001AND WE HAVE TWO REQUESTS FOR IN-PERSON TESTIMONY. FIRST WE'LL HEAR FROM LAURA EVANS. HELLO. HI. DO I JUST STAND HERE? YOU CAN COME UP HERE. AND YOU HAVE THREE MINUTES FROM THE TIME YOU SIT DOWN. I'M --TWO OF MY NEIGHBORS ARE WITH ME, KATIE NELSON, AND SAMANTHA YARNELL. WE LIVE ON SUTTER LEAF DRIVE RIGHT BEHIND THE --OF THE NEW MIDDLE SCHOOL. AND WE HAVE BEEN KEPT SOMEWHAT INFORMED. AND RIGHT BEFORE SPRING BREAK THIS YEAR, GABE ACOSTA CAME TO OUR DOOR AND LEFT A FLYER AND ASKING HOW THINGS ARE GOING, AND OH, BY THE WAY, WE'RE GOING TO BE PUTTING A FENCE ALL THE WAY ACROSS, AND IT'S GOING TO FOLLOW THE OLD PROPERTY LINE. WHICH WAS KIND OF SURPRISING. SO, 30 YEARS AGO, THEY PUT A FENCE --THE JUNIOR HIGH PUT UP A FENCE TO
002WHICHEVER PROPERTY SAID THAT THEY WANTED THE FENCE, AND THEN THEY STOPPED AFTER THAT. BUT THEY DIDN'T FOLLOW THE PROPERTY LINE BECAUSE OF THE SLOPE OF SOME OF THE NEIGHBORS, AND IT JUST MADE MORE SENSE TO KEEP A STRAIGHT LINE. SO, WE'RE JUST CONCERNED THAT, YOU KNOW, WE'VE HAD THE USE AND CARE OF THIS PROPERTY NOW FOR 30-SOME YEARS, AND WE WOULD LIKE TO CONTINUE TO USE AND CARE FOR IT IN THE MANNER THAT WE'VE DONE SO. AND WE DIDN'T KNOW WHO WE WERE SUPPOSED TO TALK TO. SO, THAT'S WHY --THAT'S WHY YOU'RE GETTING ME. AND THE OTHER THING IS THAT WE DID ASK -- IT'S A BIG ASK, I KNOW. I'VE ALWAYS HAD A GATE. SO, WHEN MY KIDS WERE GOING TO UPLANDS AND THEN TO THE JUNIOR HIGH AND THEN TO THE HIGH SCHOOL,
003THEY JUST WALKED OUT THE BACK GATE AND WENT ON THEIR WAY. AND IT ALLOWED US -- WHEN THEY PUT? IN THAT LINE OF TREES TO BLOCK THE LIGHT FROM THE GYM, THAT WAS THE TEMPORARY GYM, THAT MADE IT HARD FOR THE SCHOOL DISTRICT TO MAINTAIN THE PROPERTY BETWEEN THE TREES AND THE FENCE LINE. SO, IT'S NICE TO BE ABLE TO GET BACK THERE AND TAKE CARE OF IT. I'LL JUST -- I MEAN, THE STATUTE WILL BE MET. OKAY. GREAT. THANK YOU. >> THANK YOU. APPRECIATE IT. HELLO, EVERYONE. SORRY. GOOD EVENING. I'M -- BROADWAY, AND I --LET ME STOP FOR A SECOND. I HAVE SOME CONCERNS WITH OUR KINDERGARTENERS THAT'S COMING IN THAT HAVE --AND THIS IS THE SECOND YEAR I HAD DEALT WITH A KINDERGARTEN THAT'S NOT UNDERSTANDING WHY THEY'RE THE ONLY ONES IN THE
004CLASSROOM. AND HAVING BIG FEELINGS. AND TEACHERS ARE ASKING ME WHAT I SHOULD DO. YOU KNOW, HOW CAN WE GET OUR TEACHERS EDUCATED TO HELP OUR BLACK STUDENTS. BECAUSE WHAT HE CAME AND SAID TO ME BECAUSE-- I ASKED HIM WHAT WAS GOING ON. HE SAID, MY TEACHER'S BLONDE, THE COUNSELOR'S BLONDE. EVERYBODY'S BLONDE. WHERE'S --WHERE'S SOMEBODY LIKE ME? I SAID, WELL, I'M HERE. AND HE'S LIKE, BUT NOBODY'S IN MY CLASS, YOU KNOW? AND THIS IS, LIKE I SAID, THE SECOND YEAR I HAD DEALT WITH THIS. AND MY HEART GOES OUT TO THESE KIDS. WHAT CAN WE DO TO HELP OUR KIDS AND HELP THE TEACHERS TO HELP OUR KIDS? BECAUSE THEY HAVE NO CLUE. AND IT --JUST ME THERE, THAT'S NOT HELPING. I MEAN, IT HELPS SOME, BUT I CAN'T BE EVERYWHERE, YOU KNOW? AND I'M GLAD
005HE CAME TO ME AND TALKED TO ME ABOUT IT BECAUSE I UNDERSTOOD WHY HE'S HAVING HIS FEELINGS. AND UNFORTUNATELY, THEY'RE THINKING IT'S SOMETHING ELSE INSTEAD OF DIGGING DEEP AND UNDERSTANDING HOW HE'S FEELING, YOU KNOW? SO, I DID --I RELATE. AND I TOLD HIM, HEY, I FEEL THE SAME WAY, YOU KNOW? IT'S JUST ME, YOU KNOW? AND EVERYBODY'S TALKING ABOUT, WELL --HOW DO YOU THINK I FEEL WALKING IN EVERY DAY? YOU KNOW, IT IS UNCOMFORTABLE, BUT I LEARN TO ADAPT. I ADAPT WHEREVER I GO. YOU KNOW, BUT WITH KIDS, NOT SO MUCH. SO, I HAVE 30 SECONDS SO LET ME THINK OF SOMETHING ELSE TO SAY. I DON'T KNOW. WE'VE GOT TO DO SOMETHING FOR OUR KIDS. THAT'S WHY I WORK WITH THE LITTLE ONES --MY YOUNGEST SON --HE LIVES IN A BLACK HOUSEHOLD, BUT MY
006SON-IN-LAW, HE'S PORTUGUESE. THEY CAN RELATE. AND I'M DONE. APPRECIATE THAT. THANK YOU. OKAY. I WOULD TAKE A MOTION TO APPROVE. TAKE A MOTION TO ACCEPT THE CONSENT AGENDA. THANK YOU. IS THERE A SECOND? I'LL SECOND. ALL IN FAVOR, PLEASE SAY AYE. AYE. >> AND THE MOTION PASSES. WE'LL MOVE ON TO COMMENTS FROM STUDENT REPRESENTATIVES OF THE ASIAN AMERICAN PACIFIC ISLANDER HERITAGE MONTH RESOLUTION. THIS EVENING WE RECOGNIZE MAY AS ASIAN AMERICAN PACIFIC ISLANDER MONTH, CONTRIBUTING TO CULTURE AND COMMUNITY FOR OVER 200 YEARS, LEADERSHIP, INNOVATION, AND RESILIENCE. DID YOU HAVE SOMETHING TO ADD AS WELL? IT WAS YOUR AREA. I INVITED MIRA GARCIA, WHO IS A MEMBER OF OUR --I GET CONFUSED BETWEEN THE TWO SCHOOLS' CLUBS NAMES. BUT SHE'S PART OF OUR ASIAN AMERICAN GROUP AT SCHOOL. SO, I INVITED HER TO READ THE RESOLUTION AND
007SHARE ABOUT WHAT OUR CLUB IS DOING. HI, EVERYONE. I'M MIRA GARCIA. I'M PRESIDENT OF CHINESE CLUB AND PUBLICITY DIRECTOR OF ASIAN AMERICAN PACIFIC ISLANDER CLUB. SHOULD I TALK NOW ABOUT -- YEAH. >> RECENTLY, LIKE, TWO, THREE DAYS AGO AT THE SPRING MARKET, WE -- CHINESE CLUB -- SOLD SOME CHINESE FOOD TO RAISE MONEY FOR OUR CLUB. AND AAPI SOLD SOME BOBA. WE'VE BEEN DOING FUND-RAISERS LIKE THAT ALL YEARYEAR RAISE MONEY FOR OUR CLUBS TO HOST EVENTS LIKE LUNAR NEW CLEAR. AND I THINK LL RECENTLY HAD THEIR ASIAN AMERICAN CULTURE FESTIVAL. IN FEBRUARY, LAKE RIDGE HOSTED THE NEW YEAR. WE ALSO HOSTED DIWALI. SO, WE'VE BEEN HOSTING SOME FUN EVENTS THIS YEAR TO TRY AND CELEBRATE JUST AAPI CULTURE. FANTASTIC. AWESOME. >> DO YOU HAVE A RESOLUTION THAT YOU'RE GOING TO READ? YEAH, I HAVE IT.
