April 12, 2021 TTSD Board Work Session & Meeting

001success what new learnings are you pushing forward are there any new learnings or any anything that you read or Concept in the book that you want to push back on what are the things that you're still exploring or reflecting on this is the perfect opportunity in the context that we are all connected to to begin to really talk about and grapple with those things and um I know we didn't we didn't prep you for this but just in case I just want to open it up if anyone wants to share if there are some thoughts that you have that you've been reflecting on um that are kind of motivating your thinking tonight you can either share them come off mute and share them or just share them in the chat and John feel free to

002add anything to that I know you just hopped on so well in addition to Reflections or thoughts you know that are meaningful moving forward especially around looking at an equity policy it might also be a question that you want to ask routinely as as you lead and engage foreign so there was a discussion question at the end of one of the chapters and I could not begin to tell you which chapter it is at this point but it was about what are we doing in our buildings to discourage exclusionary practices and that phrase really stuck with me because that seems like it gets right at the heart of what we want this policy to do what we want our work to do is what not just we say we're we're anti-racist we say we're inclusive

003but what are we doing specifically in our buildings to discourage that exclusionary practices in the book that's really sticking with me in sort of is my Guiding Light as I'm thinking about this Equity policy thank you for that Joe I would even add that um he actually uh Khalifa actually defined you know some of those what some of those might be for our consideration and he called them direct and then Less Direct so um yeah so how do we Define that as a district question yeah I take that also as being it's like the difference between reactionary versus I kind of forgot the word but the opposite of reactionary how do we teach students like that it is wrong before we have before they make the mistake and we have to go through the process

004and I I know that's included in our each plan but it's um yeah it's complicated when you when someone already starts off being believing that what we are doing is threatening to them and then we have to it's about the education thing the community on that thank you director and I see in the chat uh it's proactive in prevention thanks for sharing that I I appreciate the the theme and it's a powerful theme and and also encourage us to think about the ways that the school board has been and might continue to be exclusionary and then the ways to be more inclusive you know and to systemically reach out to include and partner with minoritized communities and how do you do that routinely that could be part of the policy as well I guess I

005will jump on to John's point because that of anything I think that has really stuck with me is that sense of community right how does the board or how do we do our work out in the community and show a real um authentic um interest in inclusion where they are versus I mean we I think we took a step last year as we started to have board meetings in elementary schools but it's so much more than that in terms of understanding our communities and what we can do to more fully integrate as a board or boards going forward I guess it was Community Centric I think that was the term that was used versus school-centric foreign because you know a lot of times people assume a leadership is having all the answers but oftentimes it's

006having all the questions uh and all the things you could Ponder yeah I oh go ahead no go ahead okay um so one question that I've been thinking about um is what is the function of this particular policy that we're writing what what is this policy to do because we use policy our we have a lot of different policies that cover a lot of different ground and some policies govern rules in specific scenarios some rules Acquire The District to do certain things on certain timelines um and everything in between so in this particular area um how do we want it to function what do we want it to do and I just wanted to affirm what you I had the same question um what are we ultimately trying to achieve or are we closing the

007achievement Gap is it are we focusing on race are we I noticed the policies that were given as examples some of them just focused on Race some of them focused on all the other categories that the ode mentions um so yeah I have a similar question what we're trying to accomplish for policy I will say along those lines I was looking forward to the policy saying the positive statements of what we will do so even the example that um director zerchmead gave about um how do we discourage exclusionary I would rather say what are we doing to be inclusive so that it's the positive um like the non-discrimination policy talks about what we won't do but I was really looking forward to this policy um stating what it is that we will do or are

008doing um so that it would be in the positive and then I thought for sure somebody was going to say something about the need for a feedback loop so we'll definitely need something in the policy um that um um that captures feedback from our community so that um maybe even the policy is viewed as a kind of a living document that if we don't quite get it perfect this year and get some feedback from our families um through the year while it's in in place um that we would be able to get those reactions and and make good changes in the future I think that's a really good point I mean if for no other reason than in a couple of months we're going to have three new board members and the you know the

009possibility that there are a few school board members of color um who I suspect might have um something to say about uh about our policy I think that having that that sort of a sense that it's not cast in stone that it is a living document that we're going to update um to fit the times and to fit our needs as a district and and as you know and who the board is at the time as well as what they need and what they bring to the party foreign last statement and and certainly policy is shaped by the board that approves it having said that I would hope that um this policy Is Anchored In what our community and our families and our students need um deep enough that there isn't this sense of um

010um a board shift and I I mean you all know I'm committed to diversifying the board so but my point is I hope that we do the hard work now and um reflect our families that we've anchored that um in their eyes or what their needs are and how we shape this if that makes sense so absolutely and I I mean ABS we I don't mean to say that we aren't going to get it right because we're a bunch of white people but I mean we've we've listened to our communities and all of that stuff but I also recognize that we're a bunch of white people and I don't want to I don't have the foreign to say I know what you guys want right so I think there is also this the feedback loop

011is is crucial no argument here So speaking from from the perspective of the one um as well as others on this call that are have that will be operationalizing the will of the policy um as I think about this I think Ben you're spot on about what do we want it to do so I think that there is a two-fold opportunity in front of you what are the constants what are things that we that what hill would we die on on this policy this absolutely has to be there regardless and I would offer that to speak about uh academic outcomes and closing academic opportunity notice I didn't say achievement but opportunity gaps one cannot speak about that without speaking about race uh that that has to be front and center uh and and a large

012part of it how you it changes over time certainly should be the reflection of the current board um as they live with it um and uh and as conditions continue hopefully to change and change for the better in our community and allow us to do deeper work then you absolutely want to have uh it reviewed um and uh and is it still serving us well but I think first and foremost it is what would you take away from this study that would tell you that these are the constants that these These are foundational and that week and are operationalized can be operationalized that's the other piece to this it's well to speak of the theory uh but you know the expectation is that we will operationalize it and that falls to the superintendent and to

013his or her team and thinking about that we want to be able to do that so I would offer that for your consideration as well yeah and um I think the things that I wanted to contribute aligned with you know what is the purpose here what is the timeline and um I appreciate uh director Emerson highlighting feedback loops you know it's really difficult to be Community or culturally responsive without having ways of uh um hearing from the community the other part of this too that I hope that um can think about too is you know um it's it's a very Dynamic process and the the I look at it not necessarily as like um sometimes you might have to take one one part and go deep to see all the root uh causes of what

014we currently see at the surface and so sometimes um being able to and I know there's um uh the question about like race and a why focus on race and you know I've been doing this work for the last like two decades and some of the things that I realized was when we spend so much time debating why Race Matters we um we we get we don't get to the work that actually aligns how if we don't um have to justify uh uh how the context impacts folks because of the race um we actually get towards the solution and Collective action and so that's one thing that I'm I'm grappling with around uh why focus on it or not and it reminds me of our conversations around the margins um what we find out is

015that uh especially with some of our conversations when we pick one thing to go deep on we realize all the other ways um inequities show itself so I just um wanted to offer that perspective one thing that came out in one of our discussions that I don't want to lose I'm not really sure how um and maybe it doesn't belong in policy it's probably more operational but I really liked I think it was um Tara who brought this up but um and if you didn't or I don't want to put words in your mouth but how do we talk about students who are not doing well in the word this is in the context of the marginalization why not I'm sorry monetarization um conversation we've had um in the book and then um how do

016students feel when we show data by race or other groupings to which they identify and I know that probably most of us here can't answer that question but um I thought it was worth um considering for us again I don't know how it reflects the policy I just welcome if others that resonated with me um because if you constantly show data about you know how your race isn't doing well it kind of it's almost like a reinforcement so anyway just I just wanted to throw that out there because I I resonated but I don't know if it belongs to the policy so Sharon I just want to add a piece to I appreciate you sharing that so this weekend was nsba conference in one of the sessions just talking about you know we I'll keep

017you know focused on the The Learning loss that we will address whether that's academic or social emotional and one of the panelists made that comment I sure hope that we do an assessment of students assets before we identify all their deficits and um I mean it just speaks to what you just said and I just it I heard it multiple times and I just appreciated that before we put up on the screen um anyway just to appreciate it thank you as we go deeper into the conversation uh one of the things that I'm interested in and this is as a result of the conversations actually that I've been in quite a bit lately um around Equity issues like even the terminology equity and some of the other terms that go with it uh lately terms

018have been politicized even weaponized so the ways in which they were originally intended to stop bringing harm to people and communities now has been flipped on its head and one of the things that I want to encourage us all in this conversation um is to not get caught up on terms and how the news and social media defines them and but let's focus on research data where are the disparities where do our students need our help where are their gaps and these gaps have persisted for years and it's time as Leaders we do something about it because we can sit and argue about terminology and what it means or what we think it means all day and all night but we really need to be focusing on what the research data tells us and how

019we make a difference and I really appreciate um well I appreciate a lot of what you share but particularly uh director Emerson when when you said you know focus on the positive for me it's not so much about negative and positive but how do we help people do things differently how do we create a policy um that informs and creates the conditions that we want to see as opposed to you know debating over what it shouldn't do and what people shouldn't say and what they shouldn't do when do we start telling people the best practices for moving forward out of this because oftentimes in my work I find that um people are simply replicating what they see because they haven't been led to do anything different so how is this policy going to Signal something

020different and allow our leaders in the buildings to operationalize a new way of serving all of our students I appreciate that guidance um I guess given that is it better to have a narrow policy where it focuses on it really focuses um to achieve what you just described or is it better to have a more encompassing broad policy I'm assuming from from what you said that it's a narrow uh policy um so that we can achieve and maybe move on or expand it as we learn but I don't know that's just a different approach I know when I was in um Improvement back when I was in healthcare we always tried to to focus and then build upon those changes over time you know build upon what we learn so I don't know if that

021applies to policy but um but I just wanted to know what your thoughts yours or johns or somebody's that's I to me I would need to talk about that in context like I don't want to say no we're not going to be narrow or no we're not going to be broad I want to hear uh from board members and and the students and actually everyone on the call where are the priorities because that should determine how broad or narrow we start that's what you all get to Define and also keep in mind that that's subjective because what one might deem as narrow another might not and the same with it being brought so that's why this dialogue is so important John would you have anything you would add to that just just to affirm and

022and agree with with what you said Tara and and it really goes back to the the research and the data you know we we have we talk about equity and racial equity and racial Justice because of the reality of the inequities and what what do the data show us and and because of the racial Injustice and and the lit the lived experience and the narratives and so the quantitative and the qualitative data and and it and this is really you know this is where everyone on the call and especially the board and uh members get to decide what what is the course that we're setting you know where are we leading how are we creating a new a new culture a new way as as Tara said how are we how are we doing that

023through this policy so that it can be implemented you know by by the superintendent and and the district and and it actually goes back to the deeper question is is often boards create policies for the board I think we're this this group is pushing back on that this this policy is for the community this policy is for students for minoritized students and families um and and so it gets back to what is the purpose you know of the policy I'm just looping back to what I've heard from other people but it it really is up to the board to say what is the purpose what what what what do the data tell us how how is this District going to be different and how does this policy set the course for transformational change the thoughts

024going on in my head right now are making me focus on the title of the sample that came out and I'm wondering if that is an example of being broad or narrow or defining the scope because as written I think because it came from another policy is racial equity and social justice and I will admit that um before any of this I envisioned the title for us being educational equity for example um [Music] um so I mean I guess that's is that kind of director Fox what you were kind of wondering too or and I'm not sure what the data would be for for the district on the social justice even though it's important I mean if we're going to base it in data for our district yeah director Emerson um I would say that

025there was a very the um policies that we kind of uh borrowed from other districts and stuff yeah vary in terms of auspices I think that's a great example of what you brought up um if we want to redefine um have it be narrower education equity or whatever we want to call it but I think that's a great example of I'm interested in what the other board members think um I think there's no benefits to keeping it narrow um because of that right because you can focus and um know a lot of things around what we've learned around race this past year so maybe that is the focus I don't know but um I'm rambling sorry I'll stop guys I'll jump in if I can if I may um uh to share my perspective and

026Karen and I actually started down that route with educational but we've talked a lot as Dr Sue Has identified as the opportunity Gap um and I did a what I'd call a round zero if you will with the director on um and um Dr Sue and Debbie and Dr McCall um to try to have that um what is it you know uh we're trying to accomplish so what I brought forward to you all so that I actually love racial equity and social justice because it creates that message of an umbrella um and we've talked a lot about the opportunity aspect not just the and when I feel of educational Equity I get it or a district we're about to educate every child you all Jill Ben might be changing that mission next summer you know

027but for right now I mean but we are we talk in a much broader lens and had that conversation with Dr McCall when we had you know rev zero conversation and and the the racial Equity social justice is actually not a policy title I believe it's the equity lens title for Portland Public Schools so they have evolved from their policy that was created in 2010 and 11 and added the lens so I actually tried to take perspectives from the lens from policies and bring it together to try to create a broader statement so that may or may not be as a board and certainly with input where we want to head but that was my why and Zinnia I'm going to tap on you if there's anything that you'd love to share at this point

028I'd greatly appreciate it and Ben was with us as well catch the group there yeah if it's um I think what I would love to share is um so I go back to what we had vetted within our our community around what were our three priorities you know SEL talent and culturally and Community responsiveness um what we know to be true is that in a negative imprint can last for a student hours after it's impacted what we learn from our hate speech policy our process what we learned from uh last spring and um the work that the students brought forth around the anti-racist resolution it I would be um it just reminded me of like what are all the things that we've vetted already as a community to say our values our intentions because in

029a policy highlights the values that we are wanting to operationalize the other part of it is that what I know to be true around Educational Systems is that um every part of our system uh is interconnected and um if we looked across those three spectrums Around Talent if you want to meet the goals of what students and families and staff had asked for to diversify but also retain um the uh the the need to explore some of the potential microaggressions unjust um you know uh processes that I think teach uh teachers of color teachers who are advocating for Equity um face that's a portion of that if we talk about SEL like I just highlighted an imprint um related to a negative imprint last hours um tie that to or connect that to um uh

030traumatization around racial traumatization that's we're talking about compoundedness right and then when we talk about coaching and Community responsiveness it reminds me of like how we're responding related to our deep work that we have been um trying to get to as a district so those are the things that I think about because although we're talking about educational Equity I think um our history has been we have focused on those technical aspects but what we don't do is connect the pieces you know I've said multiple times in our Equity work is that a disconnected system breeds uh inequities and reinforces it so it's our job as Leaders to connect those pieces so that um we we work cohesively as a unit so those are the the thoughts about why something I might add to from a

031process perspective because I think this is a really good example is you know as we're talking about these things again you know terminology and and how they the ways in which they trigger us uh using the racial Equity policy versus educational equity if you have a strong reaction to that I encourage us all whether it be positive or negative to explore that what is underneath that and specifically and if you're excited about it what about that helps to create the conditions you seek to create for the students and if it's something that you're concerned about or you're thinking this may not be the best way to to the best language for it what about that keeps you from that the language keeps it from creating the conditions that you're trying to achieve so that it

032we don't get stuck on words but we're going deeper what is it that we're trying to achieve what is it that we're actually pushing back on that's going to help us all get onto the same page to really have a meaningful discussion about this and it's not about you know what do you mean by that so that we can argue and try to convince you to think the way that I do so that we can get to the meat of understanding what is most significant to you what are the changes that we need to make to improve the conditions and outcomes for our students so Tara I just want to say thank you for that and as you were saying that it connected me to Zinnia talking about sometimes we need to go deep into

033the roots on something and I've and I'm also sitting here kind of processing how important this conversation is before you know I'm looking at you know the 15 minutes or 20 minutes that we have and wanting to think about how important as a board um and as a group that we have this conversation and yet engage with community so I don't know that we think we're going to hit a Mark that we nailed it in 15 or 20 minutes I got a feeling that's probably not going to happen um and so I just want to think about do we look to next week to have a follow-up to then open it up to community as Ben pointed out to me you know as Jill actually I think said hey it's a committee of the board

034it needs to be a public meeting everything needs to be posted so there's no reason that all board members can't engage in this process um and so I think there's time ahead and I I apologize for breaking a really important conversation I just want to be also mindful of um how we move forward and does it make sense that we extend this next week if possible or find a time and I again I apologize I hate that piece but I also want to be respectful of where we are um with our time so uh Zinnia John Tara I'm just also looking at kind of guidance how we because I I feel like we're just kind of starting to dig into our why so do we have something we should all reflect deeper on um and

