search me if you have those uh director bowman of course has been a co-author if not the lead on really getting the final crafting done and so if we don't have any additional questions i
095moved to approve the proposed educational equity and racial justice policy as presented ben is figuring out if he gives the motion he doesn't have to think about science uh motion has been made to approve the policy as presented further discussion all those in favor signify by saying i i opposed motion carries thank you all and that's um so from there we will bring back up our um team for high school twee ninth grade science social studies all right fort sherwolf members of the board good to be back up here yet again um we have uh uh another exciting um opportunity to share with you this evening two-way immersion curriculum for next year at the ninth grade level and uh so uh with that i want to introduce um our team here just met pam carroll
096tui mercentosa director blackburn uh title three director and elise cohen who is our science and math ptosis who is fairly new to us this year um previously as well so with that i want to turn it over to our team and walk through um a what has been a condensed version of our adoption process for uh bringing curriculum to this unique situation that we have uh with our two immersion programs uh and so with that i'm going to turn it over to um thank you director absolutely um honey would you mind going to the next fight okay we went over this in uh quite a bit of detail on on may 10th but i promise i'll walk you through it um this is our high school by literacy pathway our um our twee community came
097together to distill the research the guiding principles for dual language education and together uh we charted a course um that is i'm looking to offer as as much opportunity for our students to actually apply uh their their spanish learning that they have developed in grades k through eight so what you see here um in the comments are grades 9 through 12. that all articulate to our program goal which is our students having a linguistic dexterity right and and and of course having had you know academic success in their high school classes to achieve the oregon state zero and finance and so the courses uh the the courses that that you see here you know developed in collaboration [Music] that actually articulates to international baccalaureate and then further um opportunities for students to apply social studies
098science and then we're dreaming big about ib opportunities 11 and 12. but all of this carries uh implications um implications for staffing to be sure as well as implications for curriculum so if [Music] discussing our plans for offering our students high quality instructional materials and as final next year so we'll share a little bit about our plans for spanish language and literacy month and the biology the biology class in asylum thank you um could we go to the next slide so we know that the board is quite familiar with the multi-step a typical adoption process and um it's many steps to help us to align our instruction and our resources across the district you've seen this happen in several content areas one of those was world language which thankfully brought us to the next slide
099which is the good news is that we have a resource discovered through that language process that we can feel we're very pleased with and um enthusiastic about using for our spanish language and literacy course uh this resource galeria is aligned to the common core state standards for reading so it has that language arts connection that is really important for our twee students to have in this course it is used also for our heritage spanish courses in the high school and so the teacher who is teaching language and literacy next year is also the heritage spanish teacher so he's quite pleased to be here and every source he is familiar with and finally a really important point about this resource is that it uses authentic text meaning it was the selections reading selections were written in
100spanish for spanish speakers these are not adaptations of english writing these simplifications these are real pieces of writing so this makes all these pieces together make this an excellent choice for our spanish language course i'm excited about that so so far so good and then we go to the next site when we get to world history and science you run into some obstacles which were outlined for you in a previous board report uh examples the science curriculum adoption was supposed to have happened 2021 but it's been delayed for good reasons to 2122. the world history has been delayed 21 22. another not exactly an obstacle but a uh factor was that when we needed to start looking for these materials we had not yet hired our teachers and so we weren't able to bring their
101voices in to the selection process yet um another big obstacle that we when you're looking for this kind of core content curriculum is that many publishers do not offer spanish versions of their curricula or if they do they only offer portions of the curriculum and not all the resources and so with all those factors in mind the next segments we were facing this question giving the given the timeline and i mean timeline is we're delaying two different adoption processes but we're not delaying students becoming freshmen so given the timeline that they are going to be there next year um how do we provide between teachers and students with appropriate resources for this one year the spanish and english will both be considered during the full adoption processes next year but we have this one year
102where we need to offer curriculum to our students and teachers so we look at a modified adoption process for tweet world history what that modification was was um not too big a stretch we were able to look at the previous work that happened three years ago with the social studies teams and they had worked on research and philosophy and some standards and alignment work they had done a lot of that work together on the secondary teachers and so we were able to build on that foundation looking at that work that had been done we went on to curriculum reviews it's a two-part process when you're talking about two-way immersion so the first part was a spanish screening looking at the materials that were available that were recommended from ode or other school districts or resources
103and then looking to see what was really available and saying to publishers what do you have in spanish okay which parts of that aren't available in spanish and and um screening for that looked at nine different curricula and two of them had adequate spanish resources then we took that to some social studies specialists and said would you please look at these two curricula and see which if they meet the social studies standards as a social studies teacher is this going to be a good resource and um both the spanish screening and the social studies standard screenings have a very very clear stronger choice and so we are going to move forward to recommend to you um go ahead the newsela oregon collection this is a curriculum not just random articles this is a curriculum that