008OKAY. >> IS SHE READING THE WHOLE THING? WELL, IT'S UP TO YOU. SOMETIMES WE GO AROUND AND EACH PERSON WILL READ A PARAGRAPH OR YOU CAN READ THE WHOLE THING IF YOU LIKE READING OUT LOUD. WHAT'S YOUR PREFERENCE? LET'S GO AROUND. YOU WANT ME TO START? YEAH. >> OKAY. WHEREAS ASIAN AND PACIFIC AMERICANS HAVE LIVED AND WORKED IN OREGON FOR MORE THAN 200 YEARS, CONTRIBUTING TO THE STATE'S RICH HISTORY, ECONOMY, AND CULTURE, AND -- WHEREAS ASIAN PACIFIC AMERICANS HAVE HELPED ADVANCE OUR COMMUNITY'S PROSPERITY TO CONTRIBUTIONS TO ALL FIELDS OF EDUCATION, BUSINESS, THE ARTS, ECONOMIC GOP DEVELOPMENT, SCIENCE, AND TECHNOLOGY AND -- WHEREAS ASIAN AMERICAN FREEDOM IS -- PREVAILING OVER THE ADVERSITY OF EXCLUSION, PERSECUTION, AND DISPARITIES, AND -- WHEREAS MANY -- YES. OKAY. SORRY. WHEREAS MANY ASIAN PACIFIC AMERICANS HAVE EXPERIENCES --WAIT. IS THAT WHAT
009YOU JUST READ? SORRY. WHEREAS MANY ASIAN AND PACIFIC AMERICANS HAVE EXPERIENCED THE INJUSTICES OF EXCLUSIONARY ACTS AND DENIAL OF CITIZENSHIP AND INTERNMENT IN -- WHEREAS THE VIBRANT HISTORY AND DIVERSE CULTURES OF OREGON'S ASIAN AND PACIFIC AMERICANS ARE HERE TO BE HONORED AS A CENTRAL PART OF OUR STATE'S STORY AND SHARED ACROSS ALL OREGON COMMUNITIES. WHEREAS ADDITIONAL EDUCATION IS NEEDED TO INCREASE THE KNOWLEDGE OF ALL CITIZENS RELATIVE TO THE CONTRIBUTIONS OF ASIAN AND PACIFIC AMERICANS TO THE DEVELOPMENT OF EDUCATION AND THE LARGER SOCIETY AND -- YOU CAN READ THE LAST ONE. --NOW THEREFORE BE IT RESOLVED, LAKE OSWEGO SCHOOL DISTRICT WILL CELEBRATE THE MONTH OF MAY AS ASIAN AMERICAN AND PACIFIC ISLANDER HERITAGE MONTH AND ENCOURAGE OUR PUBLIC SCHOOLS TO INFUSE INSTRUCTIONAL LEARNING ACTIVITIES TO INCORPORATE THE CONTRIBUTIONS OF ASIAN AND PACIFIC AMERICANS THROUGHOUT THE SCHOOL
010YEAR. OKAY. LET'S ALL TAKE A MOTION FOR THE RESOLUTION. SO MOVED. >> OKAY. SECOND. >> I'LL SECOND. >> ALL IN FAVOR, PLEASE SAY AYE. AYE. >> AND THE MOTION IS ADOPTED. THANK YOU VERY MUCH. THANK YOU SO MUCH. [ APPLAUSE ] ALL RIGHT. AND I THINK -- CHRISTY, I THINK YOU HAVE OTHER GENERAL COMMENTS. YEAH. I GUESS COMING UP FOR AT LEAST HIGH SCHOOL, THIS WEEK IS PROM FOR BOTH OF OUR HIGH SCHOOLS, THIS SATURDAY. SO, THAT'S EXCITING. SAME DAY? YEAH. AND ALSO IN THE NEXT TWO WEEKS, THERE'S AP TESTS. YEA. SO, HIGH SCHOOLERS ARE REALLY BUSY. I ALSO THINK THERE'S AN S.A.T. THE MORNING OF PROM. THERE IS. OH, WOW. >> THE WEEK RIGHT BETWEEN THE TWO WEEKS OF AP TESTING. YEP. AND ALSO SPRING SPORTS ARE VERY BUSY AND GETTING CLOSE TO THE
011END. SO, THAT'S ALSO EXCITING. THAT'S ALL I HAVE TO SHARE. YOU SOUND VERY BUSY. THANKS FOR COMING. ALL RIGHT. WELL, WE'LL MOVE ON TO -- OH, WE HAVE ANOTHER RESOLUTION. MORE BUSINESS POLICY AGENDA NATIONAL TEACHER APPRECIATION WEEK. YEA. ALL RIGHT. DO WE HAVE A PRESENTATION? WE DO. HI. >> WELCOME. THANK YOU. SHOULD I SIT HERE? >> YEAH. OH, WAS I SUPPOSED TO SPEAK? NO. >> OKAY. GOOD. WE HAVE LEARNED TO READ INTO THE FUTURE. OH, GOOD JOB. EXCEPT I CAN'T FIND -- 6.1. >> OH, HERE IT IS. SORRY. ALL RIGHT. SO, WE HAVE A RESOLUTION WE'RE GOING TO READ? AND WHY DON'T WE START. WHEREAS TEACHERS MOLD FUTURE CITIZENS THROUGH GUIDANCE AND EDUCATION AND -- WE'RE GOING THIS WAY? YES. >> OKAY. WHEREAS TEACHERS ENCOUNTER STUDENTS OF WIDELY DIFFERING BACKGROUNDS AND -- WHEREAS OUR COUNTRY'S
012FUTURE DEPENDS UPON PROVIDING QUALITY EDUCATION TO ALL STUDENTS AND -- WHEREAS TEACHERS SPEND COUNTLESS HOURS PREPARING LESSONS, EVALUATING PROGRESS, COUNSELING AND COACHING STUDENTS, AND PERFORMING COMMUNITY SERVICE, AND -- WHEREAS OUR COMMUNITY RECOGNIZES AND SUPPORTS ITS TEACHERS IN EDUCATING THE CHILDREN OF THIS COMMUNITY. NOW THEREFORE BEING RESOLVED, THE LAKE OSWEGO 7J BOARD OF DIRECTORS PROCLAIMS MAY 7th THROUGH 9t h 2025 TO BE TEACHER APPRECIATION WEEK. STRONGLY ENCOURAGES ALL MEMBERS OF OUR COMMUNITY TO JOIN IN PERSONAL APPRECIATION TO ALL OUR TEACHERS FOR THEIR DEDICATION AND APPRECIATE TO THEIR WORK. WE WILL DISPLAY [ APPLAUSE ] THANK YOU. HI. THANK YOU VERY MUCH. THANK YOU. >> ON BEHALF OF THE EDUCATORS OF LAKE OSWEGO SCHOOL DISTRICT, WE APPRECIATE YOUR APPRECIATION. I'M SMILING UNDER THIS MASK. THANK YOU. THANK YOU. >> THANK YOU. DO YOU NEED A MOTION ON