035I've got some weird shadowing going on sorry um anyway so just wanted to just stop for a second be mindful of where we are in the conversation I appreciate you pausing there because also I know that that question came up of like what is the timeline and what will this process look like so it is a good time um to discuss that but for your larger question um I think it would be worthwhile if if you could have another session to keep exploring this and to begin to create those feedback loops in the process and what I would suggest specifically uh for the board and also just all the leaders on this call something to think about deeper is just you know not to be the dead horse but what I've been saying in terms

036of what do you want to see now what do you not want to see not what language are you against but what do you want to see in terms of outcomes so that as we create these feedback loops and you hear different things from different community members you already have a bit of an anchor so you can begin to take those perspectives and feedbacks feedback to build a policy that serves the needs of our community and not you know kind of be blowing in the wind because you're still trying to figure out your own position or how you feel about things uh go ahead and jump in yeah I'm wondering if um I might invite I know that Karen you're going to be I'm sorry director Emerson you're going to be joining us uh tomorrow

037potentially for our building Equity coordinator meaning that could be a really great um you know start of a feedback loop for those that have been working at the local levels about as they've been working The Last Five Years Around how to support locally um our Equity work what are the things that if they had like a wish of like all the things that they um uh had in a policy that might be a good way to kind of help frame that so I offer that as an extension to build off of some of the feedback loops that you already have um if that makes sense isn't that agenda already jam-packed well those are table we have table talk um uh opportunities so I think that would be a really good one when you sit down

038with the different levels and ask them like what what would you want to see an equity policy related to the task that you have ahead because that was part of our work too is formalizing um our Equity leadership teams aligned to our priorities and so forth so I just wanted to offer those an opportunity and um that's part of being responsive as well it's a great uh it's part of the feedback process and the inclusion process and I really like the the focus on um and Tara I think these were your words but what do you want to see and and sometimes a policy can be all these lofty words but what do you really want to see what do you commit to what are you going to do what do you expect to see

039and and and had that guide you know the policy and then that gives the superintendent in the district a lot of uh strength in order to implement you know what they're already doing and also push them in in some ways and support them to to do even more powerful work but it is it goes back to what Tara said what do you want to see have more discussion on that have get more feedback and have that show up in your policy it's what you stand for it's what you expect what you what you're going to Resource what you're going to submit what you what you're going to uh be accountable for you know that was really a strength I saw in the in park roses uh Equity policy the way that they structured it was

040here are our goals the it's the uh the the opportunity Gap that's what we want to address and then the policy went on to say and here are the tools that we're going to use to get at that it's we're going to direct the superintendent to do these resources and we're going to do these resources and so it's and it's a nice short one-pager policy but it's just it's a nice statement of here's the problem here's the data that we're looking at and here are the steps we're going to take here are the tools we're going to use to solve the problem and I I really like that I also actually really like the the the phrasing roadmap but I'm not going to throw out that I like one word better than another because I

041know better than that Ben you've been pretty quiet um yeah I feel like I got to weigh in a little bit with you when we met earlier and kind of Dr I'm kind of curious based on this conversation the timeline that you've laid out here in the packet um does that still stand for folks and seem like the appropriate timeline um It's Gonna Move really really quickly um but I think that's probably in our final five minutes the place where we should focus is like are those the next steps for us and I I for one think that that's those are appropriate but um wanted to just kind of see it's page 24 of the packet yeah I my only thinking um Ben is two things um I can figure out so um I can

042talk to you separately or Karen about kind of that a very small group that helps us in terms of direct feedback as part of our committee because like what Zinnia just offered up right to meet um what the groups already established or have it kind of posted and try to gather feedback that's one step and then just have a few that join us in this conversation if that makes sense but I feel like next week um is um us coming back again to kind of take the questions that John um and Tara and Zinnia have talked about to try to respond to it and I guess my question is are we as a board coming back with those questions and also starting to shape a policy or is it really about the questions and then

043from the question responses will start um in you guys I'm rambling and it's probably mine trying to get us to Ben's point on what does that look like for a timeline what is the product but these conversations are critical otherwise is the product isn't what we you know um are really gonna hold up and and um say it it accomplished what we had hoped so I'm okay um I will work with Patty to try to um look at availability for next week for all of you um in an evening and then at the same time try to do an Outreach for um a couple folks and Denny I'll talk to you about that about a community participation and then have a much broader feedback opportunity from broader communities if that makes sense what about us

044putting since we did so much work with the book and I know I spent I sent Maureen my thoughts on the book and it took a lot of time but um we did did dig pretty deep and so I would like to know all of you what are your top say five things you'd like to see in this policy um given that I think um if if our um goal is to um close the academic opportunity gaps so maybe that's where we start and then also take feedback loops from from zinnia's group um and maybe kind of merge them at the next kind of compare where we stand and where some commonalities are and where some differences are um I don't know if we can manage that by the next week but um that might

045be a that's a thought foreign you're suggesting a separate meeting separate from a school board meeting to flesh out the details of kind of before we jump into committee work um and then Sharon is suggesting kind of like uh an information gathering um that happens before the school board meeting where we could kind of or then sorry that would happen before the school board members convene in a non-school board meeting is that the process that we're kind of laying out here I'll let you guys respond on process wise and what you think maybe makes sense and Ben I appreciate kind of because I have the package just pulled up on my other laptop looking at the timeline and and um I think we have some flexibility I mean I I know you guys I I

046work to try to create a product to have people respond and react but I feel like we're not there right we're still trying to at a high level um and I appreciate we still got to get there but um I I'm I'm sensing that you guys are looking to not have a policy specific conversation next time but still bring these kind of higher level thinking blocks of what we want in the policy I don't know anyway I'm gonna be quiet and let Tara you look like you're ready to say something so great um so I'm I'm hearing two things like one there was a question about the timeline and if you know does the timeline fit and and we haven't really heard from folks on that so I'm just curious as everyone reviewed the timeline

047and is there any feedback to what was proposed and not to say that it has to be you know etched in stone but any feedback to that and also what I heard um is perhaps in that next meeting like next week when you come together everyone having the opportunity to share five things that they want to prioritize in the policy and also hear back from the building Equity leaders uh coordinators and any other feedback that you're able to gather between now and then just a just as a starting point for you to dive into talking about the policy just to clarify the committee so that night April 19th 23rd committee were I missed who who's on that committee well Sharon I don't it's us right I mean okay okay no that was my point that

048I was making it if we have you know it's a public meeting anyway so there's no reason to be exclusionary because it's all public leads so um the idea was that I know this is important to all of us so there's no reason to say who are the two board members doing the committee work right um but on the same note what I was hoping and to answer your question specifically Sharon is to ask Zinnia about are there a couple people to join us and try to figure out do I try to put something out there have Zinnia recommend a couple folks they're in the timeline there is a tremendous amount of spaces for feedback um I mean I was intentional in that so the question is as we work through this we have an

049amazing staff we have John and Tara with us you know is it us next week again just trying to solidify this and I'm okay with that too given that tomorrow to try to get more feedback right um from our partners or our staff so I don't know do you guys want just let me look with Patty to try to find a date uh you know next week that works and it's us or I work with and not or I work with Zinnia to get a couple of folks to join us or do we feel like no we're gonna we need one more round with you know the folks here Emily and Rowan you guys you know I'm sure would have more to say as well um if we you know had better uh space of

050time so I think my bottom point is I'm flexible this work is really important and I want to meet the needs of this group and especially our students in our community so I'll say that I like the timeline I think it works I think it works if we add an April 19th meeting of just the board to do the five things and the feedback we've heard it's been this week recruiting for a committee and then after Monday we um get to work with whatever group that is um but I feel like it's still works even if we add one more meeting in or one more official meeting um that's that's my two cents I I agree with um Karen I really like that and the one thing I know I was the one who said

051oh it's a public meeting and we I think the the flip side I think it might have been Tara John who if it's if we have the committee but then all five school board members show up that's I think a less inclusive process because you've got five board members there who are the decision makers who who um so that's just something for us to consider and think about is like maybe it does make sense to have like a couple of delegates from the board um be the board representatives there and then make that committee more about public input um that's just one potential thing to consider um for that process and I'm not saying we have to I'm just introducing the thought because someone else introduced it to me so I love the idea of

052April 19th um I haven't even looked right none of us would have had that on our calendars if that is a screaming halt for anybody next Monday um or otherwise I'm fine for I mean I think it's great right um for us to do it that way it's a great Next Step but I also realize it's one week notice for folks on their calendars who probably didn't have that um or had a wonderful evening planned without a board meeting on it um so um so I don't know I think if you guys um let me know or you know let Patty know if that's a you know a big red flag nope can't do that bad night it's for me okay Joe okay see you so let's put it this way anybody like bye that's

053not gonna work the only thing I'll say is I'll push back against director Bowman just to skosh um I think all the board members should be there I think we should be primarily listening to community input and so board members should mostly keep their mouths shut um but I would want to hear that sausage being made just like I'm sure that the public wants to hear this sausage being made so I'll just put that up that means we need at least five community members I'm sure we can get that I feel like we already have a lot of systems and I see Emily and Rowan here would be helpful just to pass the word out to oh and as you involve you know community members and and student board members and and others make sure

054you provide multiple ways for people to contribute um including chat and give some frames and you know the five things or what whatever but multiple ways for people to contribute not everybody wants to contribute in the same way [Music] can I add one more um tool for for as you're preparing for next week uh We've identified five priorities or things that you want to see um I think it may be natural that our concerns or worries come up or or some of the pushback that perhaps we've heard from family and community and what I encourage you to do is create a list if that's something that you know bogs you down a concerns list put those things on your concerns list so you know that it's there and you have it and you can redirect

055and focus on what do we want to achieve because it's really easy to get derailed and stuck in the concerns and they are important and there is a place in the conversation but let's not start there so create a holding space for that a parking lot if you will and focus on what you want to see how you want to empower the Educators and leaders in the building to do their work foreign shift gears um and um so I will work with Patty to follow up on a start time um and get that squared away um also I'll just um work with Zinnia I think on some of the community sense and zinny if there's an opportunity for me to attend with Karen tomorrow I'm flexible I would love to listen as well if that's

056possible so just let me know when you guys start um and um this was good thank you all for your time and um anyway I appreciate you all very much and with that enjoy your eight minutes and we'll see you back here shortly foreign just doing a sound check can anyone hear me I can hear you oh great thank you I it looked like people were talking but I thought people were muted thank you foreign okay I see the board is here welcome everyone we have a full house we're a double screen so I'm just looking for Emily and Rowan as well Emily and Rowan if you guys are yep thanks Rowan Emily where are you or if you want to just do a shout out if you're here oh I don't see her all

057right I'm um let's go ahead you guys it's 6 31 and I'm sure Emily will jump in here shortly that was a quick transition from our work session um so we will uh go ahead and get started welcome everyone um uh to the uh April 12th uh school board meeting and um just wanted to share that we were um together for a work session the board is working to create an equity policy and had a really important conversation about that we'll continue that work uh next week and with that um we will move into our regular um session agenda uh Dr Ricky Smith are there any changes to the agenda there are none chair our consent agenda this evening includes February 22nd board meeting um you know I um I'm going to pause for a

058second um before we move into approving the agenda and moving forward um the work we are doing right now is so important and I realized um I I know we always have art of community included in our agenda but I feel in particular we are making decisions on some really important pieces of our work um as we discussed in our work session as we move forward in our conversation tonight so I guess I would like to stop for a moment um I know that it's always included in our board packets um and so I would just ask everyone that's here as a panelist to put into chat um what is it that you're focused on this evening Zinnia I'm going to lean on you if you want to walk through those quickly or I think

059we all I hope we all have those kind of in our minds as we do our work so please choose where you are this evening and identify that one piece of the art of community and please put it in the chat uh before oh um thank you um Zinnia um I just always appreciate the reference uh but let's do that let's take a minute and please have everyone um share that okay and chairwolf I can't see the chat so let me know when you're good and then I'll unshare so I think um Zinnia thank you so much um director and you can go ahead and unshare and I just so appreciate um maybe I needed that moment to just stop pause let's reflect on the really important work that will be addressing this evening and

060I just appreciate um seeing um all of you share that in the chat this evening so thank you so with that we will go back to our order of business and this evening's consent agenda includes the February 22nd board meeting in minutes March 15th and our human resources report um and Personnel action um so with that I will take a motion to approve the agenda as presented I move to approve the agenda as presented motion was made and seconded to approve the agenda as presented any further discussion okay I will just request the board for a choral response for the agenda all those in favor signify by saying aye hi hi motion opposed motion carries um thank you and we will move to a recognition and good news Patty can you present for us awesome

061thank you so I'm going to set my timer I practiced um I have the huge pleasure of recognizing our secondary admin teams as well as our TTA partners and as we all know we have gone from in person to online back to in person in one year while also getting ready to plan with for the 2021 school year next slide please and while I won't read every single stop point on this slide you know they have done all of this work in collaboration alongside activities and Athletics and launching Lippy and redesigning school for next year and building another Middle School schedule and all the things that we know that they've done and so I just cannot emphasize enough the Small Miracles they have continued to pull off both at middle and high school and again

062in collaboration with others next slide please so I'd love to start by recognizing our TTA Partners I think we've had an awesome year of working together and although I know all can read I just don't want any words missed and so I am going to read these quotes into the space that came from our leadership specific to our members um so to Katie McKee Katie more than anybody I've worked with this last year has dedicated herself to supporting so many different groups with logistical planning she has played an integral part of hybrid planning graduation student pickup days packed with pride multiple fundraisers and more her sharp mind care for all students staff and families and willingness to devote a great deal of her personal time have made her an invaluable member of our community furthermore

063she is one of the more respected colleagues in our building and is always looking for ways to support the people she works with so thank you Katie and Andy madams Andy has been an integral member of our Middle School design team from start to finish of our pandemic Andy is honest clear and represents the best interests of both our staff and Community she works especially hard to gather input and feedback from the voices of others and make sure to bring those voices to the table in the decision-making process Andy cares deeply for her students and comes collaboratively to the table to make sure that Solutions are viable and represents the needs of all of our stakeholders she gives hours of her time to ensure we move forward appropriately and carries the needs of others above

064her own a deep thank you and gratitude to Andy as well next slide slide please to Miss Renee Renee has done an amazing job balancing very important hats she's a forward thinker and always considers how our school assists our school system decisions impact both staff and students alike she brings logical and thoughtful perspectives to situations and is respected by her peers her sense of humor makes her a joy to work with and she adds incredible value to the team she works on I appreciate her work ethic professionalism and selfless nature Fowler is extremely fortunate to have Renee as part of her family thank you so much Renee and to Martine Martin not bring not only an advanced Equity lens to discussions but brings a positive and collaborative approaches to work through complex problems his positive

065enthusiasm instantly felt in groups where he lends participation in addition his role of connecting with historically underserved communities listening and then elevating voices from those communities into the decision-making process is essential for our growth as a district in serving all students thank you Martine and lastly to try on tryon's tireless work ethic when working through our processes this last year cannot be overstated he seeks to understand multiple perspectives and how decisions impact all staff members as well as students and families so that we can solve problems effectively and not only is he caring and a realist but a sense of humor that he brings to this work allowed us to collaborate in a manner that has truly been a joy so that is the feedback from our leadership and personally just being able to work

066in partnership with you all has been so awesome this year and I hope it's continued it's how we continue to work together moving forward next slide please and to the middle and high school administrators I know I've expressed my gratitude to you and so I wanted that voice to actually come from the people you serve so Patty if you wouldn't mind pressing play thank you yep right there when you have a leader who can take everyone and point your hearts in the same direction it means it doesn't really matter what gets thrown in your way or how rocky the path gets all of you are always headed in the same direction and you know you're going there together with other people Marnie and Andy are incredible and they're always there with good advice but also