104is aligned to oregon social sciences standards there is a full spanish translation of all components of the curriculum each text piece in this curriculum is available it's completely online and it's available at five different reading levels so teachers can differentiate according to their students needs levels and they uh we're happy that to know that this curriculum was developed with north clackamas and woodburn school districts among others but these two are navy neighboring districts have very strong immersion programs and they are using this in spanish with their immersion programs and are very happy with with the results and the resources that they have so that's a really confidence building recommendation from them melisa is going to share with us about the biology process thank you so science is in a slightly different position um we are
105going to be working on the research philosophy standards and alignment next year that work has not been started yet when we bring that full adoption team together um so pam actually started by going through and looking at what materials was available going through ode and other districts and seeing what was out there and then screening it for spanish as she mentioned with the social studies and similarly came down to two that seem to have the adequate spanish so we took those two and we brought them to tiger high school where we asked the um current teachers if we could have some help looking at them and so we put together a really small team with some of our tiger high school teachers to help us look through it and there was consensus they all came
106to the same recommendation and that is the discovery education tech book um this was rated highest by all of our teachers in all of the different domains so across the board this was the um clear choice some things that really stood out was the usability the progress monitoring and then also differentiation supports um one of the things that they highlight is the very expensive video library that has its discovery so it's all of the videos that they have and we know that it's uh silver linings were mentioned earlier uh and um as we went through this uh we found at first that we were frustrated by needing to find the one-year gap filler but then we have noticed as we've pondered how this process will work that there are some silver linings with this it
107will allow for a very thorough vetting of potential instructional materials and in fact at tiger high the world history team the whole team is contemplating working alongside using the english version of mozella to and to come alongside the tweet teacher so that they would be really thoroughly examining this resource and uh the other potential is that it allows for both our languages and instruction to be really fully considered in our full adoption process next year that spanish isn't just an add-on but it is a way in which we deliver core instruction and so we fully have the resources there and so i feel very excited about the potential for teachers to have a strong voice and involvement i think ultimately we're at a place for questions and [Music] i have a detailed question to start
108with in the motion uh for biology it says um discovery ed or stem scope so i assume we have eliminated stem scope and should not be um making that motion tonight okay just checking on that um the other question was looking through the uh oh shoot i don't know what you called it but you had the whole four-year plan and that follows tiger high school's plan but is a little different than to all it's a school's plan so does this go along with getting our social studies classes aligned at both high schools when our hazelbrook tweets students get to to all of them that has come up um in in conversation it's uh our our high school leadership team consists of colleagues from tiger high and 12 in highest despite the fact that high school
109[Music] literacy pathway has tried to adjust for and adapt for the differences between between our high schools i'd like to add that well that will of course come up in discussion through the process next year and we have the power to misgroup to solve that for that but one piece that we're excited about is the fact that newsela is available at five different reading levels that should the two courses not happen in this in the same academic year between the two high schools that there is a potential that this resource might be used for both courses so i remember when i missed it they got it first and now i'm actually quite grateful because they got to figure out the a little curriculum so i'm really excited about the new zealand for that i'm wondering
110in science is this the same person that those two school districts are using for their science or are they not doing science they are doing some i'm sorry that is something i can't answer i can tell you i asked several different districts what they are doing and there were at least three different answers and i sorry i should have reviewed i don't remember who's using this and then my second question is um as we're looking at uh curriculum in the standard english classes one of the things we're looking at is so as far as the science our science greeting river i have it here in front of me it's very very driven by kind of like the science content and the authenticity of the espanola as a rate as it relates to new zealand yeah
111that is certainly something we were looking for is a representation when we actually weren't looking at that many sources together and so yes it's certainly something that we were screening for with an eye for um just a great question about next year in the formal adoption process absolutely not only our adoption process ultimately but also in looking at in place to ensure that the curriculum we've adopted in the past adjust to the kind of narrative that's being taught you need to do that so that's what this yes in terms of kind of um and again i would emphasize that the ability to have this year to bring quality materials to our three students to the point within 10 minutes you know it's the this legwork is exciting i just want to say you did that
112you're right um the other science breaking news in that time we were going to do it we delayed so we could finish that process [Music] including trainings for specific instructional purposes not just thank you good luck next item on the agenda is director moore and our sta transportation services contract center [Music] this action item is a continuation of um action that was approved by the board contract with sda transportation services and following that meeting in november in the meantime they receive word so that particular district uh responded by negotiating communities that provided similar wages and so this evening we're asking the board to consider a formal contract exclusion for two years previously extension this would be two years with a three-year optional one with a significant uh more financial implications [Music] based on cpi increase
113so with all that's happened with our neighbors our current contract and approx and additionally this would be that one-time increase [Music] i know you've spoken about this in previous board meetings um but in terms of transportation options in the region for schools there's not very much right i mean there's two companies we are on our uh fourth location with the tiger bus garage and that's the bad news the good news is and on the other hand positions see what happens is yeah the other the other two districts uh the increase was effective this year and they were 11 and that that they're paying the exact same our our salary schedule is ours and the other piece to the contract is they the sda requested that the there was uh language around they asked that struck