013THAT? I THINK WE SHOULD DO A MOTION, YES. OKAY. MAKE A MOTION TO APPROVE THE STATEMENT. APPRECIATION WEEK. YEAH. SO, THANK YOU. IS THERE A SECOND? I'LL SECOND. >> ALL IN FAVOR, SAY AYE. AYE. >> THANK YOU. THE MOTION IS APPROVED. ALL RIGHT. LET'S SEE. WE WILL NOW -- SUPERINTENDENT'S UPDATE. THANK YOU, VICE CHAIR HARTMAN. WELL-OILED MACHINE, WELL-OILED MACHINE. I ALSO WANT TO JUST TAKE A MOMENT TO RECOGNIZE THE HEART AND SOUL OF OUR SCHOOL DISTRICT, WHICH IS OUR TEACHERS. SO, PASSION, DEDICATION, TIRELESS WORK ALL THE TIME SHAPING WHAT'S HAPPENING IN OUR CLASSROOMS. I FEEL SO LUCKY TO WORK WITH SUCH DEDICATED TEACHER.S. SO, WE'RE VERY, VERY LUCKY HERE, AND THEY DEFINITELY MAKE A LASTING IMPACT ON ALL OF OUR STUDENTS. THANK YOU, TEACHERS WHO HAPPEN TO BE HERE. I ALSO WANT TO THANK LLPD
014AND THE FIRE DEPARTMENT. WE HAD A STUDENT LAST WEEK GET OFF THE BUS AND WANDERED OFF, WHICH IS A VERY SCARY THING FOR ANYBODY WHO HAS CHILDREN. BUT IT'S ACTUALLY VERY SCARY FOR ME TOO. I GOT A CALL SAYING THAT THE STUDENT WAS MISSING. I IMMEDIATELY GOT IN THE CAR AND DROVE OVER TO THE --IT WAS MOUNTAIN PARK AREA IS WHERE THE STUDENT GOT OFF THE BUS. AND BY THE TIME I GOT THERE --AND THAT'S LESS THAN A MILE AWAY --THERE WERE THREE POLICE OFFICERS THERE AND THE FIRE DEPARTMENT, ALL LOOKING FOR THIS LITTLE BOY. AND WE FOUND HIM. AND HE HAD JUST WAND ERD OFF. AND I JUST FEEL LIKE WE'RE REALLY LUCKY IN LAKE OSWEGO THAT WE HAVE THE RESPONSE TIME FOR POLICE AND FIRE IN SOMETHING THAT COULD HAVE BEEN VERY BAD
015AND IT WASN'T. BUT IT'S JUST NICE TO KNOW THAT WE CAN CALL THEM AND THEY IMMEDIATELY DROP EVERYTHING AND HELP US WITH OUR STUDENTS. I JUST WANTED TO THANK THEM PUBLICLY BECAUSE IT WAS A BIG SCARE FOR US, AND IT'S NOT SOMETHING THAT HAPPENS VERY OFTEN. SO, WHEN IT DOES, IT'S VERY JARRING. ALSO THIS WEEK IS VOLUNTEER APPRECIATION WEEK. A LOT OF APPRECIATION GOING ON HERE AT THE END OF THE SCHOOL YEAR. TIME TO CELEBRATE ALL THE INCREDIBLE VOLUNTEERS WHO MAKE A DIFFERENCE IN OUR SCHOOL EVERY DAY. I THINK WE'VE HEARD, WE DID 3,500 VOLUNTEER APPLICATIONS THIS YEAR. SO, WE DEFINITELY HAVE A COMMUNITY THAT INVESTS IN OUR SCHOOLS. AND I'M REALLY APPRECIATIVE TO ALL OF THEM AND SO GRATEFUL TO ALL THE VOLUNTEERS THAT HELP OUT OUR SCHOOLS. WE ALSO GET TO APPRECIATE THIS
016WEEK SCHOOL NURSES, BUS DRIVERS, AND SUBSTITUTE TEACHERS. I DON'T KNOW HOW THEY WOUND UP ON THE SAME WEEK, BUT THEY DID. DO WE HAVE RESOLUTIONS FOR ALL THOSE? WE JUST APPRECIATE THEM. REALLY GOOD TO CELEBRATE THEIR CONTRIBUTIONS TO OUR SCHOOL AND OUR COMMUNITY. OUR NURSES PROVIDE CARE, WELLNESS, TRYING TO KEEP OUR STUDENTS AND HEALTHY AND SAFE EACH DAY. THEY'RE ALSO AMAZING WITH OUR FAMILIES WHO ARE WORRIED ABOUT ANYTHING WITH THEIR KIDDOS. AND OUR DRIVERS GET TO PROVIDE TRANSPORTATION TO AND FROM SCHOOL SAFELY EVERY DAY, WHICH IS FANTASTIC. AND THEN ALSO OUR SUBSTITUTE TEACHERS, WHO STEP IN AND TEACH OUR STUDENTS. AND MR. FIELDS IS NOW GOING TO BECOME A SUBSTITUTE TEACHER. WE MIGHT BE ABLE TO APPRECIATE YOU NEXT YEAR. SO, THANK YOU TO THE --AND SUBSTITUTE TEACHERS. WE ALSO HAVE -- APRIL IS ALSO
017AUTISM ACCEPTANCE MONTH. AND THIS MONTH WE CELEBRATED AND PROMOTED ACCEPTANCE IN CONDITIONS THAT OCCUR IN ONE OUT OF EVERY 54 CHILDREN IN THE UNITED STATES, INCLUDING MANY STUDENTS HERE IN LAKE OSWEGO. AUTISM ACCEPTANCE MEANS CELEBRATING DIVERSITY BY RECOGNIZING PEOPLE WITH AUTISM ARE DIFFERENT AND NOT LESS, THRIVING AS EQUALLY VALID, AND VALUED MEMBERS OF OUR COMMUNITY. SO, THIS WEEK --ACTUALLY ON THURSDAY I'M GOING TO BE OVER AT RIVER GROVE. THEY'RE GOING TO BE DOING AN AUTISM AWARENESS ASSEMBLY. SO, WE GET TO CELEBRATE THEM DURING THAT TIME. LORAC RIBBON CUTTING. WE WERE ALL AT THE LORAC SATURDAY, WHICH WAS AMAZING. IT WAS SO BEAUTIFUL. AND I AM SO GRATEFUL TO THE CITY AND THE PARTNERSHIP WITH THEM AND SO EXCITED TO SEE OUR SWIMMERS AND OUR WATER POLO ATHLETES WALK INTO THAT POOL AND FEEL LIKE THIS