067just uh calm ears to listen like a sounding board that help me as a teacher kind of grow through talking things out with an expert thank you so much to Andy van Fleet and Marnie Watts for helping us through these incredibly difficult times their leadership has been amazing Marnie Andy I just you know I want to thank you for so many things that you guys have done this year I appreciate how well Marnie and Andy work together I'm grateful for Mr van Fleet giving us the support and creativity uh during this time to do what's best for kids I really have felt the support this year and I appreciate you attending meetings and being part of the team and your contributions your conviction and I appreciate your solid leadership throughout this year appreciate the relationship

068and all you do for us and for for our faculty and our community so we're grateful for Andy family what's for embracing this school year for having such positivity caring about the staff on students love Community we're just so thankful that we have such amazing leaders I just want to express my admiration and gratitude for our administrative team of Andrew curl and Gwen Stover who through the covid quarantine distance learning experience over the past year and a half coupled with moving into a new building and settling in a new space have just been Rock Solid I just wanted to give a really big shout out to both Gwen and Andrew regarding just how well they have dealt with this year um they have handled it with so much grace I appreciate you so much you

069let me come in and harass you about videos and announcements and whatnot all the time and I just wanted to say that it's it's noticed how compassionate you are and how flexible you are um and just we know that you are doing the best for Tuality it's 100 apparent that our principal Mr gross cares to the core about the work he does and about the impact our school has on our students they both need to be appreciated and I just want to give them a power wash for it you guys are awesome I'm three one two three boom boom clap clap let's go just a quick shout out to our amazing administrative staff in appreciation for all they do so much unseen but always felt thank you guys appreciate all your hard work although I

070am the newest member to this incredible team and I'm here at Tualatin High I have come to learn that Dr Jackie Brody is an exemplary administrator who's always ready to jump in and help her staff students and community in any way she's an administrator that supports a cultural purpose Innovation collaboration equity and community in a genuine and gracious way every year you are faced with difficult decisions impossible tasks and challenging situations this year is not the exception I continue to be impressed with your grace and humility your ability to remain calm and collected and your willingness to always listen to the person or group in front of you I'm here to talk about Kim Holden she is a phenomenal woman she's compassionate she's empathetic she's a great listener she's honest and one thing she has

071is an uncanny ability to defuse students who are flipped Margie is my direct supervisor this year and she has been for the last couple of years I feel like I've gotten to know her pretty well Margie is kind and she's funny super down to earth and just always welcoming also I mean I really truly never met anybody who believes more in the power of a good snow dance and the magic of a surprise snow day so I really appreciate that about her too thank you Margie you are most certainly appreciated good morning I'm here to talk about Michael deleva our principal here at Tualatin High School like to show our appreciation for all the things he's done over the years here at Tualatin high school he has been great and flexible in working with teachers

072and coaches and we are very fortunate to have Michael deliver as our principal iron High administrators Rock I can't imagine how many hours they've spent on Zoom calls appreciate all the time effort um all the work that they have been putting into tiger high and working with all the families here as well just want to recognize the incredible admin team we have here at the high school we call them the Brain Trust occasionally people in emails refer to principal Brian Bailey as brain the brain trust is incredible I've been here every day working this this uh during the pandemic they're here every day they work hard they support us they're an incredible group of Administrators that's so right John shout out to the Brain Trust we appreciate you you know I had reservations at first

073he's a 49ers fan and a beaver fan and a Linfield fan against everything I bleed but he's done an amazing job and all joking aside he has handled this year and last year with just a firm understanding of you know kind of roll with the punches but also make some decisions and sometimes some very tough decisions and he's also done that with humility and humor and I just love that thank you Brian I appreciate Russ because he's very supportive and he lets us be as creative as we want to be in service of our students I am very grateful to have Russ as our leader here at Creekside he has tremendous leadership skills he leads us in love with kindness and with great strength we are all so thankful to have him at the helm

074steering our ship especially this year thank you there are many people who have really strong values I have met almost no one who lives their values as much as rest does every single day all of his actions all of us words remind us that people in the community we're building are what matter the most [Music] thank you love you guys and appreciate you thank you secondary admin and TTA partners when you have a leader who can take everyone and point your hearts in the same direction it means it doesn't really matter what gets thrown in your way or how rocky the path gets Patty as much as we love it I think it's playing around again in the same direction and you and you're going there so thank you board for giving us a chance

075to honor them and I believe that's our time oh um well I um I appreciate the Power of Words and I appreciate my cheer for efficiency in March but I I do want to give board members um a moment to comment on that um Amber for sure because um from I am so grateful to hear from the voices of all the schools is very emotional and um this um I'm so tired of the word unprecedented I could screen but um just continued Grace and just everything that was said it was fabulous so board members yeah I'll just add my thanks and I'm really glad we got to hear from the people who work with you every day that they like you too and they appreciate you and they know what an amazing job you're doing

076because from from our perspective we've known it too um so it's just it's nice to see it from both sides um and thank you all so much for all you've done for the last 15 months yeah I'll just Echo that and express my thanks and um unprecedented for sure also hopefully knock on wood once in a career like you probably will never have to do anything I mean I'm I'm interested to see looking back in two or three years from now what did all this work that you've done preparing preparing us to go back how does that influence um your day-to-day roles in a new normal context so much gratitude for all the time and the work that you put in foreign all your reports um just shared with us but I do appreciate the

077opportunity to celebrate with all of you tonight all the work you have done as a board we don't often get to celebrate with all of you and I just appreciate you all showing up to see all your faces and um that we do appreciate you so much and I can't imagine how hard it's been this year I I can't imagine being in your shoes just know that you are appreciated and um I look forward to even though I'm not going to be on the board next year I do look forward to continuing to be involved and to see how what we've learned this last year applies in the future thank you all so much yeah definitely uh director Fields thank you so much for putting together that video because definitely hearing from the teachers who

078are so directly impacted on decisions that are made um was fabulous to hear their perspective and I know the other perspective that we didn't get to hear about but we know all of these people heard from many many parents at the same time that they were analyzing new guidance and new um our SSL rules and uh yeah that's pretty amazing and so I'll do a specific shout out thank you principal Bailey for allowing for a no notice drop-in to be informed on things that are happening that's one more thing to make that time and um with a million other things going on and your pie graphs changing by the minute Dr Sue I um allow you to close if you wanted any comments or um yeah thank you only to repeat what's already been said

079um I had the great pleasure and honor of being able to um observe their work in in real time um and I think it is incredibly telling when those that you work with and more importantly supervise and evaluate um speak well um of you and speak well of each other that speaks to to the work um that we how we hold each other in community while we are doing difficult work and so um nothing but kudos to this team for the number of pivots and the way in which they have pivoted and I look forward to walking through your buildings this week and and getting a bird's eye view of all the great work that you've done in preparation for next week chocolate to all of you with your mug your virtual mug and your

080virtual chocolate I guess but truly um thank you all and um appreciate you all being here this evening uh but we will move on um to our students and um Emily I will let you kick us off this evening and then we'll wrap up with Rowan right um so on Friday is the end of semester quarter three it is the end of the first half of semester two the four by four schedule makes it a little bit hard to understand but basically we're in the second set of our 4x4 classes and so we it is considered like a semester grade but it is the end of quarter three and so we are having Thursday and Friday off and uh Monday Tuesday are asynchronous days so Thursday and Friday our teacher work days and then we

081had our last football game on Friday two weeks ago we beat Tigard and which is great um and there aren't much going on since we're just heading towards the end of quarter three and so students are yeah we're just doing that for now but we're really excited about coming back on April 19th I know ASB will be coming to the school to decorate the hallways on Wednesday and Friday Emily thank you and um like a good Timberwolf had to throw in a tiger dig there so um Rowan why don't you go ahead all right uh I mean first I just want to um thank all the administrators at Tigard um obviously we would not be going back to school next week without any of you and I think that a lot of students are really

082excited um so thank you all for that I I won't repeat what Emily said but that basically all is the same for Tigard um and so yeah we'll be starting Hybrid next week for the students who chose that so that should be great we had our last football game this week as well or last week we were able to have students at the game which that was the only game this season that we were able to um which was fun um I think like basically everybody wore Masters was good but I'm not sure I it didn't look like everyone was social distanced and so that might be something that we um try to make better at Future sporting events just so like especially going back into hybrid if somehow there was like an outbreak especially

083at a football game or something I just think that would be insult to injury and just really upsetting um otherwise I think that is all I have um questions for Rowan and Emily are we good to go alrighty well thank you both as always and we will move to superintendent board communication Dr Ricky Smith thank you so much just briefly so I'll do a light touch relative to Rowan's last remark relative to the student body um it was an attempt on the part of the administrators to provide an opportunity for students to have some normality um systems were set up but unfortunately not followed and so we have learned a great deal from that situation and we'll be making adjustments and I want to say thank you to principal uh Bailey for bringing that forward

084over the weekend and allowing this time to have conversation then again today with director fields and so there will be conversations that will be had at schools relative to working with our senior classes particularly we know there's a great desire to want to be normal and to engage in normalcy but gathering in crowds is just not one of them at this point in time to that point um I wish to share that we are now in to week three of hybrid with our elementaries and I've had the opportunity as you well know to walk all of those schools with principals and observing classrooms I also wish to report today that we have half of our elementary schools who have reported positive cases and we have already classrooms in in quarantine and Washington county is recommending

085um that rather than the 10-day which was originally posited by OHA to go to 14 day due to the the virility of this particular vibrant which is the the British vibrant is the common one that does not change our our continued use of hybrid we will continue on the path offering hybrid as well as online but it is a point that we need to pay attention to and one of again the reasons why we have maintained a six foot distance at this point in time while we monitor what appears to be yet sadly a forest surge that said we're looking forward I'm looking forward to walking through buildings today this week at middle and secondary to see their final preparations as I did with Elementary and then we'll revisit them next week once hybrid classes

086are in place so that we can see what other supports may be necessary again nothing but kudos to our administrators to our staff if it's one theme that I heard repeatedly actually too one was we over prepared and we're glad that we did number one and number two how grateful they are repeatedly I hear how grateful they are to have had the vaccine and that opportunity and for all of the multiple layers of protections that have been placed into the schools that give teachers great confidence um and I have seen at least at the elementary level and I expect to see the same at middle and secondary teachers applying the the art of teaching in a way that even with some of the multiple layers and barriers you can still feel the care for their

087students whether they are in the classroom or whether they are online and a tremendous shout out to our teaching staff as they continue also to support their online colleagues um and uh and hold them close in the work as we as we navigate the coming days so with that uh chair I turn it back to you thank you Dr Sue uh board members things you'd like to share tonight for that update um Dr Sue um question for you do we know so brought zooming out a little bit when we were talking about going into hybrid one of the concerns was Young Learners not you know what will the the capacity of Young Learners be to follow social distancing and wear their mask um do we have a report from our teachers and principals about what

088sort of um following the protocols is looking like part one for you that yes thank you so much uh director Bowman for that question I will tell you that K-5 are doing a remarkable job um they know regardless of what their school mascot is whether it is their Hooves or whether it is bull heads that they are standing on they know what that means at netzer I watch children look at horses stallions that were posted six feet apart on the wall and they knew exactly where they needed to be I think our challenge will be with our our medal and secondary students as as demonstrated um the Sprite last Friday night this natural desire to want to be in groups and I think that will be the greater challenge um as our older students have

089more capacity and facility um for for wanting to gather um and so I think there will be additional opportunity there to share the importance of of that six foot distancing um maintaining masks um and uh but I didn't in in all of my school that's to this point and I have everything from our Title One schools to um to our schools that have um you know great great affluence um children were following the rules children were doing a good job and children were engaged and I was watching very carefully how transitions occur teachers have made those adjustments um I observed in many of the Elementary classrooms uh assessments going on using our I ready tools so for all the world except for the tri-fold um and uh The Masks one would think that it was

090business as usual that is awesome um two additional follow-up questions in terms of the positive cases do we have any evidence of spread across a cohort or is it all isolated to a single cohort no it is isolated to a single cohort and again this is kudos to the staff and to our principals who are following um the the rssl blueprints to a t the challenge as we've shared before is that the level of disease is still significant um in our in our community um and the majority of these cases are cases where the parents have contracted um and uh students uh living in family obviously this is how it works um and uh but you know I really do want to give a shout out here for just one quick moment to director Rose

091director kinch and to director Darren Bernard they have done a yeoman's job in terms of being the public health committee um as well as our nursing Corps and our office our front line office staff who have done an excellent job supporting testing and Reporting um and so tireless hours and and great tracing work that we have to do um but no there because because of that there has been no cross cohort that's also really good news and then my final question I don't know the extent to which there will be a good answer for this but I'm curious if when there are positive cases multiple positive cases do we have a mechanism for um or does the district have a responsibility or a mechanism to trace um if the spread occurred at a non-district event

092so if for example if there's a a youth sports League or a social Gathering of Another Kind where we think spread do we is it us who's doing the contract racing to that point or we hand it off to Public Health and say this is these are a positive cases we do the tracing relative to our students and and where the location is that gets reported to Washington County we are only responsible for our students and and for our locations thank you very much I appreciate that absolutely if I can just add one quick tag on question to director Bowman's so we haven't had any cross cohort um spread have we had spread within a cohort in a school that we know of so again meaning if it was within a cohort that other students

093are now coming positive because of the right um and I'm looking to I'm looking at director Rose and director kinch at this point they're they're going like this uh indicating to me no that that it is it is and you're an isolated case the upside I think for all of this director search made is again masks the the trifolds although we know that some of that you know we're experimenting with some of that going down I think the mass are what's most important um and um and the and the distancing um cannot and I know that that's frustrating particularly to our community particularly when the CDC comes out not only you know what three weeks ago and says three foot's fine um I think it is all relative and I go back to uh Dr

094fauci it's all relative to the level of disease in your community um and because the British variant is so much more highly contagious um and um you know more virulent in the sense of creating disease I think this is this is part of the challenge you are certainly our great hope is that because there the number of individuals who are vaccinated um that we in the in this County we may be able to blunt it but as an example in in Clackamas County in one week's time um we went from less than um 90 cases to over 140 per 100 000 in one week's time so uh we I have not seen the numbers today um but I anticipate that Washington County may break it and we may then also have to move from moderate

095uh risk into high-risk uh County status again but that does not change the fact that we will remain in hybrid following the rssl guidance which says once you have started that you are to continue um but be thoughtful about any further changes to your plan uh while you are battling that level of disease thank you Dr Sue for the information I just have one additional question and and you may have indicated this in the past but I if you have I can't remember what the answer is so of course um he when I win a um and there is a case and a cohort what who educates that cohort is so the teacher do they just go to CDL for that whole cohort or did they go okay the cohort shifts um then into CDL

096for 14 days um the teacher does not need to quarantine because if they've been vaccinated um but it is it is the the health of the students at that point in time um and uh again we are responsible for maintaining confidentiality and so those that are directly impacted are are communicated with the school community at large is is notified that uh there there is um there has been a case notified but if they have not been directly notified um they are they are not at risk and do not need to quarantine it goes back to our blueprints that each school has thank you and again I cannot really commend more highly uh director Rose director and and director Darren Bernard and our nurses they have done an exceptional job I have another question I forgot

097to ask um and I should have asked it first um do we know if any of the positive students have been hospitalized or if they're seriously ill we do not at this point in time we don't know or they aren't we to have the best of our knowledge um we believe that they have not been um we but again that is based on the family reporting back to us okay and I assume if a student is because someone was saying that the and I don't I haven't there's so many variants someone was saying that one of the variances were leading to more hospitalizations among children or younger younger people I assume if if that situation occurs do we have a sort of mental health rollout supports for kids in that cohort or that kids class

098if one of their classmates is you know hospitalized is there a plan in place for that thank you if we are notified that that is indeed the case let me back up you are absolutely correct that the British variant appears to be far more challenging for younger populations and again that follows the vaccination Trail as well for adults now who have been vaccinated um these vaccines are standing up well to this variant and so we're not seeing that pop up into that population we are starting to see it nationally uh under um and even down into the you know 20s 30s and then younger relative to if they are hospitalized and we are notified um it is as we would with any type of Health crisis for us to you know there is a flight

099team which director kinch can Will Will activate um if it is needed thank you for your questions that's awesome yeah I was just going to comment the same a great follow-up regarding that um our current status in our schools and now transition a little bit to check in with board members if there's anything that you'd like to share or comment about more broadly I'll share because we had heard about um the amazing basic needs team and I have been able to attend a couple few of those meetings and um just to see the network of Our Family Partnership Advocates working together to learn so to support one another to figure everything out it's just amazing how many services they are trying to learn about and be up to speed on so that they can answer