114because it would have been difficult um so and then the other part of the response about this time so this request is to extend the contract for two years so i'd like to uh and the only comment that i would need is um i do think it's critical i think recruiting retaining best drivers is a big deal and challenge so to stay competitive in the market and you have to do that so that and all those in favor signify by saying hi i'm opposed motion carries thank you dr moore and you get to stay seated and we will move to the financial oversight appointment in director thanks cheryl yes so we have our financial side includes two board members of the district and uh recently [Music] and of course we're looking uh as part of
115this committee we're looking for individuals that have a financial budget on accounting related and we actually saw a good response they all were qualified so through that that process we had good discussion um interviewed had some tough decisions and tonight we're recommending the workflow themselves to the community in addition to uh required for the board to reappoint our two other patients as members shannon moxley uh commissioner and then of course mr as far as the process the baseline requirement because of this committee is technical knowledge and understanding uh that has to be the first criteria so that you are advising the board members not only on the committee but on the whole board of you know our audit internal audit controls financial investments and can really come to those meetings prepared to ask whole questions
116and it was very exciting to see so many individuals apply for fsc i think that's probably the first um so it was really grateful but then i also think um as we look with our equity lens and those opportunities to bring different voices um i was impressed with uh gilberto's interview and his interest his spouse's interest that in the interview questions or the application questions i guess um to have that equity focus and there was a genuine interest because of that and that's exciting and the one thing i do want to point out in um christopher bowman i don't know if you want to ask me questions um but i do want to acknowledge it because i thought it was a great question um in galberto's written application he talked about kind of equally allocation
117of resources that was not our conversation during the interview so i think there was just a disconnect in terms because he really has a deep understanding of equal outcomes of success for students and how those resources need to be applied appropriately to ensure that that happens um so really enjoyed actually enjoyed the conversation with our candidates truly outstanding individuals so you sit there and go what are the other opportunities to engage um these community members and i do think there's a sense just like bond oversight when an individual can bring their professional skills to the district and make a difference in their work that that's a tremendous interest so great individuals if there's another opportunity to have them engage with the district but without any other questions sort of technical question is so we reappoint
118i don't recall this from last year so you're you're on for a three year term but your real point each year of your term is that correct or why are we why are three great question so a year ago we didn't uh shannon had finished her term we didn't reappoint her effective july 1. in effect she's already included one year or year term without being reformed so that way we'll still have some staggeredness to it all right i moved to appoint alberto sales to the financial oversight committee for a term ending june 30th 1.4 reappoint shannon moxley for a term ending june 30 2023 and reappoint marcia chapman for attorney june 30th it's getting punchy late at night motion was made as presented any further discussion all those in favor signify by saying aye opposed
119motion carries thank you dr moore okay the final item is the agreement with superintendent dr ricky smith and again this process uh has been over um a few months board members will recall in march we brought in rob saxton in his consulting firm that had done some benchmarking for us to really look at dr richard smith's compensation where that was relative to districts our size and really shared with us some some gaps in competitive wage for dr ricky smith and then also krista parent from cosa presented um information about the gender equity gap as well so i feel like again we were incredibly thoughtful in this process last board meeting was dr ricky smith's evaluation where we found her exemplary highly successful in her work and want to see her continue in her work here
120at tiger 121 so um the contract proposal uh the changes to the contract are presented on the cover sheet uh and again this is really helping us to align her as appropriately to work with her peers board members questions and if not i'll take or well we'll do comments um [Music] yes and the terms of agreement on the cover sheet are from july 2021 through june 30th 24 and then a two and a half uh cola percent and actually i will clarify that and what it should say is equivalent uh what should be the focus is the equivalent step advancement set forth and license bargaining agreement um as well as cola um uh is equivalent to licensed staff uh so that uh does that make sense that i give clarity on that um and dr
121ricky smith that is correct right yes so my apologies um on that language it should focus on the equivalence with the license bargaining agreement uh and then again it points out the adjustment for the second two years in the contract and then uh two days of vacation increase in the tax sheltered annuity of 5000 and then a slight modification into no cost termination just quickly add a little context here to say that part of maureen mentioned the district by district analysis so we got to see um 10 districts i think was a total number both a little smaller and a little bigger to get an average for us and our compensation package was just not competitive with those districts we just weren't even in the ballpark of some of them um and we got to
122see the gender pay gap throughout the state in terms of supernatancies um and we just had an evaluation which our superintendent was exemplary so those three factors i think come together for a very fair contract i hope um although i will note that this does not put us number one overall in terms of compensation or anywhere near it frankly um but i do think this is a fair contract reflective of our superintendent's work and the market conditions that we operated the process that director bowman just laid out the process that bob saxton before us really provided um not at the high end we were shooting for an average and i do feel that um since we found del pursue to be above average i hope that this contract even though that it is for three
123years that it could be addressed again in one year to make sure that it is still competitive with um local districts and with the gender gap that will probably continue just encouraging future board members to consider that possibly next year um because i don't i'm not sure i'm sure this is fair but a little disappointed that we couldn't be more than fair take [Music] um [Music] um [Music] all those in favor signify by saying i opposed motion carries and with that thank you again dr ricky smith for all that you do and that is our final action item of the evening so we are adjourned enjoy