018IS MY HOME POOL, BECAUSE THERE IS NO OTHER SCHOOL THAT HAS THAT KIND OF FACILITY. IT IS -- IT IS STUNNINGLY BEAUTIFUL. SO, I'M REALLY EXCITED ABOUT THAT. IT ALSO HAS NEW FACILITIES FOR WORKING OUT, FOR GYM SPACE, GOLF COURSE. SO, IT JUST -- IT'S A GREAT --LAKE OSWEGO. BUT I AM ESPECIALLY PROUD OF THE POOL AND WHAT THAT'S GOING TO MEAN TO OUR STUDENTS. WE WANT TO ENCOURAGE PEOPLE TO SIGN UP FOR MEMBERSHIPS SO MAYBE OUR OPERATION LEVY WILL GO. SIGN UP FOR MEMBERSHIPS. IT WAS VERY PACKED ON SUNDAY. IT WAS. AND THERE WAS OVER 500 PEOPLE THAT CAME TO THE RIBBON CUTTING. SO, THERE WAS QUITE A FEW PEOPLE THERE TO SEE THIS AMAZING FACILITY. AND IT HAS TAKEN A REALLY LONG TIME. AND AS JON SAID IN HIS SPEECH, EVERYBODY IS WORKING
019ON THEIR SWIMSUIT BODIES. --WE'LL SEE IF I PULL THAT ONE OFF. DO ANY OF OUR STUDENTS HAVE ACTIVITY -- OR EVENTS THERE FOR THE REMAINDER OF THE YEAR? OR WILL THAT ALL START NEXT YEAR? SWIMMING WILL -- THE CLUB SWIMMING WILL START, BUT THE SEASON DOESN'T START UNTIL THE FALL. SO, THAT'S WHEN THEY'LL START PRACTICING THERE. AS SOON AS THE POOL IS IN USE, THOUGH, THIS POOL WILL SHUT DOWN. SO, ANY CLUB WATER POLO AND SWIM TEAMS WILL BE TRANSFERRED OVER TO THAT FACILITY. WE HAVE A COUPLE OF -- SORRY. THEY'RE JUST WAITING FOR SOME FINAL SIGN-OFF? CORRECT, YES. SHOULD BE VERY SOON. YEAH. HOPEFULLY -- THEY'RE TELLING US IT WILL BE IN THIS MONTH. THAT'S GREAT. THE MONTH OF MAY. --WAITING FOR SOME CLEARANCE. SO, WE HAVE A COUPLE OF EVENTS COMING UP. TOMORROW
020NIGHT WE HAVE THE LAKE OSWEGO SCHOOL BOARD'S CANDIDATE FORUM HOSTED BY OUR PTOs. IT'S AT 7:30 TO 9:00 IN THE CITY HALL CHAMBERS. ANYONE WHO'S INTERESTED IN HEARING FROM POTENTIAL SCHOOL BOARD MEMBERS FOR NEXT YEAR, PLEASE COME TO THAT AND LISTEN TO THEIR ANSWERS. WE ALSO HAVE LLC CARES WORKSHOP, AT RIVER GROVE ELEMENTARY MAY 8th, FROM 5:30 TO 7:00. THAT'S GOING TO BE LED BY OUR STAFF. WE'RE EXCITED ABOUT THEWORK THEY'RE GOING HELP. I ALSO WANT TO TALK A LITTLE BIT ABOUT PRE-K. AFTER 72 PRE-K FAMILIES CONFIRMED THEIR SPOTS IN THE PRE-K PROGRAM, THE SIX CLASSES ARE FULL. THERE ARE 20 STUDENTS STILL ON THE WAIT LIST. AND THIS WEEK WE ACTUALLY POSTED FOR ANOTHER PRE-K CLASSROOM TEACHER. SO, WE'RE HOPING THAT WE CAN HIRE THAT PERSON AND BRING SOME MORE CHILDREN OFF THE WAITING
021LIST. WHAT IS THE CLASS SIZE FOR PRE-K? 15. >> OKAY. >> YEAH. NOT EVERYBODY. OH, BOY. >> AND THE LOCATION FOR THAT NEW CLASSROOM WILL BE DETERMINED ONCE WE SEE HOW MANY KIDS AND WHERE THEY'RE AT AND WHERE WE HAVE SPACE BASED ON REGISTRATION FOR NEXT YEAR'S K-5 CLASSES. AND ALSO I WANTED TO SAY FOR ENROLLMENT FOR KINDERGARTEN NEXT YEAR, WE HAVE 317 KINDERGARTENERS RIGHT NOW, AND THAT IS UP BY ABOUT TEN FROM LAST YEAR. THAT'S ENCOURAGING. HOPEFULLY WE KEEP GOING UP, AND UP. BRING YOUR 5 YEAR OLDS TO SCHOOL. THAT'S WHERE THEY SHOULD BE. THAT'S GREAT. >> AND THAT IS ALL I HAVE. ANY QUESTIONS FOR DR. SCHIELE? I FORGOT I WAS GOING TO SAY THIS. THE STAFF MEMBER WHO SPOKE EARLIER, RENEE, SHE'S AN AMAZING SCA FROM FOREST HILLS. AND SHE --WHAT SHE'S
022TRYING TO TALK ABOUT IS DIVERSIFYING OUR STAFF. AND IT IS SOMETHING WE ARE DEFINITELY WORKING ON AND CONTINUE TO WORK ON. WE DID DO OUR POSTINGS TODAY FOR ANY SCAs THAT WE DO GET TO HIRE FOR NEXT YEAR. SO, YOU PROBABLY SAW 50 OF THOSE COME THROUGH YOUR EMAILS. SO, WE'RE REALLY EXCITED ABOUT MAKING SURE THAT WE LOOK AT ADVERSE CANDIDATES AND PICK THE VERY BEST PEOPLE FOR THOSE JOBS. THANK YOU FOR THAT UPDATE. YEAH. OKAY. 6.3, K-12, HEALTH CURRICULUM ADOPTION. MS. WASHINGTON. MS. WASHINGTON IS NOT HERE TODAY. OH. WE ARE BACK. >> DO YOU WANT TO INTRODUCE EVERYONE? YES. HERE WE GO. OKAY. CHAIR WALLIN, DIRECTOR, STUDENT AMBASSADORS, THANK YOU FOR HAVING US BACK FOR ANOTHER ADOPTION, 4.0 FOR US. WE'RE EXCITED TO PRESENT THE ADOPTION COMMITTEE'S RECOMMENDATION FOR HEALTH INSTRUCT RAL -- I