100the Myriad of questions that they get from families and for instance the most recent one was about um covet testing in the school and the parent permission paperwork and um just trying to make sure that they all understood all of the procedures and who would contact whom kind of what director Bowman was just wondering um but just the biggest example I think is um all of the changes that have been going on with rent issues throughout the year that every three months there's an extension and then in January the opportunity to maybe have the landlord receive money from the state but that's only if they applied and just kind of understanding the deadlines and the procedures and everything and just listening to them um worked so hard to because they want to know everything so

101that they can answer every question that comes along um so I mean I guess partly a shout out to them but also just wanted to let you know how detailed um the it was weekly and now with hybrid it's bi-weekly but um just amazing work happening there thank you for sharing that director Emerson um appreciate that okay well um with that then we will close superintendent in communication and Patty I believe we do not have public comment this evening is that correct that is correct thank you and we'll move forward with reports and discussion and the first one um is an update on our sexual violence task force and that is presented by director kinch fields and Ebert thank you ladies very much good evening School Board Patty do you have the slides to present

102for us thank you Patty I appreciate that tonight you will be hearing my name is Carol kinch the director of student services and director Ebert and I are going to follow this presentation tonight and Amber is going to be our support person behind the scenes um so next slide I wanted to start by giving you some context last summer anonymous messages were posted on Instagram describing incidents where students and or their families did not feel the district responded appropriately to incidents of sexual violence the district then hired an independent investigator to evaluate these stories and provide us with or that she did provide us with recommendations in September we convened the sexual violence task force to review evaluate and improve the way we respond to incidents in particular this group really wanted to focus on

103our trauma-informed responses in addition to the technical responses we often think of when we think about a Title IX investigation the task force meets regularly we just decided to we were meeting every other week we just decided to now make it every other every quarter and it is composed of counselors Deans administrators we have a parent and we have some Community Partners had all of our administrators counselors and Deans and some district office administrators trained in the Title IX requirements and moving forward we have a trauma-informed training planned and we will be doing our final work on an incident response handbook and doing training next slide and director Ebert good evening everyone um I'm going to touch on the investigation executive summary that was presented in September to you by Dr Sue and before I

104do that I want to Define Technical and adaptive moves because we use those terms a lot as we work through this work together the technical pieces are really you know the policies and following the processes and paperwork and you know what we would think of as very technical things but the Adaptive work around all of this is around the relationships that we hold with our students and each other it's those trauma-informed practices that are so important and we're realizing weave through all of this and all the technical pieces as well um it's it's always um you know checking in regularly and listening um and using those trauma and responses um with a with a lens for Equity as well and so I want to make sure that we just have those definitions down before I

105move forward so we were given five actions um that needed to be addressed uh when um we were presented with this executive summary first I want to back up just a just a titch and we we did have um the technical pieces um when we were presented with a sexual violence investigation we did have the technical pieces completed in Tiger Tualatin in our administrators who followed all the protocols and went through the investigation did that technically very well but we learned that there were pieces of that were more on the Adaptive side that we wanted to get better at and so that's what um the sexual violence task force really set out to do was to not only look at the actions that needed to be taken by the tiger Tualatin School District but also

106there were some additional remedies to pursue and that's what that that group is really working toward so number one was around Title IX as you know the Title IX laws were changing um federally um as we embarked on all of this together and so the the timing was was good actually um I'm hearing that they're going to be changing again very soon so buckle up um but for now we're ready to go we have um 92 plus staff members I'm trained in the new Title IX um procedures um and are working toward updating paperwork and we'll be um we're nearly done with that and after um we want to have everybody trained around the technical pieces of the new paperwork checklist notifications things like that that need to go out and be aligned with our

107policies um before the end of this year a centralized location for all Title IX documents in the HR office as the Title IX coordinator I am literally the project manager of any Title IX investigation that we would do and even if it's not an investigation that we move forward with because we decide it doesn't fall into Title IX it may fall into a different policy and so I um would still be project managing all that and HR would be the centralized place for for all documents we will also help in that training that I was just speaking of the Technical Training help to make sure that all of our offices and our schools are operating the same way in terms of reporting um and so that will funnel through me in HR I'm Denise Galindo

108and I are working um through up to make sure that we have a process so that um not only are all the documents housed there but we also all of our school offices know what to do should they be faced with the potential of a Title IX investigation another action was that we have additional printed material for our victims survivors who report to our staff who are on safe Oregon this will give reference to our victims and survivors and their families to be available when resources are needed immediately or later and our guests that are here this evening will speak a little bit more to this but this has been a big part of the sexual violence task force is making sure that we have these additional resources in place for our students and our

109families number four was to have an increased follow-up with all students and families who are involved either as a victim Survivor or a complainant or respondent perpetrator and this is part of our trauma-informed response work that we are doing to make sure that um we are not only checking in regularly but have resources to offer um and um we know that students are getting what they need families are getting what they need and a lot of that notification that I talked about earlier will list out those things for families and counselors or administrators can follow up and really have a list of the the opportunities that are are there for our students and our families um and what will work best for them number five was continue to educate and encourage our students to report

110to staff for safe Oregon and this is part of the prevention work that we are also discussing at Great Lengths in um the sexual violence task force and really moving into more of that handbook that we're putting together for incident response um and trying to get into prevention but this report's not about prevention this is about how we responded to all of this so um but we do want to make sure that safe Oregon is a resource that students know about um as we have students coming back next week in secondary I put in the nuts and bolts for our administrators to make sure that safe Oregon is a reminder for students and that all students are notified of that there's asking for an increase in visual reminders on websites social media posters in our

111schools newsletters Etc um so we'll make sure that that is ready to go but really number five is about that prevention piece and we have um quite a few things in the works for that and I know we're running short on time but the additional remedies to pursue are really embedded in the work that um Carol will explain here in just a moment but I wanted to make sure that you saw that there's a link to our district Title IX um and uh the new website that we put up on our ttsd site just for Title IX foreign next slide Patty and so I I mentioned that we would um Carol mentioned we're going to have a training around the trauma response um and sarkin cares will explain a little bit more about that in

112addition to that we'll either have a separate um training for our principals and Deans and counselors around the technical shifts that we need to make with Title IX I'm hoping to know maybe a little bit about what new shifts are coming from from the feds by then but if not we'll just move forward with what we have in our our gbn jba policies in our AR all right I think I'll turn it over to Carol here so we're in the process you've been hearing about this incident response handbook we're in the process of developing an incident response handbook that will provide our teams with guidance on both the technical and adaptive aspects Associated to any one incident this will also include how students can report any incidents there's a variety of ways when we have

113a strong draft we will be seeking further feedback from a broader group of stakeholders and we will plan to have that handbook completed by the end of summer so we can train our administrators counselors and share it with the community and then you've heard a couple times now that we will be having um sarc and cares host a trauma-informed response training for our counselors Deans administrators as well as any other trusted adult every school has that health teacher language arts teacher so we want to make sure alternative Ed that those adults in our schools that want to attend this training have an opportunity too next slide please one message while the intent of this presentation is to share with you the response side of the work I think it's critically important that we recognize the

114import importance of prevention and education so director Robson and I have agreed to work together to implement Aaron's law lessons as one part of a comprehensive violence prevention program we'll be working with groups of of staff and community members at each level that would include people like our health teachers our counselors our SEL coordinators and coaches core teachers Equity coordinators because it's really important that we understand and recognize that sexual violence prevention is overlaps with our Equity work our restorative practice work our health curriculum and our social emotional learning work so it's not isolated and we really don't want it to be isolated um so that leads me to a lot of gratitude that we have Partners in this work so we have sarc Morgan Evans from sarc is here and Sally Blackwood and Denise

115Elijah from cares Northwest they have been with us this whole time graciously giving us their time and expertise and they will continue to work with us so I want to give them an opportunity to introduce themselves um and say a little bit about their organization Denise do you want to start sure I can start I'm Danny salija and I work with Paris Northwest I've been there around four years almost five um and I'm I just first of all I just really want to appreciate our time with tiger Tualatin School District I feel like anywhere I'm um somewhere like if I'm with the ode uh the the thing that's doing that I can't my brain is tired it's too late but the um the community the thing that they're putting together with some of the sexual

116violence work I'm always saying like Tire Tualatin School District is looking at things from such a larger lens like we're talking over there and they're bringing folks together in a multi-disciplinary way to address prevention and response and so I just really appreciate our time with you all um so I can maybe because I want to spread everything out so I'll just give a little bit um maybe I'll address some of the stuff we're talking about with the trauma response uh trauma-informed responding we've been really excited because we've been able to implement some of this and kind of test continually with some of our teachers that have used our curriculum in the middle schools and so we've really tried to do it in an interactive way in a way that thinks about what what makes it

117hard for kids to tell about when they do tell how do we pay attention how do we listen how do we be there for them and also how do we set good boundaries and expectations as professionals so that's just part of it um but I'm very excited to be here very grateful for my time that I've spent with you all in our organization's time we spent with you all thank you thanks Denise thanks hi I'm Sally Blackwood and I'm from Castle Northwest I I guess I want to add to what Denise said just a little bit we are currently partnering with start to create a support a document for parents and caregivers about how they themselves can support youth who who reported sexual violence particularly and we'll produce a draft and then we'll work together

118collaborative collaboratively with our team here at Tiger Tualatin to make that a great document for you um and then I guess the other thing that we're really excited about and Danny's talked about it some is just the roots of prevention really do um connect with Equity work social justice work um SEL if I'm saying I always I'm bad at acronyms so social emotional learning and you're the first district that's really taking us up on our offer to go beyond curriculum go beyond Aaron's law encourage alone to do violence prevention at all different levels and create a community really where all the youth feel supported and all the youth feel valued and connected and that those are kids those kids will grow up to have relationships where um they're really respected and valued and cared for

119and they care for any children they might have as well so we're excited about that so thank you good to be here thank you Denise and Sally from cares cares is um they will focus on our middle school work but they collaborate with sarc and then Morgan is from the sexual assault Resource Center that focuses on High School Morgan yeah hi all my name is Morgan Evans um I usually hear they them and I'm with sarc um I've been working with Stark for about nine years now so I was working on the direct service violence uh response side for about five and I've been in Education and Training for about four years now um yeah I just want to build on what Sally and Denise already shared that we are so excited to be able

120to work with tiger Tualatin in this way it is very unique to other districts I think that I have at least have it have had experience working with um and appreciate that we are able to um address this topic in a way that isn't just checking a box um that we really feel like the passion from from the district to want to be able to have consistent cohesive reinforcing messaging that works well with your other other work that you are doing um anti-oppression work social emotional learning um anti-violence work anti-bullying work so that's been really exciting for us all um like like was explained I handled the the high school age and above and so we're actually your community-based advocacy resource in Washington County so I'm really excited about that aspect as well being able

121to kind of bring education training prevention work along with response and give more resources and information to teens about what their rights and advocacy options are so that's very exciting I could say a lot more but just really happy to be here and continuing this work with y'all well we appreciate all three of you for being by our side and sharing your expertise with us I also want to note that when we do talk about responses and the unfortunate times when these events do happen both organizations are available for families and students as a as a separate um support organization and we will share that with families thank you for your time tonight if this is an opportunity for school board members to ask questions I will kick off just by saying thank you so

122much to the ttsd team for leading this and to our partners for joining us tonight and kind of providing your input that I really appreciated this presentation and the thoroughness which with which you have undertaken this work particularly acknowledging how it started and that was a really tough time for our community and for a lot of our students and my one question I did have is sort of aligned with how it started with the Instagram pages and the you know the student allegations is there a way or maybe you all have already thought of a way but to allow those students or maybe the parents of those students who did you know have bad experiences with the district at the beginning of um when this all started to be able to review the handbook or

123provide their input in the process so that there's some resolution um from them or not even resolution but just honoring that their courage kind of brought us here I'm just curious if there's any any thoughts from director Ebert or director Ken Sean how we might do that so my my thought from what I understand is they're Anonymous um so we would welcome any feedback that anybody wants to offer us um and when I said we'd get feedback on our handbook from broader stakeholders I was envisioning like student leadership groups maybe some of our Affinity groups because this is a topic that people don't necessarily want to come out and self-identify as having had something and we would never want to put somebody in that position so I wasn't envisioning more of a broader group of

124high school maybe middle school students that might just want to offer their leadership and perspective but of course if anybody wants to share their input we would be more than happy to hear it for sure yeah I would Echo the same yeah they were they were all Anonymous posts director Bowman so I think uh you know what Carol mentioned is just a strategic way for us to get input from from students and let those come forward that want to give us that input would be really valuable to us what does the format of this handbook going to be I mean given that it's a a guide for staff and teachers as well as for students um and it's subject to title line changes that director Ebert you said are coming it seems like it needs

125to be fairly fluid um ready to be changed so that sort of seems like it should be an electronic not a paper handbook that kids are going to get is that correct correct yeah it will be an electronic version with multiple links um we've divided it into director field started a draft of the document just dividing it into the different pieces and parts of this whole process Title IX just being one of them um and um with links to policies paperwork timelines checklists in addition to resources notifications um and that's just more the Title IX World part of it there's a whole other response part that we're working on as well I had an idea that you like how we had uh posters and bathroom stalls for students to uh to to access resources if

126we could put in a QRC code that a student could scan to get the document up on their phone so that if they need it they can get it quickly I don't know if that's something we can do but it seems like that would be well yeah I was imagining we would have this handbook will be more geared towards staff exactly I mean a student is welcome to look at it but I'm not sure they'll find a lot of value in it but we will make resources available um like you said so you know you need to report or this isn't in and it needs to be repeated and often so that there's in Anonymous ways and then people you can talk to for someone who might want to reach out or maybe even a

127sarc hotline instead of a tiger Tualatin related hat hotline yeah because I guess to piggyback on Direct research made I was thinking is it a particular app or is it a branded in a certain way so you know that you go there and then the resources are kind of readily available because I I did think it was interesting and in terms of one of the recommendations to make sure we have printed materials about where it really is how do you easily access that um in a digital format that's recognizable and easily accessible to students um so just really excited about um such a difficult important area to see um how we're moving forward and really appreciate um all of you um Sally Morgan uh Denise being here and sharing the work that you're doing and

128um and I just as a as a reminder too as you continue to train and do Outreach that as new board members come on who now are also you know mandatory reporters that that we stay um constantly in that format as well and staying educated and aware of responsibilities as well I think is incredibly important um but just wanted to thank you all I do have a quick question I hope a quick um director kinch and that is so you mentioned Aaron's law implementation um the that part of the curriculants kind of carved out of a comprehensive back then um so just before I think director Emerson and I were on the Aaron's law team and we were kind of shut down because of the school closure and I was just wondering so is that

129group going to be picked back up or where are we with that since we kind of just got abruptly halted in terms of um Community input parent input and I know there was this group of teachers involved there so just can you give us an update on that yes so that was uh director Robson and I have talked and um so originally as people in many districts are implementing Aaron's law through Health curriculum and as we were diving into really the the research and best practice around prevention education and realizing the overlap around Equity work we thought well we should we should really have a comprehensive program as opposed to just thinking of it as four lessons that you would do in a health classroom so we're shifting that work to these multi-disciplinary teams um

130and not necessarily connecting it to a health adoption um cares Northwest West and sarc offer some curriculum for those for the Aaron's law specifically that are not outside of a health adoption so um we can talk about who on the school board might want to be in some of those conversations what I was imagining and what we're preparing to do I'll take middle school for example is do a crosswalk here are the standards that we and the skills and and and awareness that we need to teach for Aaron's law here's what we need to teach with anti-racism anti bias here's our restorative practices work here's our SEL work one good example is empathy that is a really important skill and a way to prevent violence that crosses all four of those different areas and so

131we want to think of that holistically maybe that is a great place to do empathy lessons in our morning meetings and then there's some topics around sexual violence that are very specific to relationships and that may need to happen in a health class or by a special a counselor so those teams will be thinking about the topics and how that they could best be implemented or taught in the school environment with the um curriculum or like anything we add to that aspect like would do you plan on having I don't know students or community members being able to review that like in case you know we want to like add to have something to add or is it just I don't I don't know yeah I think that's a great question and I absolutely think

132we should for sure have students at middle school and high school on the committee to talk about where they think the best places are to teach these different aspects of lessons um sarc and cares may have experience with other districts where they've used some input from students again we're in the beginning stages to really think of this broadly and holistically which is a little more complicated than thinking how are we going to teach four lessons in a class um and I was going to add thanks for that question we have um really wanted to do a really comprehensive review of our curriculum with youth we actually created a whole mechanism for it and it was difficult with some of our districts because there weren't there wasn't the same youth leadership um that was kind of

133in place baked in as there is with Tualatin Tigard school district and so that's something that we've wanted to do an actual um additional addition like to continue with what that work looks like we we could talk a long time about some of the other things we wanted to do with our curriculum with more youth involvement so that's a very exciting question for me thank you yeah because I think oh I'm sorry director Fox Okay um yeah there's a lot of I've talked to a lot of people there's a lot of interest in covering the more modern aspects of um sexual violence because now we have phones and there's like sending um explicit photos and that's very like specific to the modern and then another way another question I have is that you talk about

134expanding the ways that students can report so I know there's safe Oregon there's going to teachers and staff are there other ways that have come up in the past few months I don't know of examples in the past few months um I do know that there are community-based hotlines as well including sarc and that's and students and families sometimes use those broader Community Resources and then when they report like through safe organ or through sarc does it come back to the district or does it like get handled in a different system um sarc doesn't necessarily unless the person decides they want to report to us but safe Oregon does and it does anonymously unless somebody wants to say who they are great thank you thanks Emily those are good questions and just a reminder that

135this was specific to response but we are excited to come back with um our ideas for middle and high school and Elementary School and hopefully with some student input Carol you have a raised hand from Sally well Sally did you want to say something I guess I wanted to respond to Emily Emily I think um it gets a little confusing with reporting because if it involves school people than I would imagine that it would come back anonymously to Tiger Tualatin but if it doesn't if the person hurt the youth isn't part of the school I don't think it would come back to Tiger Tualatin and I'm pretty sure that's true I'm like I I think it's true if anybody to screws with me please speak up but um the only reason it will go back

136to the school and honestly you can save Oregon is if you says somebody in the district was doing something inappropriate that's kind of related to the question I had but first I am I'm trying to figure out when you guys fit in this work because I remember the amount of detail that was provided both the federal investigation and the Oregon I I just I don't know how you guys fit that in with everything else going on this year but you did so thank you um but the thing I was wondering is um when something is reported that isn't within our jurisdiction so to speak um are we prepared to use the responses or the response piece of the handbook where we would still support the person with Services um even though it wasn't something that

137um the district would be investigating absolutely we would always um so yeah using trauma-informed responses of listening and choice and decision making and all right we have our experts here um will always be how we want to respond to students and Families and then also just a reminder that we're mandatory reporter so Clarity of of with the student and or family about our obligations to report um any incidents that rise to that level and director Amherst and I would add that one of the things that the part of the feedback that came out of the investigation was that students and families were confused when that happened if something was reported outside of the school system and the jurisdiction of Title IX then what is the follow-up you know how do we stay connected to our

138student and know that they're getting the support they need um and so there's more follow-up that we need to put into the trainings that we're talking about this spring and Into Summer um great conversation any further questions okay um I want to thank you all for the update and as director Emerson said I know everyone's um plates continue to overflow this was an incredibly important issue to address and to be updated on and really greatly appreciated the information so thank you all very much so with that we'll move to our next item on reports and discussions and that is first reading of our 21-22 calendar thank you all right well I will keep us going with on the calendar with my sidekick director Rose we are presenting to you tonight uh the draft of our

139first read for the calendar this process has been um a little bit different um in that we had um the task of looking at trying to put more days in instructional days into our calendar this year uh with um what covid has done to our instructional year we wanted to see if we could regain some days and so we looked at that collaboratively with ttea as as you know we have to bargain more days in the contract teachers are paid for 190 days in their contract um and so we worked with ttea to look at adding three days to our calendar and you're seeing option A and option b tonight and the cover sheet I think lists out the differences the differences are are subtle but that Wednesday before Thanksgiving um is an option that

140that we put into calendar B which would add a day to the end of the year but still gets us out that that week that last week in June there um so I will uh director Rose anything you'd like to add before we open to discussion uh no I Yes actually uh the other consideration we had heard from a couple of Staff this is a unique year where Rosh Hashanah falls on Monday Tuesday Wednesday of Labor Day week um with the seventh being um uh originally for lots of school districts the first day of school that would fall on a holly holy day and we are in the process now of um making sure that we are committing to not holding major events on days where there are major cultural or religious observations uh first

141day of school of course is one of those so that was a consideration that we also took in um and we'll be coming back to you all with um what our uh suggestion is for honoring those types of observices moving forward thank you both open it up to questions board members foreign one is that I think we know that we heard from a handful of parents over the weekend um and I'm wondering if it is possible um to hear from the other 8 000 families in the district um to get some input on calendar specifics um and I guess along those lines that that the um I guess it does say that you are still planning to do a staff survey so I appreciate that um because of the money coming from the federal government

142to help with covid recovery I would be interested in seeing a um five day Edition calendar um and to see how that could work or would work but I guess that isn't a question it's a possible request okay thank you yeah I think we're given that we've been given money by the federal government to to make up some of the Lost class time um and here we have the opportunity to use it to extend the school year and Rosh Hashanah gives us an interesting dilemma anyway with the start of the school year that we I mean I hate the idea of springing on families in by the time we've adopted this it would be May that we're going to start school before Labor day however given all of the things that are going on um

143I understand and it's still starting in September but I am it feels like a little bit of a lost opportunity if we are adding only the three days instead of the five that the the the that we've got the money to do um so I just I would like to see is see if we can explore that and maybe not all of them are in the beginning of the school year maybe some of them are somewhere during the school year or at the end of the school year but if we can fit them in somehow I think that would be [Music] um it would be an opportunity that would be sad to miss yeah um I will um just echo my support in one of the conversations I had today I think there was confusion

144of the actual start date um Clarity around uh children coming back on September 1st seemed to assist um that may not represent all perspectives but that was one that gave me Clarity today that there was some miscommunication about uh students returning early or into August but having said that um we do have clearly the federal government has recognized the tremendous impact that has happened to our children and our families and um have given us this one-time resource at a level that is say it unprecedented um and so how we best invest that over this year and next and I know Dr Ricky Smith and Debbie you've been working very very closely with you know our teachers leadership to try to navigate that and and find a calendar that works but I I appreciate the feedback

145from director's Rich medium director Emerson and agree and just continue those creative looks at how we can maximize instructional days for our students so thank you yeah I also want to make similar um comment and um I'm not going to Echo but agree with the federal dollars and I guess my question is how much do we think we need um you know to catch up and what would we use with those what would we do with those dates um just instructional assessment and then also what what's the pushback why does the union not want to expand the five days instead of three period hi I'm director Ebert if you will I can I think I can answer those unless you'd like to no go ahead um I think that initially I think everyone is exhausted

146and this is a hard this is a hard time to be having conversations about um extending a school year when you've had as many pivots as we've had all of us you know our families have had them our students have had the March our our staff have had them so it it I I'm again I want to give credit to our association for hanging into the conversation so we could work through some of that and really understand it and give them time to process with their with their people as well um so uh we you know will make able to make progress to three I think the the the key to this director Fox is more about the more time that we can have in in uninterrupted blocks is really the key here it isn't

147about tacking days on one end or the other in fact tacking them on to the end of the year and extending the school year unfortunately puts us way outside the window relative to State assessments and other forms of assessment um it will it can be helpful relative to our high school students in terms of credit recovery um but what we're looking for are those extended periods um the the purpose here is number one yes to get to assessment two to continue the work that we will do this summer and we will bring that report to you we believe probably either April 26th or at the May meeting as to the final schedule for summer school and the enrichment but again our goal here is to leverage off of the data that we mine now relative

148to hybrid and online with the i-Ready tools to inform summer and summer enrichment and and instruction and then mining that data and using it as a lover going into the fall and so it's just a matter of trying to to put together as many any uninterrupted days of instruction if you notice um the day the one PD day in September is being we are proposing that that gets moved to October so there are no breaks in September and that gives teachers maximum time um and so that's what we're looking to to work towards as well as adding ex you know additional days uh locally we probably have one of the shortest calendars in Washington County and half for some time um and this has been a concern of mine that I brought to the board

149before but we just didn't have the resource now we do and the resource is a two-year resource granted but we will certainly have points along the way in which we will evaluate are we using are we leveraging those days to the best of our ability um so that we can start to make some decisions about absorbing that then what can we absorb into the regular State School fund uh the general fund going forward because we know that more days and our teachers do too the more days you have in front of a student the more instruction and work you can do with them yeah and I just I just want to Echo that um you know working with President Herron and and his executive board that we all you know uh acknowledged that adding days

150was the right thing to do um I didn't really feel there was pushback I felt that um they were right there with us um we we came um came with the idea of you know maybe taking out professional development days um and there was pushback to that which I appreciate it um so then we went back to the board you know we're back to the drawing board to look at you know well if we keep professional development days in then you know where else can we be creative because you know we we want to acknowledge that those PD days are really important uh to the work that we do all year um and so it was just a lot of back and forth and good conversation um and we got to three and that felt

151like a good start to bring to you um and um and hope that um you know we can certainly go back and talk about more um and I have some creative ideas about maybe where we could absorb a couple more um as I looked at it more but um yeah so I just I want to make sure that I put in the space that I didn't feel there was any pushback at all and there is there's also ongoing conversation of can we also have some conversation and look to a two-year calendar so that is also um on the table as well because we know that for our families to be able to plan out two years um or to know have some certain days to this as to the structure around that um is appreciated

152so that work is also in play um two quick things one um and Dr CU alluded to this but I I am curious about the where ttsd Stacks up in terms of number of school days for comparable districts um in Regional districts I think that's important context for us to know oh I would share with you director Bowman and director Ebert I know you you look but I want to say we are probably short anywhere from three to five days depending on which district you look at now Beaverton certainly is the gold standard in in Washington County they have um they've done work where they have extended their calendar and even even though they've had to chip back they still have more days but I want to say the range is anywhere from three to

153five more than than what we have directory bird am I am I within the ballpark yes definitely um three to five and then nationally the average is 179. yeah that's nationally so and it's the average and we know that the governor's Mark has always been 180. um and you know uh prior to covet that was the conversation that I had actually Dr Bowman prior to you joining us on the board that was a conversation I had the first year was you know can we chip away over the next couple of years to get to that 180 mark okay that that's helpful and then the second thing um so like I'm kind of thinking about this when when the state gave us the Sia dollars um originally you know there's four uses one of the uses

154was lengthening or increasing learning time yes and so what I appreciate about that is the way that we went about that we were like we basically had an acknowledgment we have a set amount of resources let's invest these resources as effectively as we can to these ends so I guess I'm curious if it's not additional school days or if it's three days instead of five days um where does the additional resources where what are we looking at to spend those resources on the federal resources if not on extending the school year uh they again that that would be the large a marker it costs about six hundred thousand dollars a day for the district to operate so um a five-day calendar extension would be about well be three million and then you'd have to roll

155up your second year if you were to do it two years in a row adding somewhere between one and a half to two percent um roll up in terms of um step and all the other costs that we have much like we do with ssf um so you know we also have taken a hard look at addressing our HVAC but in conversation with director Moore and director Moore is on this call obviously and he can refine that even further if you wish we believe that we can do this plus the HVAC that we need to do make those Investments um it is also dollars that we would use in terms of summer school and potentially good for summer school the next year we know that the state will be bringing us resources for this year's

156summer school but we could certainly then take those dollars that are not needed by it from the feds and apply it to summer school so summer school this year extended school year more summer school on the other end to continue the work for those that need it because we are serious about getting after um this one uh this year um and closing those gaps we also know that there are students who are still in our system who were impacted by the Great Recession and the gaps that came from Lost days there relative to a loss of loss of funding and so so when we're thinking about um an investment here in school days where we say you know adding three days or having five days would you be interpreting that as um because of the

157way the federal funding is structured three days this year and then rolling over those three days for next year that would be the assumptions correct after that we've been adding two more to that at that point so if if we could not you know if if we're for for one reason or another we could not get to five then it could be three this year and five the next um and monitoring along the way again working towards that Mark of of the 180 eventually and so then at the end of the two years when we've added five days back and the federal money goes away we either cut those days off or we backfill with SIA correct either Sia or we take a look at where we are with ssf okay um and but again

158this is not a oh my goodness we're here we're about to fall off a cliff this these are thoughtful conversations that we are having over the next two years and looking at budgets and and understanding we know that 23.25 potentially can be challenging in this state from a budget perspective um but again when you're working with days versus other types of Investments because it is one-time money it is easier to absorb those positions um in into if you have to collapse the calendar um if it uh versus um potentially other Investments that we would make which are have more of a permanency but are certainly our goal would be to hold on to them I apologize I'm asking so many questions so um the other piece of this pie here is the legislature the the

159the the co-chairs budget is abysmal for a district like ours where we would have massive cuts would so if we had to like for example lay off teachers or we had to cut school days how would the federal funding sort of picture into that larger context we'd be cutting cutting days with ssf but just holding steady by backfilling with federal dollars correct and so that is also I think what's important um and I can give you you haven't had them in your packet this weekend but I will um you know for those who may be with us this evening we know that in sr2 we have 5.7 million in an sr3 uh 12.8 at this point which takes us into the realm of about 18 million um and so while we are loathe to want

160to backfill those dollars and I what I find interesting and um director Bowman to your comment and I appreciate you making it is that in this Sunday this week's um Oregonian uh there was a legislative budget analyst who advised the Ways and Means Committee that um they should not look to one-time money to balance their budget and and um so it is no different for us uh relative to these Investments so we are trying to hold tight to the fact that the federal dollars and the Sia are meant for investment and to address in the federal dollars case these are very distinct buckets federal dollars are meant to address the impacts of covet and to address infrastructure needs that will help us continue to improve air quality as well as other infrastructures so that we

161can better combat this type of of a viral Invader the Sia dollars are specific to Investments um and they are meant to serve historically underserved students and they are meant to address mental health problems and that's very clearly called out on the law and ssf stands on its own now um you know if we if push comes to show and we have to go there that is that is a bucket federally that we would look at but it has to be clearly understood by our community in our state that those are one-time dollars and that is not a long-term solution and if you don't address the the fundamental underlying Gap that Gap only continues to increase really appreciate the the info there thank you Dr sir director Moore did I fairly um demonstrate that or

162or represent that or or is there other things you'd like to add no I think that that describes what we've been talking about so far um other things uh I can add a couple things I think I mentioned in the the weekend board update of possible uses for Esser and that is um with our food food service program over the last year uh we're gonna have a significant deficit um just because uh we're we're paying similar costs especially in the Staffing area but we're not serving nearly the same amount of meals and the meals are Meal Ticket no pun intended for that fund and it's needs to be self-sustaining but the only way we can get it back to a self-sustaining piece is to to add other funds either general fund or s or funds

163and we'll have that number um for the board sometime between now and as we get closer to the years we refine those estimates where we're going to be at the end of the year um the other piece is is uh I think it was said but um using some districts are even considering using Esser funds to backfill their ssia um and uh with you know we're still going to have a two million dollar shortfall in Sia over the next couple years uh with um being that that having that deficit with full funding and Sia so those are other two other um areas I could see using S or dollars all right no Emily go ahead okay um so this is about the calendar but not about the day Edition um one of the things our

164calendar always is our quarter three always ends in at the end of January and one of the things is Lunar New Year next year I don't know if this is up for conversation but Lunar New Year next in 2022 is on February 1st and so I think there's like a way that if we could move some of the days around that our students would be able to um like celebrate get the day off for Lunar New Year um that if we like moved some of the days that we had like that would keep I think it's the same day I don't know if it's but it's one of the rare occasions because Lunar New Year changes so often that our students would be able to celebrate Lunar New Year if we could position that one

165day off that we had I think I'm not sure if it's up to conversation I'm just I think it's like a concern for the community if we it'd be good for the community to have to be able to celebrate that holiday but I'm Emily what is the lunar tell me the date again just so I can write that yeah it's February 1st so so yeah it changes every year but if um so I think what what I hear you saying is that you're you're proposing that the end of semester one or quarter two at the end of January if it fell on the first is that what I'm hearing you say so [Music] um the work if it ended right so like one of the work days I it would have to we'd have this