023COME WELL PREPARED WITH A TEAM OF REPRESENTATIVES FROM THE ADOPTION COMMITTEE. I'D LOVE FOR THEM TO INTRODUCE THEMSELVES. I'M MINDY McNEALLY. I'M A HEALTH TEACHER OVER AT LAKERIDGE HIGH SCHOOL. I'M SHANNON TODD. I AM A HEALTH TEACHER AT UPLANDS MIDDLE SCHOOL. I'M JAMIE HUMPHREY. I TEACH FIFTH GRADE AT RIVER GROVE. I'M HAILEE VOSZ. GREAT. SO, TONIGHT WHAT WE'LL DO -- NEXT SLIDE. THANKS, MARY-KATE. SO, TONIGHT WE'RE GOING TO SHARE WITH YOU AN OVER VIEW OF THE ADOPTION PROCESS AND HOW WE FOLLOW THE DIVISION 22 COMPLIANCE GUIDELINES FROM THE O.D.E. AND ALSO HOW THEIR PROCESS HELPS DEFINE OUR SELECTION CRITERION TO MEET OUR NEEDS IN L.O. SO, WE'LL INTRODUCE THE PUBLISHERS BEING PUT FORTH FOR RECOMMENDATION AND HEAR FROM OUR TEACHER REPRESENTATIVES ON THE HEALTH ADOPTION COMMITTEES AND THE EVIDENCE OF WHY THESE SELECTIONS WERE THE
024BEST SELECTIONS FOR US FOR NEXT YEAR. FINALLY WE'LL SHARE STEPS TOWARDS THE FINAL APPROVAL IN MAY FROM YOUR BODY. AND NEXT SLIDE. SO, IF THIS SLIDE LOOKS FAMILIAR TO YOU, IT'S BECAUSE IT IS. ALL ADOPTION PROCESSES ARE ROOTED IN THE OREGON DEPARTMENT OF EDUCATION'S DIVISION 22 COMPLIANCE GUIDELINES. SO, THIS BEGINS WITH THE REVISING OF THE -- AND UPDATING OF THE HEALTH STANDARDS AND THEN ENDS WITH THE STATE APPROVAL OF QUALITY INSTRUCTIONAL MATERIALS THAT DIRECTLY ALIGN TO THE OREGON LEGISLATION AND STATE'S VISION OF HEALTH EXPERIENCE. NEXT SLIDE. WHAT DOES THAT MEAN FOR US IN LOSD? WE BASICALLY FOLLOW A VERY SIMILAR ROADMAP, AND WE MIRROR THE STATE'S PROCESS OF THE ADOPTION PROCESS, INCLUDING USING THEIR SAME EVALUATION TOOL, WHICH WE CALL THE IMET, AND THAT'S DESIGNED ESPECIALLY FOR HEALTH INSTRUCTION. AND WE USE THAT TO CRITICALLY
025LOOK AT THE MATERIALS UNDER REVIEW. WERE FORTUNATE AGAIN TO HAVE A REPRESENTATIVE ON OUR ADOPTION COMMITTEE, HAILEE VOSS, WHO ALSO SERVED ON THE STATE ADOPTION, A PROCESS THAT HAPPENS OFTEN. WE OFTEN HAVE A TEACHER FROM LOSD. AND IT REALLY DOES HELP US. SHE WAS EXTREMELY HELPFUL IN HELPING US UNDERSTAND THE STATE'S CRITERION TOOL, BUT ALSO HELPING US TAKE THAT TOOL AND MAKE IT OUR OWN SO WE'RE LOOKING AT IT FOR THE NEEDS OF OUR STUDENTS IN LOSD. SO, NEXT SLIDE. SO, HOW DO WE DO THAT? WELL, OF COURSE EVERY TIME WE MAKE DECISIONS OR DO ANYTHING, WE START WITH YOUR STRATEGIC PLAN AND OUR EQUITY LENS. SO, WHILE THE ADOPTION COMMITTEE SPENT A GREAT TIME UNPACKING THE EVALUATION TOOL AND HOW THAT CRITERION HELPS US LOOK AT HOW TEACHING SKPLERNING IS ACTUALLY REPRESENTED, WE ALSO
026WANT TO REFLECT OUR LOCAL PRIORITIES. SO, WE UNPACKED THE STRATEGIC PLAN AND THE EQUITY LENS BOTH SIDE BY SIDE WITH THOSE CRITERION TOOLS TO SEE WHAT ARE THOSE TRUE EVIDENCE MARKERS OF GOOD INSTRUCTIONAL HEALTH MATERIALS THAT MATCH OUR NEEDS AND OUR GOALS AND PRIORITIES. AND ARE ALIGNED WITH THE STATE STANDARDS. SO, WE START THERE AND ACTUALLY WE START THERE AND WE ACTUALLY FINISH THERE. BUT IN BETWEEN, WE'LL GO TO THE NEXT SLIDE. BUT IN BETWEEN THERE, ONE OF THE BIG PART OF THE ADOPTION PROCESSES IS THIS IS THE TIME WHERE OREGON ROLLS OUT THEIR NEWLY REVISED HEALTH STANDARDS. SO, THE COMMITTEE ALSO SPENT A GREAT AMOUNT OF TIME LOOKING AT THE STANDARDS, UNDERSTANDING THE NEW SHIFTS, SUCH AS --JUST THE NEW SHIFTS THAT HAD HAPPENED. NOW, THE ONE THING THAT IS WHAT MAKES OREGON REALLY
027UNIQUE IS THAT OUR COMPREHENSIVE HEALTH STANDARDS ARE EXPLICITLY REFLECTIVE OF THE STATE'S LEGISLATIVE REQUIREMENTS. SO, IF YOU GO TO THE NEXT SLIDE, ALL OF OUR STANDARDS ARE ROOTED IN THESE LAWS. SO, WE'VE GOT THE FUNDAMENTAL HEALTH EDUCATION LAWS. AND IF YOU GO TO THE NEXT SLIDE, WE'VE GOT THE SEXUALITY EDUCATION AND HUMAN GROWTH AND DEVELOPMENT LAWS, CHILD SEXUAL ABUSE PREVENTION. AND ALSO FOR THE MIDDLE SCHOOL AND HIGH SCHOOL, THE NEWLY REVISED OPIOID LAWS. SORRY. SO --AND JUST AN FYU, THIS IS, KIND OF, A FUN FACT IS THAT THE PUBLISHERS FOR ELEMENTARY AND HIGH SCHOOL WERE THE ONES PUT FORTH FOR ADOPTION, THERE WAS ONLY ONE CHOICE ON THEIR APPROVED LIST. THAT'S BECAUSE THEY WERE THE ONLY PUBLISHERS THAT WERE PUT FORTH IN THE ADOPTION PROCESS THAT DIRECTLY INSTRUCTED THE OREGON HEALTH LAWS AND LEGISLATIVE REQUIREMENTS.