166I'm looking at um the calendar draft option A where right because right because the first February 1st is on a Tuesday and so we would have to instead of having a three-day President Day afford a President's Day weekend it would be a three day and you'd take the teacher's work day I know that's really odd um but yeah I I know that's a wild proposal but I just wanted to put it out there that's okay though yeah I appreciate that I'm director Rose I don't know um I think our commitment moving forward was to try and make sure that we didn't have any major events on those celebration days um so that families would have the opportunity to celebrate without missing something that was really important um within this the school year um it it

167opens a door for um us honoring you know many different celebrations um across many different different religions and um without having to add additional holidays to our calendar where students wouldn't attend school and contractually as well we have certain holidays that are are paid or observed because of federal regulations um so I guess our commit would our commitment would be that we would not have any major events on that February 1st date does that make sense yeah okay if it worked out it it would be great right if that's just how the quarters ended um and I certain we certainly can take another look at that you know and count count some days I know that um it's really helpful to have quarters end um at the end of the week and work days at

168the end of the week that families do appreciate you know having those three day weekends um where plans can be made for that so you know that's another consideration that that we take Emily can I ask a couple questions because I'm just looking at the differences I understand on um calendar B um that that one could be have issues because on the first you could likely be taking finals for first semester right so you really couldn't miss that day but I'm wondering um on schedule a as is would there be cons is there concern because I don't I'm not as familiar with the holiday would there be concern of just missing the first if it was the second day of third quarter is that there's not well I don't think that would didn't be it's

169just the families don't usually miss school for Lunar New Year celebrations like I think it's more of a convenience thing it's like more convenient to have the day of office officially than to have to ask to take it off because that so fam but yeah I was just thinking of our staff that might want to celebrate as well that if it's a work day for them but the student off they didn't know if that really accomplished what you wanted it to so thank you yeah so I um I think we've had a great conversation a lot of questions but I want to be try to close up with some next steps and some expectations of how we Circle back um it is a tremendous amount of money seems like we've tossed out a variety of

170scenarios and then director Moore thank you for kind of also adding to that list of maybe where those resources could be best leveraged but um because I've heard feedback from additional families and certainly representative of our families I think is critical and understanding of possibility around days and then a look at a two-year calendar which I think might help some to know you know and I appreciate the challenge of it's getting late in the year it's been a year and wanting to you know um Bank on um August holidays but anyway uh Dr Sue I'll hand it to you just want to kind of get clear on next steps on how we're moving forward with this conversation um I'm hearing that there may be some interest in us taking a look at a five day

171we could certainly bring that back we would need to have conversation with ttea um as it does change conditions of the work um work environment for them um we uh so our next step is to take us back take your feedback back to Labor Management it is to take a look at some of the other Alternatives that director Ebert believes that she has um and then bring that back bring back the calendar to you on the 26th for a second read it is also to take into consideration the feedback that you've already received we have already received relative to the September one start date as well as work with um this is a big conversation that I will have with uh director on as and the basic needs team in our and our our family

172Liaisons to gather input from um across our district as to how these dates might impact families again our goal is to try to place these days in ways that give us the maximum amount of time uninterrupted for instruction versus simply tacking them on or extending the school year where potentially they may not do as have as much impact as they would early in the year and or middle of the year but our next steps are one to go to Labor Management take the feedback to to see how we can survey families across our district and across across sections to get a better sense and bring that back to you three ring another alternative if ttea is in agreement with us so that we can adjust that and that would be our next steps going forward

173chair and also surveying teachers right on the various yes the teachers I I apologize that's always a given so thank you for the thank you for the reminder but yes that that's ongoing um and uh I again I want to say thank you to uh to president Herron and to the team they have been um you know in excellent feedback loop taking things out to the membership and bringing it back to Labor Management we survey all of staff not just teachers correct correct all of Staff yeah yeah and I've also shared this calendar um with Blake our OIC president um as well um the the same negotiating of days is not in their um contract as it is in our license contract um and so a little little different more of an FYI we're heading

174this direction um and but they would our classified staff would certainly um be given both options and the availability to vote on which one they feel would work work best okay and I guess the only thing um Dr Ricky Smith I'd like to add to that kind of to Ben's point about the dollar so if this is kind of the recommended calendar and we know we're getting this large bucket of money what are the best strategies on how to leverage those dollars because the impact to our students is there you know regardless of the calendar that we pick if we you know add two days three days you know what we want to accomplish for our students is still the same goal so how will we best leverage that money so it's kind of off

175of calendar but connected because it's the resources that are driving the calendar decision appreciate it so we will bring you forward a report relative to not just where the answer dollars would go but why we believe that they need to go there think up perfect thank you um okay um thank you all for that conversation that um moves us to our last report in discussion and that is the um actually it is uh the 2021 uh District goals um as a reminder as opposed to the board goals um and again as a reminder to all this is the fifth year of our five-year strategic plan given the shifts uh in the year because of covid we modified what we thought were appropriate goals for the year that were more reflective of the conditions that we

176were in so again this is a replacement for the fifth year of the Strategic plan for our district goals I want to thank the staff team particularly Paul um Fair strike for helping organize all that data into the plan um and for some reason on my other laptop there we go it is not loading correctly uh but Patty is going to pull up um our district goal sheet and um just as a reminder the board and team work together to define the district goals along with the proposed measurements and then with Paul's assistance added that third category with you know these were our measurable um expectations and so Paul added so how do we get there how do we accomplish what we wanted to see with the data or the information that we have so

177we have a team that will walk us through the particular pieces in that last column and I'm going to the first Cornerstone achievement we are not spending time on that this evening not that it's not incredibly important but what I didn't feel was productive for any of us to spend time on data that we've already seen within the last month to six weeks which have been presented from the data is not updated at this time it will be you know at the end of the year but this is data that Dr Ricky Smith um has presented in her goals or director fields and her team through graduation data so having said that we will move to the second Cornerstone which is equity and with that I believe that Paul is going to kick us off

178with Zinnia on those reports so I will hand it off to them um so the just as a as a note behind this document there are the um the materials that each of these I believe they were links when I um when I created them but I think those links have been broken and so um they're documents that they link to are behind this report in the board packet and so I just wanted to make that comment as we move forward so Xenia your first step oh great um so I um have here page 65 I think the other uh two pages will actually be uh schweta that will be sharing that information so I just wanted to offer that um let's see the way that I broke up our Equity data is really aligned

179to our Equity pillars there are um Equity audits number one our Equity PD development and anti-bias systems there's some um data there uh aligned to our Equity resources data so um much of what you'll see in our Equity um data points will be audits inventories and um things like that and then when you see later on in Community Partnerships around addressing basic needs um we actually have an update for you all uh for Friday with some of the current updates for um family resources related to financial um hardships as well as clothing and uh we'll be gathering the technology components and also connecting with all of our schools aligned to the basic needs and we'll we'll present that um in June I know that there were some questions around the Ari process as you know

180we had um a few conversations and some adjustments in our Sia planning and we at first thought that we were going to get about a million and then of SIA funding then we found out that we would go we got three three million and we just recently um uh hired all of our fpas that we had in our Sia process so um we have some of that information that we'll be reporting also in June you'll see um as part of our student partnership and student voice um we've uh done some major work around our SRO process and that has highlighted some of the qualitative data that you have you've seen um uh related to that and how we use student voice in um developing and creating uh policies and practices um and then so I

181think those are the key pieces here most of the data like I said will be presented in June because our Community Partnerships also do get formalized until um well with reap and and so forth until January and so from the news that we got from David is that we'll actually have an extension to utilize our partners all the way to September 30th so um I think the uh those updates will be given um aligned to the aroi process during June I think that's it for me and you've seen some of the um data points also during the work uh sessions and our budget uh sessions as well any questions yeah Anthony thank you and I think you all know right zinnia's report currently has been included lower in the packet um and um from that

182resource and again and actually um yeah I wanted to emphasize this as a check-in and so knowing so many of these pieces that are moving parts for the year and so whatever information we could discuss and address this evening um certainly wanted to bring forward but wanted to recognize that a lot of this will come to a full report at the end of the year so um uh questions board members for a director run thank you apparently not so okay we'll keep going all right that moves us on to the to the Oregon Data Suite which was presented uh back in December and so that is just a note that that helps us measure student attendance I'm going to dig more fully into engagement and our weekly attendance report so if we can move uh

183I believe it's on page 60 uh yep starting on page 60 of the board packet um we have a report on student engagement that includes um uh that takes into account the University of Chicago and Johns Hopkins model of Engagement that a student is considered engaged when they have when they have the ability and motivation to attend school as measured through their attendance their ability and motivation to be able to do the work as measured through their grades in the in the class and it is uh those two together that this report um then combines into an overall uh level of Engagement for a student um this engagement is not meant to measure like a student's willingness or desire to be in school but more to the fact their ability to be able to be

184in school and engage in the work some of the data to point out in this report is that as we can see in some of the grade level data yes I so apologize I'm just going to interrupt you for a second um Patty I'm not sure um if you're here um I I would have texted you a quick note on my cell but I don't have that with me I just wanted to move to the data that Paul's talking about which I think Paul you said was page 60 right yep age 60 of the board packet thank you sorry to interrupt Paul so Patty it was all um I think if you just scroll down the board pocket oh perfect thank you so if we scroll yep if we were to keep scrolling I believe

185it's on page 60 of it there it is um yeah so this report uh if we are to go two pages up actually I believe my apologies yes so this is an overall District snapshot of the level of Engagement and if we are looking at the grade level of data we can see that um as uh we get higher up into the different grade levels the level of Engagement decreases um when when we are measuring it through attendance however there is a sharp break from that in high school when we're measuring engagement through the course grades and I believe that has a lot to do with the work that our high schools are doing to um with our ninth grade on track work as well as their graduation work for students that are seniors as

186well and so you can see a little bit of that break that shows the work that's being done if you're to scroll down we can see that the same level of the same data we have for uh race and ethnicity um here we're able to see that there is a correlation between um attendance and course performance that um that there is a pretty good match that the lower the attendance and the lower the course performance for each one that that is that that matches across all Races and ethnicities um and just overall we are able to see that students that are in our um historically underserved populations are underserved students of color special education as well as students um in our English language Services there is a very a marked difference in engagement again this

187is a is a measure of a student's ability to overcome barriers to school to overcome other issues rather than a measure of the student's intrinsic desire to be and participate in school um and so uh one last uh item I want to share is on the next page which does do attendance over time so we can see our daily attendance um tracked over time and we can see a marked difference after that break in the middle for winter break where attendance where the the level of EA stands for excused absence and UA for unexcused absence where our level of unexcused absence drops dramatically and part of that we can see in the bottom graph that it's because we did a greater diligence in measuring our alternative presence which is a measure of students who are

188engaged in our online program our online systems like canvas and seesaw rather than showing up to the um to the synchronous activities through Zoom or or Google meets um and that's a testament to the students um motivation to engage in class outside of the regular times and that the lesson that we can take into the future is that when given the opportunity they will engage in the class outside of our of our scheduled times and so in the the following Pages it's pretty much the same as the first page where you see um it broken down by the different levels as elementary middle and high school but um it's the same data just focusing on those individual levels that about wraps up for the uh the engagement portion if there are any questions [Music] so

189Paul my only wondering is this you look at the data you know Middle School um is much higher than high school and I think you address that and and acknowledge the positives of all the work that's happening in our high schools around connecting with our students but is there also um just a math component there because Middle School is taking um six courses correct versus the four so the opportunities for um more misses I guess if that makes sense is greater in middle school so there's just that kind of component of how you understand the data um as well and kind of seeing if Middle School is um at greater um concern I guess than high school is also the data is a little different of a denominator I guess I don't know if that

190makes sense yeah uh thank you for that uh director will the the difference in data and maybe that's why eventually also has some of the highest is that it's one data point each day and then for a sixth grade and for the middle school it is six data points a day and then for high school it's four data points a day so it's one check for the Elementary fourth uh six class periods for middle and then four class periods for high school it's great information I really appreciate it and I think it's a real important way to look at it but it's just an interesting perspective no no thank you director uh well for chair wolf for pointing that out because I was was just about to get all why are our middle schoolers but

191the data points makes total sense so thank you for that yeah that's a really good point and um I would love to see that documented um for future um in the footnotes or something because I think that explains a lot of what we're seeing and one of those things that helps us just understand the data better and um so if the new group looks at it they'll have a little bit more of an explanation thank you I will make sure to add that um that footnote to the bottom of these reports I think last time we looked at this I had the same curiosity since the snapshot was April 6 which was last Tuesday and the end of the quarter is this Friday considering I know someone who would be not in the um passing

192all classes but hopefully will be by this Friday I I don't know if it's possible for you to share like what it ends up being um it may just be one person but I I'm just curious how many others especially since our um um our deadlines are a lot more fluid this year to hold students harmless there are going to be a lot of passing students coming back through in the next week or so okay um so Paul at this point do we transition to Todd or to sue I believe so I believe that if we were to scroll down past the last engagement report we would come to the equity report and then one page past that gets us to the to the tag uh to the beginning of the the um to Sue

193and Todd yeah well board chair wolf members of the board thank you great to see everybody um I do want to um let everybody know that uh with us tonight sitting alongside myself is our uh newest member of our tnl team as of this year um shut up Miller who is our tag uh among other things but tag tosa who has joined our team so she's with us on the on the call tonight as well so um we'll do some sharing of of what the work has been to wrap around um all things tag and uh talented and gifted and um kind of it's starting off looking at the dock itself you know one of the things that we wanted to highlight is you know under that with that idea of community engagement and uh

194you know parents Guardians are active Partners in their students education um what you see what we what we're able to provide for you in this particular document was a couple of different things around uh tag community and engagement that includes a synopsis of the work that's that's been ongoing this year um and the creation of educational excellent advisory team and um and how that has unfolded this year that has been um an awesome opportunity to build a team that is of um uh parents and and um and team members who and that represent really um you know a diverse diverse backgrounds that live uh within our district 10 parents are on that um that represent different backgrounds um 11 District staff and then of course um our ode partner in Angela Allen um and so

195that is um that's an opportunity that has unfolded this year um and uh it has been a group effort in meeting four times uh basically taking an hour to um an hour and a half and and um really digging into um you know getting perspective at the table um the goal really is to build partnership and and educate to ensure that you know there's a there's a lined understanding of technification services District goals um and so on and really provide an informative venue um that allows uh our that particular team to engage around all things tag um and uh and also looking at that myths of giftedness um and the different profiles there's a there's an obvious range of gifted profiles and um and so really laying that out for um that team to dig

196into to talking and and really focusing on on different aspects of differentiated instruction um the scl needs of the tag student um and so um the the collaboration that we've seen through this through this effort has been outstanding and I'll let you jump in if you wanted to talk a little bit more about that something sure so uh some of the ways we've sort of measured parent engagement at these meetings is that of the 10 parents who are on the team uh that 100 of them have attended each meeting and provided insights and feedback through chat or breakout room discussions and also that following the meetings they've reached out one to one to partner with with our team at the district uh me uh sue for productive problem solving around their own children's gifted Services

197as opposed to methods that have been used in the past that were less successful um so we see that as a promising outcome to the partnership we're trying to develop um and uh in the in this in our collection of data we've shared some actual anecdotes and uh I think quotes from some of the emails parents have shared afterwards reflecting on the new knowledge they're gaining from our team meetings where we are dispelling some of the myths of giftedness and diving into current research and evaluating our own identification model and protocols and thinking about our evolving model and how it reflects best practice um so we see that in some of the the emails parents reaching out and reflecting after the after the team meetings yeah yeah and another another effort um thank you uh

198note that has been really positive has been um Community meetings for families of identified gifted students and uh that has been over the course this year there's been two webinars that have been hosted um and uh for families of identified gifted students and in April there will be a third and um and really the goal has been to increase that communication between home and school um and to really strengthen Partnerships uh in that way and and wrap into aligning the understanding of the needs of the gifted learner and there's been really um awesome conversations in the breakout rooms in the in and digging into what's being presented during the webinars um and um and really honing into around the importance of the you know how the the family can contribute in supporting those needs um