028SO, THAT WAS KIND OF A FUN FACT. SO, AFTER CAREFUL ANALYSIS, EVALUATION, AND EVEN THOUGH THESE WERE THE ONLY ONES FOR ELEMENTARY AND HIGH SCHOOL, WE LOOKED AT THEM WITH A VERY FRESH EYE, A VERY CRITICAL EYE. WE -- I'M GOING TO HAVE YOU GO TO THE NEXT SLIDE. WE'RE EXCITED AND CONFIDENT TO PRESENT TO YOU UNANIMOUSLY THESE ADOPTIONS THE COMMITTEE RECOMMENDS FOR ELEMENTARY. THE CHILDREN'S HEALTH MARKET, THE GREAT BODY SHOP. FOR MIDDLE SCHOOL, THERE'S TWO PUBLISHERS UNDER REVIEW. THIS IS FOR SIXTH AND SEVENTH GRADES, THE GOOD HEART WILCOX COMPREHENSIVE HEALTH SKILLS FOR MIDDLE SCHOOL. AND FOR EIGHTH GRADE, THE HUMAN KINETICS COMPREHENSIVE FOR MIDDLE SCHOOL. AND TO BRIDGE TO HIGH SCHOOL, THE HUMAN KINETICS COMPREHENSIVE HEALTH HIGH SCHOOL VERSION. SO, THAT IS OUR LINEUP FOR THERE. AND ON OUR NEXT SLIDE, I'M GOING TO
029LET OUR EXPERTS TALK A LITTLE BIT ABOUT WHY THESE WERE STILL THE BEST SELECTION FOR OUR NEEDS IN LOSD. YEAH. SO, HI. THANK YOU FOR LETTING US COME HERE AND SPEAK. SO, I'VE TAUGHT FOR NOW 20 YEARS, 17 IN LL. AND WE'VE HAD THE GREAT BODY SHOP, AS KELLY SAID. SO, WE ARE USED TO IT. BUT WE REALLY LIKE IT. THERE'S A COUPLE OF REASONS UP HERE --I'LL JUST KIND OF GO OVER AND ADD IN MY OWN LITTLE QUIPS AS WELL. THE FIRST BIG THING WAS THAT IT IS DEVELOPMENTALLY APPROPRIATE, AND IT HAS ENGAGING FORMAT. A LOT OF INFORMATION AND COMMUNICATION SKILLS THAT, KIND OF, GOES UP THE LADDER FROM K ALL THE WAY TO FIFTH. I TEACH FIFTH GRADE, SO I GET TO SEE THE SKILLS THEY'VE BEEN LEARNING THROUGH THE YEARS AND HOW
030IT DEVELOPS AS IT GETS UP TO ME. IT'S REALLY ROOTED IN GOAL SETTING AND PROBLEM SOLVING. AND THEN AS IT --AND COMMUNICATION. AND AS IT GETS OLDER, MORE DECISION MAKING AND PROBLEM SOLVING FOR THE KIDDOS AND --SETTING FOR THE UPPER GRADES. THE SECOND BIG THING IS THE INSTRUCTIONAL SUPPORTS FOR THE TEACHER. THIS CURRICULUM IS REALLY GOOD AT GIVING THE GUIDELINES FOR THE TEACHERS, SCRIPTS TO READ, REALLY ROOTED IN THE STANDARDSSTANDARDS DEVELOPMENTALLY APPROPRIATE FOR THE AGE THAT IT'S TEACHING. A LOT OF RESOURCES AND INTERACTIVE THINGS, WORKSHEETS, DISCUSSIONS, HOMEWORK TO SEND HOME FOR PARENT COMMUNICATION. IT PROMPTS AND GUIDES THE CLASSROOM DISCUSSION. IT HAS A SCRIPT. IT HAS DIRECT VOCABULARY, DISCUSSION QUESTIONS FOR THE TEACHERS. SO, WE REALLY LIKE THAT. AND THEN THE LAST BIG THING IS, KIND OF, THAT HOME SCHOOL CONNECTION. PARENTS WANT TO KNOW
031WHAT'S BEING TAUGHT, ESPECIALLY IN HEALTH, ESPECIALLY IN FIFTH GRADE FOR THE TOPICS. SO, IT'S REALLY AWESOME FOR THE FAMILIES TO -- THEY CAN GO ONLINE AND SEE THE MAGAZINE THAT WE TEACH IN CLASS. AND WE HAVE REALLY GOOD COMMUNICATION. THE BACK OF THE MAGAZINE HAS A LOT OF RESOURCES FOR PARENTS. MY KIDDOS ARE IN THE WESTLAND SCHOOL DISTRICT, AND THEY ALSO DO THE GREAT BODY SHOP. SO, IT'S REALLY COOL TO SEE THE MAGAZINE COME HOME, AND IT GIVES ME A CHANCE TO GO OVER IT WITH HIM AND ASK ANY QUESTIONS. IT'S COOL TO COME FULL CIRCLE AND SEE WHAT I TEACH THESE KIDS HERE AND THEN MY KIDS ALSO COME HOME WITH IT. I'M LIKE, HEY, I KNOW THIS STUFF. SO, IT'S PRETTY NEAT. BUT, YEAH, IT'S AN AWESOME PROGRAM. AND ON THE NEXT SLIDE,
032SOMETHING THAT'S REALLY COOL IS THE GREAT BODY SHOP ALSO HAS A CURATED LIST OF CONNECTED TRADE BOOKS FOR FAMILIES AND TEACHERS TO USE AS READ ALOUDS TO SUPPORT EACH OF THE UNISON CONCEPTS FOR EVERY GRADE AND EVERY UNIT. AND I DO HAVE A COPY OF THAT BOOK LIST FOR YOU TO HAVE. I'M GOING TO GIVE IT TO YOUR STAY STUDENT AMBASSADOR TO PASS AROUND. SO, THAT'S INCLUDED IN THIS ADOPTION. HERE YOU GO. MARY-KATE, DO YOU WANT TO GO TO THE NEXT SLIDE? OUR MIDDLE SCHOOLTEACHERS -- SO, HAILEE AND I ARE MIDDLE SCHOOL. AND WE REALLY HAD A WONDERFUL CONVERSATION WITH THE MIDDLE SCHOOL HEALTH AND PE TEACHERS, KIND OF, GOING THROUGH AS FAR AS THE GREAT BODY SHOP VERSUS THE NEW GOOD HEART WILCOX COMPREHENSIVE HEALTH AND THE HUMAN KINETICS LIVE WELL. AND WE FEEL
033LIKE THE GREAT BODY SHOP IS A GREAT PROGRAM FOR ELEMENTARY SCHOOL. AND THAT'S WHAT WE'VE HAD FOR JUNIOR HIGH OR FOR MIDDLE SCHOOL. BUT WE REALLY FEEL LIKE THE GOOD HEART WILCOX AND HUMAN KINETICS REACH MIDDLE SCHOOL KIDS ON A DEEPER LEVEL. THE LESSONS GO DEEPER. THERE'S WAY MORE SCIENTIFIC EVIDENCE. THERE'S SCIENCE-BACKED RESEARCH FOR THINGS. IT GOES JUST SO MUCH DEEPER, BOTH OF THEM DO. HAILEE IS GOING TO TALK A LITTLE BIT ABOUT THE GOOD HEART WILCOX, AND I'LL TALK ABOUT THE HUMAN KINETICS. WHAT WE REALLY WERE STRUGGLING WITH AS A GROUP WAS EITHER/OR AND THEN WE FINALLY SAID, WELL, COULD WE DO BOTH? AND HERE'S WHAT OUR IDEA WAS. AND THAT'S WHY WE HAVE TWO BECAUSE WE FELT THAT THE GOOD HEART WILCOX FOR SIXTH AND SEVENTH, THE WAY THEY SCAFFOLDED THE CURRICULUM, WAS