199and then uh alongside the services that are provided by the district to support needs and so um you know uh shetta herself uh uh our our secondary are really our Specialists our coordinators um have all been able to um provide uh you know that that relationship piece um um and really putting out their contact information and getting that that uh momentum going around uh opening up the door to really strong communication and connection um and there's been some real positives uh through and through in terms of feedback specific to those efforts um I'll move us to launch feta I just want to we'll you know in terms of Engagement two uh spedel have you talk a little bit about this you were uh you engaged uh through and through in terms of our high school

200listening sessions for identify gifted students you want to talk a little bit about that effort with our students sure sure so Sue and I hosted along with um Alfonso Ramirez who oversees sell support at the high school level a high school listening session for currently identified tag students um that was I think we had about eight attendees um representing a range of uh cultural and linguistic backgrounds um and we asked questions which are listed in our report um if if we want to bring that up on the screen but uh around their experiences um in having been identified tag uh in our district um questions about having them reflect on when they were engaged in the classroom um and what they need to develop and grow as Learners so one outcome that came from that

201listening session was not only just the the thoughtful experiences that Sue and I got to hear that will inform our work and our goals around tag but also for the students we had two students actually reach out afterwards to to further talk about some of the of the own their own Services they had been receiving and to seek support and assistance with making sure that they were feeling enriched and learning something new every day and wanted to share more about their experiences so we have some quotes included in our report to give you a snapshot of some of the reflection that our students did there and shared with us to help inform our work moving forward yeah and well done too the two prompts that speaking to have some quotes wrapped around them one asked

202to reflect on what helps them become engaged in classroom learning got some really strong feedback around that and then went asked what in order to grow as Learners again um outstanding feedback specific to that that helps us understand um what next steps are and how we can impact moving forward and so part of this is it would you know in talking about um processes uh and getting kids in terms of um connecting to the goals to around opportunity gaps you know something else that's unfolded this year um really proud of the work that associate director Sue Scott and shredda have taken on in turn and working with our tag coordinators in terms of the identification process the goal being as you can see in the doc to find you know and identify students uh ttsds

203historically underrepresented population as gifted Learners and Eve even though this year as you see in one of the bulleted points there despite ode temporarily waiving the tag identification rule for this year as many things have been shut down um you know 25 students in ttsd from historical underrepresented populations are undergoing the revised identification process so kudos to the team moving pushing forward and kind of moving beyond that waiver idea of not having to do it but but the moral imperative to really dig in and make sure that we we find students who fit that bill so I don't know if you want to share just a few points about that effort I know we've talked about it before but a few key points might be helpful as well yeah so um well that number 25

204students uh represents elementary middle and high school with about over a dozen of them coming just from the middle and high school so uh that's kind of a very significant in terms of uh percent increase in in how many have been identified in in the past in our district at that level grade 6 through um that was not something that had happened uh with any frequency and so that's a very significant change um alongside that identification growth is the Partnerships that we've been developing with a various um Folks at the high school level and Middle School levels such as the fpas the cultural responsive practice coordinators we've been able to I was able to attend a student affinity group meetings to share with students themselves elves the characteristics of giftedness and how they vary across

205cultures and also the universal characteristics so they could think about their own their own experiences and identities and uh sharing that information at these student meetings actually led to students self-referring um to me um to start the process for identification because of the services that they thought they might be um would be appropriate for them and so that is just one anecdote of uh how this how this number 25 kind of happened and I think the partnership yeah and I think that's just a testament too you know you talk about self-advocacy and we're working on that with with our students and how to self-advocate and that's just another example of getting out there and and making sure students understand that that they can self-advocate for themselves and and what programming is available so well done

206that way I think we'll hold there I think we're gonna move into Talent unless there are some questions um for us well I have a question but I don't want to get too far into the weeds and so I don't need you to answer it now but the whole um topic you're alluded to of the myths of of of this I would love to to see that if you've got like a document that you could send out to the board that goes into more detail about about those various myths that the parents refer to in their comments I would love to see it yeah we can put together a document for you that summarizes the myths that parents in our meetings uh reflected on as a pattern but we also want to remind folks that

207the uh Community meetings anyway are recorded and available on our tag site um the tag page for the district site which we're directing a lot of folks to parents who reach out with similar questions and wonderings about about giftedness and the identification process and we've heard that that's been a valuable resource to share those recordings so just want to make sure everyone knows about those but yes we can put together a summary document about those myths absolutely and Todd thank you very much for the tag update and really excited um to hear about the work done this year to identify from our historic by unrepresented groups and to see them participating in tag so that's fantastic absolutely and we'll talk um work chair wolf we'll talk a little bit more I think down in town

208around the the PD efforts this year as well perfect okay perfect segue hey all right that brings us to um uh director ever and um the new teacher Support Program followed by um some data on um teacher retention and the exit survey all right good evening everyone again um the update on our mentoring program is summarized here from our HR tosa Heather DeVille about how we adapted the programming this year um and and I think most importantly with all the HR updates around Staffing and hiring or Recruitment and Retention we'll have a full summary of all of this data at the end of the year um where it will most likely be a better measurement for you all to to see but I'll comment just briefly on some of the things that are in this

209report so any questions about the the modifications that we made to the mentoring program this year please all right so I think we'll keep moving forward onto exit surveys I believe and I'll just talk briefly about that while we're moving that downwards um I went back and looked at we keep our eye on our exit surveys Tara Bauman keeps um checks it weekly for us um and currently we have 12 Exit surveys that are in the system starting in July um and we were we were up a little bit so far this year in terms of dissatisfaction um so I went and um earmarked all of the the areas where there was dissatisfaction um when someone filled out in the exit survey and there isn't really a clear pattern um or Trend that HR would

210look at and be concerned with or or need to problem solve around uh the reasons varied from management uh to finding a better job and so they were dissatisfied with salary or benefits um there were the other thing I noticed was that there wasn't a position or level that trended in any of these exit surveys so there were multiple classified licensed positions different kinds of positions and then um yeah different kinds of within each of those groups too so there wasn't a trend there as well um the one that was um that we had two folks fill out um that said they did not feel supported as a staff of color and those were most concerning to us um and uh you know we want to make sure that we're looking carefully at the reasons

211why in both of these instances we went back to the to the school level um and uh worked with um school teams to look at what were some of the underlying causes of this person exiting our our system and giving those reasons um and what are we doing to to move forward uh to make sure that that wouldn't happen to someone else within that staff um we're also looking at some some new ideas around retention of Staff of color and our mentoring program um and looking at making sure that our staff of color have a mentor of color within our system and feel that that will um the feedback that we have um gotten from our new teachers of color is that that would be a helpful addition to the programming Heather would still take

212on um you know the majority of our brand newbie teachers but then we would also pair them with an additional um Mentor guide guide on the side kind of um from their building or another building that would be of color as well and feel that that would help with some of the things that are coming up for us around retention and not just from the exit surveys but just um you know teachers needing that affinity group um as they get started in the teaching profession so the the exit survey data I know there was um questions about that director wolf and I just you know that was kind of our biggest concern um was that particular comment from a staff that that did exit the rest were not anything that I didn't see that were

213out of the ordinary from years prior um and um that there was a variety of different uh groups and reasons um you know that doesn't make me feel good I don't like that at all I just um I'm looking for Trends here when I'm when I'm looking at this kind of data and it's also been a year of a year so people have you know gone through trauma that they haven't gone through before um and needing to find ways to make their life simpler um there were more I thought more reasons where family reasons or needing to move closer to where they worked that we have had in the past and when I compared the last couple of years so I I also think that some of just what we've been dealing with is at

214play here foreign questions I just wanted to comment it's the way I I love that you were um looking at all of the comments to be to review and to learn from them but I also want to point out that that even though it says eight percent that's only one person for 20 20 21 and I don't mean to belittle that person but I just feel like the N is small enough here that the percentages are misleading that we're talking about four people six people four people um so I it it feels like it's small enough number that you really can get a sense of what they were experiencing and um what might be able to change but I just really wanted to say that thank you director Emerson will also at the end of

215the year have the data around how many staff left compared to how many staff filled out the exit survey and we really um um bug people to get this filled out because it's really important data for us and we do follow up on each one um but we also know that many people who do exit our system don't fill this out and I I appreciate director Emerson's comment right be mindful of you know graphs and charts and and how data is presented but having said that uh director Ebert I appreciate still that there was an identification of an issue the issue hopefully has been addressed to improve a process that will impact a lot of our employees and if that answer is to be mentored by a person of color that there's you know an

216opportunity there to have a better understanding of um some of those challenges then I really appreciate the recognition of an opportunity to change so yeah and this is we're talking about license and classified we're also um you know wanting to expand our plan was this year to expand a mentoring program for classified and we were not able to do that and so we're we're wanting to kick that off in 2122 and that came out of the direct work that we did um with our the classified group that we worked with in 1920 um uh are on Recruitment and retainment um strategies that came from our classified staff so mentoring was at the top of the list all right any other questions and then I all the um data that we will um have on our

217grow our own program both student and with classified staff will present um in June Dr Ebert I do have one more question about the um probationary teacher retention graph it was on the next page 15 of let's see 15 of the of the report but 90 of our board report I don't know um and I guess just looking at it I wondered if that um retention included people that we had to let go and those who quit or if it was one or the other or Paul when did you pull the data you know uh that is uh uh Scott was able to pull that data last week but it is based rather than on three years only two and a half years uh because we are pulling it early before the end of the

218year so um it's a forecast if uh of what the end of the year may look like right so that would include um everyone director Emerson um in this year but the prior two years of data wouldn't so that probably wouldn't capture um everybody in that prior two years but no now that I'm thinking about it no it would it would because they would have gone through the the evaluation process even if they resigned um or retired well they wouldn't have retired most likely but resigned their probationary you never know so Karen are you good to go I am thank you um okay so Paul I think is that it for our update I believe all right well I um well again I know this was a check-in really appreciate you all uh pulling together

219so we could just have some quick conversations um about the goals and where we um stand and look forward um certainly uh to the end of the year for a full report and again just my gratitude and appreciation for all uh the tremendous work you all are doing so thank you so much and Paul thank you for being our data gurude and pulling it all together so greatly appreciated um so with that um it is 8 57 according to my Surface Pro uh so let's have a five minute uh quick Break um and see you back here in 902 ish and uh we'll jump right into um actions uh thank you all foreign my sound just quit you know Patty I felt so bad I was with you trying to fuss with your Bluetooth and

220in my mind I'm thinking something is not working well and then on top of that I couldn't find my phone so check it with you so I had to log into another computer and join that way and so it's just like gives me a headache anyway I'm back no Patty I so appreciate you and I I can see you trying to make that work and just thank you for everything and go have chocolate well I'm hoping Debbie didn't need me to Advance any slides because I couldn't hear I could hear nothing Patty at the end of the day all the information that we discussed is included in the board packet right right if anybody wanted to pursue that they could have easily um scrolled down to see the charts yeah so um so no thank

221you and um I know that's maddening when you're just in time trying to do the work and Technology Gets In Your Way gotta love it um so that um I think are we all here Ben Sharon Karen Jill Dr Sue and um Zinnia and director Moore so we will and Emily and Rowan we are good to go so um we are moving on to our action items and um uh director on I will hand it off to you but at first I just really want to acknowledge the um importance um of this work the depth um that you have led our district through and this is um um you can get caught up in the contract you know detail language but this is significant and Powerful work is what it represents so I just want

222to thank you for that thank you well thank you chair wolf and I just wanted to say thank you again to everyone that has contributed to this uh work um I've done a lot of the Adaptive work as a um director um Ebert had talked about and I'd like to pass it on to uh uh rcfo uh David Moore to talk through the technical aspects of our contract thank you director on uh good evening chair wolf and members of the board um so um to go over some of the changes under the second reading um hopefully uh all of you were able to see uh the red line versions provided by the attorney as supplemental materials for this evening's second reading and as you probably notice much of the changes were in the legal section

223the front the front part of the the igas for each cities SRO program and in addition we had um changes to exhibit be the compensation to update the actual amounts but to start out we were able to come to agreement with each City to uh to have an agreement the agreement uh cover the term for the remainder of this year and uh all of next year so um we all the hard work that's been put in uh will at least be in place for the next 14 or 15 months and um so a lot of the work that was done over the last couple weeks since the first read was um one-on-one between the district's attorney and each of the city's attorney uh to kind of hammer out and agree uh on what the the

224final legal language language would say and then on my side I had the opportunity to um work with each of the the finance directors on the city side and come to agreement on the exhibit B uh compensation section um the other piece that came up late today uh through a question through a board member board chair Bowman um was related to some feedback that was provided by one of our stakeholders that worked as part of the work group and um there were some questions about the indemnification section of the the agreements and um there had been some updates uh presented um by the the Tigard City attorney and agreed upon between all all all three attorneys um but the question in a nutshell that was brought forward was is um the the indemnification language in

225its current draft ended up being that it was Mutual between um the district and each of the cities um and uh in that regard um I uh checked in again with our attorney and our insurance agent um to uh address um some of those questions and concerns and um first off the our attorney's comments were around um this is pretty standard indemnification language and of course um uh the the limits of liability are subject to the Oregon Constitution and the tort claims law and um given that the agreements require um the stated um Insurance levels of the city it's uh for the most part it's going to be the city's um liability that comes to play if something happened with one of the officers placed in one of our schools and there was a a

226claim a liability or a suit of some sort um but the follow-up question on my part was to our insurance agent to see and the event just to give the board background information the city is part of an insurance pool like we're part of the insurance pool there's a city Insurance poll we're with the pace education pool so for some reason um if there was a case a suit and the city's Insurance couldn't cover for all the loss if the the city or the department was at fault um our our liability insurance would cover would be the get the the question was what's the indemnity Gap coverage and that would be our policy that would cover us um it um may or may not cover the cities um liability but it would cover our liability

227so um that was um the outcome of my my conversations late this afternoon with the insurance agent and the attorney and I'll pause to see if there's any other questions around that answered my question thank you David you're welcome director Bowman and I don't have anything else to share unless again like I said there's questions I just wanted to say I did appreciate the um Community member that reviewed uh contract I did appreciate some of her questions I thought they were very appropriate so I wanted to thank that that person but you know she she knows who she is we got great feedback throughout the process [Music] um director Ron did a great job running point on that and um I was nervous for a while how are we going to pull it all together

228into one package at the end but we did it yeah yeah if I if I if I may um I just again I I can't even express the amount of gratitude that I have for our community members um as you know our our community task force that helped edit and uh make comments uh aligned to those agreements as well as our uh City Partners who sat along us as we reviewed that and honored um the feedback and answered questions um I see Chief still here again thank you so much for being here and answering questions um and just the the leg work that our community members as well as our administrator staff and our counseling um it's like a school psychologists who uh helped uh run point on some of the work groups to get

229to that that works so again it's a huge effort for many in our in our district and it just highlights the importance of this work and how it's broader than just uh our partnership partnership around SRO but it's the theme that I saw tonight was how a system with an equity lens tries to pull together those uh those connectors for the more Equitable system so I just wanted to offer that gratitude for everyone again and I'd like to Echo that I was so impressed in all of the meetings that I attended with all of the Personnel from the police stations and you know the and the the city and the district it's been it's been an amazing process um and I'm I'm quite proud of our result here and chair the only other piece I

230would add again is is the Genesis of all of this was um again the the support without hesitation from the city of Tigard um to bring both fiscal resource um as well as um you know City personnel um and a equally matched by the city of Tualatin you know a deep commitment to wanting to to get to do the work well and to do it right and and to address the concerns of the community so um I just think it speaks well you know to both municipalities to the staff and certainly to the community at whole who came together and were willing to be transparent and and and risk in ways that um I know challenged everyone who participated but um yeah we are here today so I'm grateful that to all um who have

231contributed to this process it seems like a perfect segue um into a requests for a motion and I I wanted to truly thank everyone as well um it's incredibly important work so I'd be pleased to move that the tiger Talent School Board of Directors approved the SRO intergovernmental agreements with the city of hybrid and Tualatin as presented for second reading second motion was made and seconded to approve the igas as presented and I'll do a roll call for the these particular action items um so all those in favor signify by saying aye director Bowman aye director Emerson aye director Fox hi director search me aye and director wolf is an eye passes unanimously um thank you all um so with that um we will continue to move given uh the time of the evening on

232to redefining learning program um and we have some big money to spend uh director Bernard good evening board director wolf and members of the board um I have two presentations or memos to discuss this evening the first one is with um bond funds so it's the redefining learning program I was here I think last time with the Chromebooks for our high schools and this time it is for our elementary and middle school students who are using iPads we have a four-year replacement cycle on our equipment so if there's some way we can get our schools to just go and for your blocks that'd be great High School Works delightfully Middle School we need one more year but we'll work that through so we are replacing two of our our grades in in middle school and

233we are replacing two of our elementary schools out of our ten so some of the details on here is we have different cases for the different levels we as a transition device still with the creativity and collaboration and some of the the multimedia tools that we can use with the iPads we've put a keyboard with it in the middle schools we did an RFP about four years ago and walked through a process we have iPads with no keyboards at elementary middle school with keyword cases on the iPads and at high schools we've got Chromebooks and so that is the difference in the cases that we're purchasing this year and we have done the run the numbers um over the last few years about having um some Professional Services applied to these devices so as we

234handle um almost 3 000 devices it's cheaper to have a company process them so that's the last line item on the quote is to have somebody go through and tag them and make sure that we get the MAC address and all the good stuff that we need off of them and have them prepped as much as possible so that we can then make sure they're ready for individual students when they come in I have a um kind of a random question here so um when the cohorts of students in middle and elementary school get to high school is the plan indefinitely Chromebooks are for high school students or when the cohorts move up do we want to transition to um iPads for those older students the current plan is Chromebooks at High School and so

235this will be our first year to give our graduating seniors Rowan um and next year miss Emily um uh Chromebooks as they graduate so we're just doing that survey this year and so ninth graders will get the new ones they'll keep them hopefully keeping them nice and tidy and clean because it's theirs to keep as they graduate through our system but at this point in time there's no discussion around changing the type of device um at this point it serves our educational instructional needs um things change so quickly in technology who knows what to say but we've done a lot of training over the last four years in particular and so we've had some discussions about when do we bring that up again and um for our teachers and some of the professional development that

236we've put in place in the curriculum that we've adopted um we don't want to switch things up for our teachers um too soon so I would imagine we're going to go through one more cycle so another four years and then as we get another couple years in we'll talk about the right tool for the right age great thank you okay no questions I'll take a motion um I know that word approved purchase of PK through eight student devices with 2017 bond funds and authorize the district superintendent or CFO to sign the purchase order to Apple Inc in an amount not to exceed one million fifty nine thousand two hundred sixty dollars okay and motion moved and seconded any further discussion and although signify by saying I with roll call director Bowman aye director Emerson hi

237Rick Fox aye characters aye director wolf is an eye motion passes unanimously and we will move to item c network equipment continue director Bernard all right um similar but different these are not bond funds these are um General funds um facility fund grants that we'll be using to purchase our Network equipment we participate in the e-rate program Federal e-rate programs uh USAC organization that allows us to receive a certain percentage back on our free and reduced lunch population we sit at about a 50 percent rate based on our frame reduced lunch number they've held that from last year to this year so we are still sitting at 50 reimbursement so I call it the 50 coupon for Tiger Tualatin um we you over the last I think since 19 sorry 2014 they introduced a category

238two so Network equipment like access points and switches um typically that was reserved for districts that were 90 or higher free and reduced and so we only got that 50 coupon on our Comcast bill or external connections so since 2014 we've really been saving quite a bit of money about 100 000 plus a year with the category two e-rate funding so that would be the internal connections that we're talking about right now so we still get 50 off on our Comcast equivalent but we've moved off of Comcast to dark fiber we also now get 50 off some of our internal connections which is our switches and our access points and those types of things so this time around we have identified some access points that need to be replaced we have some switches that need

239to be upgraded and replaced to continue to adapt to the capacity to the issues that we have we're getting a 10 gigabit backbone which is really geeky and fun for those of us that know what that means but really it's just we're pushing more stuff through and it's really exciting 10 versus one better bigger um and some UPS devices that are the hardware that keeps up big batteries that keep up our Network about 45 minutes if we lose the power because we've got security we've got cameras we've got telephones we've got every not everything many things running on our Network and these ups those are big batteries help hold that up to provide us with some transition time either to a generator or to End School whatever the situation might be and then some more

240access points most of that is just replacement because we are 99 meshed wirelessly across our district so except for some utility closets and some dead spots perhaps and some hallways were pretty much covered for one-to-one devices so until we go to two to one devices we should be good for a while which we're not too far from with kids in their cell phones and us in our cell phones for sure I think most of us right now are doing the three to one device there there is that too yeah one question about the financials so we're authorizing and not to exceed for 190 here this evening but we're anticipating getting 50 of that back through through the e-rate when it comes back where does it go does it go to the general fund does it

241go to the technology department does it go back to where does it go I wish it's a technology fund it goes back to the general fund um and I will let David speak more specifically if you would like some more details on that no pizza fund yeah it's a miscellaneous Revenue item in the general fund so it's one of those back to our our pie chart with Revenue it's that very part of that the thinnest slice of the pie the revenue pie so um Susan what is our total um about a hundred and fifty thousand or so by the time you count all the categories per year this year for e-rate category two yeah if fluctuates between 150 up to 450 depending on what needs to be replaced like a phone system but yeah somewhere

242in that range usually around 200. so it's not going to require us to do a a budget thing where we switch between pots later on in the year or does it no no it just shows up a REV as a revenue it doesn't go up against any expenditure line item because we get it doesn't come up come as a credit on our invoice from the communications uh vendor whoever it happens to be it comes as an actual check from that vendor okay I'll take a motion I moved the board approved the purchase of network equipment from ednetics and authorize the district superintendent or CFO to sign the purchase order to adnetics not to exceed 190 thousand dollars all right second motion was made and seconded to approve as presented further discussion can all those in

243favor um do roll call signify by saying I director Roman aye director Emerson aye director Fox hi director search me aye director wolf is an eye motion carries um okay thank you all and um next item is um director wolf I moved to extend our meeting to 9 45. did you say 45 Sharon 525 hopefully we won't need that much time uh no that's fine motion was made and seconded to extend the meeting to 9 45 um uh any further discussion okay we can just do a choral response all those in favor signify by saying aye aye a post motion carries okay thank you um okay so the next thing um we should be able to wrap this up um fairly quickly um as you all know it's that time of year uh to um

244elect or um appoint our next two student um rep or three actually student Representatives um Emily and Rowan uh we will make sure to work with your schedules uh certainly want you to be part of that process um in interviewing and um uh identifying our next um members as student Representatives but uh this evening we need two board members to be on that team along with Dr Ricky Smith um and Rowan and Emily um and so I'll leave it at that uh interest uh I think it probably makes sense that director Bowman or director zurps Mead one of the two participate um but I don't think that um that requires both of you to do that given if you want your schedules allowed so I feel like if our schedules allow it should actually be

245uh director Bowman and myself because part of the interview process is building the relationships with those candidates and since we will be the two board members who will be on the board next year with those uh those selected uh Representatives it makes the most sense for us to have that opportunity to build those relationships now fair enough um yeah I was just going to say and I um really enjoyed in participating in the process this year and it wasn't actually too time consuming so I would be happy to do it again um and learn from our mistakes of appointing these two to the board for sure only Ben could say that okay oh so um well you guys are teed up to have a great time so but I will say then directors are to

246me and Dr Bowman along with being those I am also um asking you to coordinate with Patty on the complete process um to get out and obviously Rowan and Emily that's also your role uh to promote and um uh advocate for uh individuals to apply and then um Joe and Ben definitely reach out to Russ and make sure that we're working with Creekside as well um so anyway I wanted to be clear on that uh so just need a motion uh for uh Ben and Joe uh the board moves to a point uh board members let's stop working director Bowman and director zerch me to participate in the selection of the school board student Representatives I move well second that's good um motion was made in the second to a point uh director zerks meet

247and vice chair Bowman to uh board or student rep interviews um any further discussion no except them and I I really like that process I thought it was a lot of fun so enjoy I know that Jill and Ben you'll enjoy that and students thank you I know it's too early to kind of say goodbye but um I've really enjoyed having students on our student representative on our board so it'll be fun for you guys to um interview and give your advice to the newbies absolutely um it is it's a highlight I haven't done it for a few years but it definitely is a highlight um uh okay so we'll do um signify by saying I will call director Bowman hi Dr Emerson hi Dr Fox hi director search me aye director wolf is an

248eye motion carries and our final of the evening is the exemption from competitive bidding director Moore um yeah oh and Emily and Rowan both thank you all for hanging in there but feel free to um say your goodbyes yeah to close us out this evening we're asking the board to consider resolution 2021-11 which is uh findings of fact for exemption from competitive bidding for our district ionization project and this would be um on a qualifications plus bid procurement model and a similar to what we did recently with the district-wide summer mechanical projects and um so the uh this would be a a this this Summer's uh project so a tight time frame and uh each of the the buildings across the district would be touched um that aren't otherwise uh new and um so the

249findings uh justify um this exemption from competitive bidding due to some of those circumstances the the tight time frame and the work that has to be coordinated across the district and with that we do have [Music] um Bond program manager Debbie Pearson here from day CPM in addition to I think Kevin Montague our facilities manager has stuck around and they can address uh some of the technical questions that may be out there related to the actual ionization project yeah thank you so I have I have many questions about why ionization because the the research I've done into it um does not indicate that ionization does all that much I've heard a lot of claims about what it does um to the to the air quality but I've also heard that it it creates ozone which

250is uh not a good thing to have around young lungs in particular but anybody's lungs in general and so I wanted to find out why we're doing ionization what's the what's the Benny there so I can kind of weigh in on that um you're correct that this ionization is is an emergency it's considered by the CDC as an emerging technology um it has um if depending on what you where you look and we we encountered this as we went through it depending on what consultant we talked to um it was it's an emerging technology and you should wait on it or um recommendation of of doing it um it's one of the layered approaches and and looking at that between uh UVC lighting is another is another approach that has a lot of a lot

251of field um efficacy and use over Over time however most of that use is not uh been put into airstreams where it's treating the Airstream rather it's treating something in the in the HVAC system that is a static point or coil or something of that nature and those are emerging Technologies as well to get the the Airstream treatment um with the ionization there is absolutely the potential for for ozone usage the one that we are looking at has been certified not to create any ozone because of of that concern um there's a lot of information that is coming out as as we know this with with testing of covid and claims versus Real World efficacy um this was determined after all the research we did that as another layered approach that this this made sense

252uh to to go down this route um it's again it's classified as an emerging technology um by the CDC but they say that um you if you do your research and there's a lot of research on this particular one that that shows some positive positive rates and I I will say at least anecdotally we installed a an ionization unit about two years ago in a classroom space that had been historically problematic or odors and um staff member believed there was some mold that we we tested multiple times for mold and didn't didn't come up with any mold uh but when we did install that unit in that particular space the the staff member said that problem's gone um we we've taken care of it so again anecdotal evidence not anything related to covet or that

253type of thing but um we we do at least have some positive real world applications in our own District and are we talking about having this done just across all of our systems at every school or just at those schools where we can't open Windows to get fresh air in so right now we're proposing that we do it across across the board and one of the things one of the reasons behind it for the conversation on Fresh Air to open opening Windows um the way that our systems operate uh across the district is that are they we have a a supply fan and a return fan and the systems are balanced to create a slightly positive pressure in the space so anytime you open a window you're actually not it's a struggle you can get

254some in but it is a really a big challenge to get fresh air to come in because you have a positive pressure in the building so you end up pushing air out the window when you open the space and the and our HVAC systems are they're designed and and balanced to have Windows and Doors closed so it it's completely counterintuitive but that's but that's the way that that our systems operate we bring fresh air in through the system itself through an outside air intake which all of our systems have and we've opened up those those intakes as far as possible and we've we played around with them as we opened them up and then we couldn't keep the rooms hot uh warm enough because it's too much fresh air so sort of dialed those down

255slowly and as the temperatures rise back up we're opening those back up and and keeping as much as as much fresh air as possible coming in so it's the the opening Windows and Doors um if you look at the CDC and and ashrae recommendations for the most part those are for systems that do not have an outside air intake that they're that you rely on natural ventilation um that's where all that's where they do uh that's where they do the best and the most so it's it's really just an uh supplement layer to what we are already doing with our outside air intakes that are that are pulling an outside air at the maximum we can it's just another one of those layered um just like a mask and social distancing and and those types

256of things it's it's just one more layer it is not the I will say it's not the fantasy it's not the Silver Bullet but a lot of folks may be claiming that it is but it is just another potential um help and I'm am I correct in assuming that we would use the federal uh relief dollars for this rather than say Bond dollars or general fund dollars I'll let David speak to that one yeah we're still having that discussion um we're uh Bond dollars are a potential and also a construction excise tax um third option would would probably be um you know depending on what we determine our other priorities to be the third option would probably be the s or dollars but we still have some priority work to do with use of those

257dollars for educational purposes I think I I have this I really appreciate the information Kevin that's um really helpful um well I talked to a couple teachers this weekend who are big fans of they call them air scrubbers for classrooms um that I think they're they're units in the classroom that just circulate and filter the air in the classroom um I think they're she said there's 600 a pop um have have we considered like uh an option like that in terms of financial feasibility versus efficacy versus a um HVAC system improvements like this was that part of the conversation yes now we we have those available um one of the the challenges with those air scrubbers that go into the space in order to um get a unit that is large enough to treat the

258space the the actual cubic square squared or cubic footage in the space um you have to get such a large unit that it would be too noisy to actually be in the in the space we do have those units we've we've brought them in we're providing those um on a request basis on top of the other things that we're doing um they are rated uh they were they were the the best one that we could find they're they say that they will treat 1100 to 1200 square feet of space but in reality when you actually take the the numbers and and plug them into what we have with nine foot ceilings or ten foot ceilings and those types of things they actually will do the air air exchanges on their own they'll handle about 500

259square feet um so that's again another layering approach of our our HVAC system does this much the the um HEPA filtration units will do a little more the ionization would would tag on to that uh again just in the in the hope that um with all of the mitigation strategies just help one of the biggest challenges with the the air scrubbers or the the filtration units is the filter changes and the the required filter changes on that um what it's one of the advantages of the of an ionization unit is essentially there are no consumables to the product it's other than the small amount of power usage um but there is no filter units the the the filters that we're using the the replacement filters are about 150 a piece each year and then logistically

260you know if we had 800 of those in the district that we had to change every six months to a year um we that that becomes a challenge um so it but but it's it's something that we are are doing and have provided and have have availability of as well really appreciate the expertise thank you great info as well I just have another question and that is um still have two minutes um I saw you um is uh I lost my question um yeah what other Kevin what other um industries use um ionization for example medical hospitals Airlines does anybody else is it standard for any other Industries given that it's an emergency emerging technology so the the manufacturer that we're dealing with or working with um has indicated that they have their systems installed

261in in several Airlines um they have it in Google uh in a lot of Google spaces and they have it in the Pentagon so it's again some some there's no real data but there's those are some pretty big hitters that are saying okay we're taking a uh we believe in this technology so those are the those are the the big ones that I know of from the manufacturer that we're looking at I'd just be really interested um at some point in time to know about medical facilities use this um technology I was gonna say I might add real quick that oftentimes what we see is the medical facilities are designed differently and so the product systems are um they are designed to be at a higher level filtration rate as far as they're Merv then

262a school typically is and so then it's the function and design of the buildings versus the use and so typically schools just aren't designed with the same quality of air ventilation as you would in a medical facility or some a chip manufacturing facility or something like that thank you for that information okay I moved to approve resolution 2021-11 adopting findings of fact granting exemption from competitive bidding for district-wide ionization project by means of qualifications plus a bid and authorizing selection by request for proposals I approve motion as presented further discussion thank you for revising the scoring Matrix and I just want to appreciate the great questions and conversations this is um obviously clearly very important um in our health systems air systems for our students and staff um so again roll call um all those

263in favor signify by aye director Bowman aye Dr Emerson aye director Fox hi director search me hi director wolf um is an eye motion carries and with that that is the end of our um uh agenda and our evening and I wish you all um a great rest of your night bye everyone