034GREAT FOR TWO GRADE LEVELS. BUT THEN WE GOT TO A POINT WHERE WHAT WOULD WE DO IN EIGHTH GRADE, AND HOW WOULD WE DIFFERENTIATE THIS OUT FOR OUR EIGHTH GRADERS AND NOT HAVE, KIND OF, A REPEAT OF CURRICULUM AND INFORMATION? AND THEN WE THOUGHT, WELL, IF WE DO EIGHTH GRADE HUMAN KINETICS WITH THE LIVE WELL CURRICULUM, IT WOULD BE A SEGUE TO THEIR HIGH SCHOOL CURRICULUM. SO, THAT'S WHERE WE CAME UP WITH THIS PLAN FOR BOTH CURRICULUM. AND THE GOOD HEART WILCOX, IT'S REALLY GREAT, THE GRAPHICS OF IT, THE LANGUAGE OF IT. ALL OF THAT IS PERFECT FOR SIXTH AND SEVENTH GRADERS. AND THEN WE JUST, SORT OF, THOUGHT THE EIGHTH GRADE --I MEAN THE EIGHTH GRADERS REALLY ARE WELL BEYOND WHAT WE'VE HAD FOR THE GREAT BODY SHOP. AND I FEEL LIKE THE HUMAN
035KINETICS IS SUCH A GREAT SEGUE INTO HIGH SCHOOL. AND IT HAS SO MANY LITTLE SECTIONS AS FAR AS, LIKE, S.T.E.M. CAREERS OR HEALTH OR MEDICAL CAREERS OR SCIENCE CAREERS THAT KIDS CAN THINK ABOUT. AND HOW CAN YOU BE ACTIVE IN YOUR COMMUNITY IN PROMOTING HEALTH. AND JUST SO MANY THINGS THAT EIGHTH GRADERS ARE READY FOR AND TO DO. AND EVEN THE IMAGES IN THE BOOK ARE MUCH MORE, LIKE, TOWARDS HIGH SCHOOL LEVEL. SO, THE CURRICULUM DOES A REALLY NICE JOB OF SAYING TO EIGHTH GRADERS, YOU'RE READY TO HAVE THIS INFORMATION AND THIS CURRICULUM DOES A REALLY GREAT JOB WITH SCIENCE- BASED INFORMATION AND MEDICALLY RESEARCHED INFORMATION AND WOULD BE A REALLY NICE SEGUE AS THE KIDS HEAD INTO HIGH SCHOOL. SO, YEAH. SO, WE'RE DOING HUMAN KINETICS. AND FROM LIVE WELL FROM HUMAN KINETICS. AS
036KELLY SAID, THIS ACTUALLY WAS THE ONLY ONE THAT WAS PUT FORTH THAT DOES MEET THE O.D.E. STANDARD. SO, WE DIDN'T AS A GROUP FROM THE HIGH SCHOOLS DIDN'T ACTUALLY HAVE TO COMPARE REALLY. BUT WHAT WE DID DO WAS TALK A LOT ABOUT THIS PARTICULAR ONE. AND WHAT WE LIKED ABOUT IT AND HOW IT WOULD LOOK ACTUALLY TEACHING IT AND IMPLEMENTING IT IN THE CLASSROOM. IT FOCUSES REALLY NICELY ON JUST OVERALL WELLNESS AND WELLNESS BEING HOLISTIC. IT TALKS A LOT ABOUT HIGHER ORDER KNOWLEDGE IS STILL SCIENTIFIC AND MEDICALLY BASED AND HAS A GOOD APPROACH TO THAT. IT DOES TALK A LOT ABOUT S.T.E.M. CAREERS AND HEALTH CAREERS, WHICH IS REALLY NICE. AND KIDS --I MEAN, ESPECIALLY IN HIGH SCHOOL WHEN THEY'RE REALLY WORRIED ABOUT WHAT GOES NEXT OR WHAT COMES NEXT, HAVING THOSE LITTLE TIDBITS IS
037ACTUALLY REALLY NICE FOR THE KIDS TO SEE AND TALK ABOUT. IT ALSO HAS REALLY NICE HYPOTHETICALS, AND IT HAS AT THE BEGINNING AND THROUGHOUT ALL THE UNITS IT TALKS --YOU KNOW, IT GIVES THE STUDENTS A PERSON AND AND A STORY, AND THEN THEY GET TO DISCUSS THAT STORY. AND WE DO A LOT OF DECISION MAKING IN HIGH SCHOOL LEVEL AND HOW TO CRITICALLY THINK. SO, IT FOCUSES ON ANALYZING INFLUENCES. AND THEN, YEAH. I JUST --IT WAS --IT'S A GOOD ONE. WE ARE --WE'RE EXCITED IN HIGH SCHOOL TO HAVE HUMAN KINETICS. AND GLAD EIGHTH AGREED IS ACTUALLY DOING IT. IT'S KIND OF NICE. I LOVE A LOT OF CONTINUITY, SO THIS MAKES ME HAPPY. OKAY. NEXT SLIDE. SO, NEXT STEP. BEFORE WE, YOU KNOW, ALLOW YOU TO APPROVE IT, NEXT STEP IN THE ADOPTION PROCESS IS
038TO INVITE OUR COMMUNITY TO REVIEW IT AND PROVIDE THEIR INPUT. THIS COULD BE DONE EITHER DIGITALLY OR IN PERSON BY MAKING APPOINTMENT WITH JESSICA. THE INFORMATION IS GOING OUT IN THE DIGEST WITH MARY KAY STARTING TOMORROW. IT'S OPEN FROM APRIL 28th TO MAY 23rd. AND THEN WHAT WE'LL DO IS WE'LL COME BACK THE NEXT TIME, SHARE THE FEEDBACK GATHERED AT THE NEXT BOARD MEETING, THAT WILL INFORM YOUR APPROVAL. SO, NEXT SLIDE. THANK YOU. DO YOU HAVE ANY QUESTIONS FOR US? ANY QUESTIONS FOR KELLY? IS THIS THE --I'M NOT SURE HOW LONG YOU'VE BEEN IN THIS ROLE. HAVE YOU BEEN PART OF A HEALTH CURRICULUM ADOPTION FOR THE DISTRICT PREVIOUSLY? I HAVE BUT AT A TEACHER LEVEL. AT TEACHER LEVEL. LAST TIME WE ADOPTED GREAT BODY SHOP, YEAH. SO, AS YOU WERE MENTIONING THE INVITATION TO
039THE PUBLIC TO COME AND LOOK AT THE MATERIALS, I'M JUST REMINDED OF THE DIFFERENT CURRICULUM ADOPTIONS WE'VE HAD IN MY FIRST TERM ON THE BOARD. AND ONE OF THE THINGS THAT I JUST WANT TO POINT OUT OR CALL OUT TO THE COMMUNITY, IF YOU'RE LISTENING, TAKE ADVANTAGE OF THE OPPORTUNITY TO COME AND LOOK AT THE CURRICULA BECAUSE WE GET A LOT OF COMMENTS AFTER THAT PERIOD HAS COME AND GONE AND THE CURRICULA IS ADOPTED. OH, HOW COME IT DOESN'T DO THIS OR HOW COME IT DOES DO THAT IN DIFFERENT CONTEXT. AND THAT'S RARELY, IN MY EXPERIENCE, PAIRED WITH WHEN I LOOKED AT IT, I NOTICED THIS OR THIS OR I NOTICED THAT. SO --AND BECAUSE IT'S HEALTH. I JUST ENCOURAGE THE COMMUNITY TO COME, TAKE ADVANTAGE OF THE OPPORTUNITIES IN PERSON OR ONLINE. ASK QUESTIONS,
040LOG THOSE COMMENTS BEFORE THE VOTE IS MADE. THERE'S A LINK ON THERE. THERE'S A LINK TO PROVIDE YOUR FEEDBACK. THE DIGITAL MATERIALS ARE VERY INCLUSIVE. THE PUBLISHERS GAVE US VERY EXTENSIVE -- YOU OPEN IT UP, IT'S A LITTLE OVERWHELMING. BUT YOU CAN SEE ALL OF THE MANUALS, WHICH IS GREAT. I THINK THIS IS MY SECOND TIME THROUGH HEALTH CURRICULA BECAUSE I THINK SHANNON WAS ON THE LAST ONE AS WELL. YES. >> AND I HAVE TO SAY, THIS IS THE BEST PRESENTATION. I MEAN, EACH TIME THEY GET BETTER. BUT WHAT REALLY SHOWS IN THIS IS HOW DISTRICTS HAVE THE ABILITY TO CUSTOMIZE. WHEN YOU SAID, THIS IS WHAT'S APPROPRIATE FOR EIGHTH GRADERS, I DON'T KNOW THAT OTHER DISTRICTS LOOK AT THINGS WITH THAT KIND OF LENS. AND WE DO LOOK WITH THAT KIND OF LENS AND
041REALLY APPRECIATE WHAT ALL OF YOU HAVE DONE IN REVIEWING THIS BECAUSE YOU KNOW THE MATERIALS THAT YOU'RE WORKING WITH. AND IT SOUNDS LIKE WE HAVE SOME VERY EXPERIENCED PEOPLE IN HEALTH AND WELLNESS AT THIS DISTRICT. SO, THANK YOU. ABSOLUTELY. THANK YOU. >> THANK YOU. >> YES. VERY MUCH SO. AND, FOR THOSE LISTENING, WHAT I ALSO WANT TO CALL OUT IS --AND YOU DID IT BEAUTIFULLY HERE --THE STATE HAS MADE A LOT OF REQUIREMENTS FOR HEALTH, WHICH IS WHY THERE ARE VERY LIMITED OPTIONS FOR WHAT CAN BE TAUGHT IN THIS STATE. SO, I LOVE THAT YOU HAVE, KIND OF, FIGURED OUT HOW TO PAIR THEM AND MATCH AND DO THE BLEND. BUT I'M WONDERING, AS WE'RE INVITING FAMILIES OR PARENTS TO COME AND LOOK AT THE CURRICULUM, IF THERE IS A WAY -- BECAUSE THEY CAN
042COME IN, RIGHT? THEY CAN COME IN AND LOOK AT THEM OR THEY CAN LOOK AT THEMTHEM ONLINE, TO KIND OF MATCH THE STATE LAWS WITH WHERE THEY ARE IN THE CURRICULUM. YOU KNOW, JUST MAKE IT AS EASY AS POSSIBLE FOR PEOPLE TO UNDERSTAND THE WHY -- OF WHY WE'RE TEACHING. --OF WHY WE'RE -- RIGHT. AND WE ARE LUCKY THAT WE'VE PARTNERED WITH THE PUBLISHERS, PART OF TO BE ADOPTED , THEY HAD TO PROVE THAT. TO THE CREDIT OF THE ADOPTION COMMITTEE, WE DIDN'T TAKE THAT, YOU KNOW, AT FACE VALUE. WE WENT THROUGH THE PROCESS AGAIN. SO, THUS THE MIDDLE SCHOOL PATHWAY IS SO UNIQUE IS THAT THEY LITERALLY LAID OUT ALL THE STANDARDS FROM SIXTH TO EIGHTH GRADE AND SAID, WHERE ARE WE GOING TO DO THIS? WHERE ARE WE GOING TO DO THIS AND
043MAKE IT DEVELOPMENTALLY APPROPRIATE, MAKE IT ACCESSIBLE FOR LEARNERS AT THAT LEVEL, TEXT ACCESSIBILITY. THE EIGHTH GRADE TEXTBOOK IS MORE LIKE HIGH SCHOOL. IT'S GOT THIS GREAT PRECURSOR, SO THEY LITERALLY LAID THOSE STANDARDS OUT. TO YOUR POINT ON THE --THERE'S LINKS TO THE STATE STANDARDS SO PARENTS CAN SEE EXACTLY ALL THE CONTENT AND THE SUBTOPICS THAT ARE GHT AND WHAT THE LEGISLATION HAS THAT DEEMS ALL OF THESE STANDARDS. OKAY. GREAT. JUST MAKE IT AS EASY AS POSSIBLE. YEAH. EACH OF THE CURRICULUMS DID A REALLY GREAT JOB OF PAIRING THE STANDARDS WITH LESSONS. WONDERFUL. >> AS TEACHERS WE CAN LOOK AT THE LESSONS AND SAY WHAT STANDARD DOES THAT GO WITH. YOU CAN SEARCH EITHER DIRECTION. I'M A HEALTH PERSON, SO I'M LIKE, TEACH IT ALL. GET IN THERE AND JUST DO IT. BUT I KNOW PEOPLE
044HAVE QUESTIONS. SORRY, ARE YOU -->> GO FOR IT. I JUST WANTED TO THANK YOU. YOUR EXCITEMENT FOR THE NEW CURRICULUM SHOWS AND IS CONTAGIOUS, AND I'M VERY EXCITED ABOUT IT. I WAS REALLY INTRIGUED BY THE FACT THAT IT INCLUDES, KIND OF, CAREER EXPOSURE. IS THAT A NEWER, KIND OF, COMPONENT WITH THIS? IT REALLY IS -- OUR TEEN HEALTHBOOK AGES AGO, THE GREEN TEXTBOOK, HAD A FEW LITTLE THINGS. BUT I THINK THERE'S SO MUCH MORE AVAILABLE NOW IN HEALTH AND SCIENCES AND THAT SO MANY PEOPLE FEEL LIKE THAT IS A FABULOUS CAREER OPTION TO GO INTO. SO, I FEEL LIKE THESE -- PARTICULARLY GW AND REALLY A LOT HUMAN KINETICS HAS HAD THOSE JUST, KIND OF, EMBEDDED INTO THE BOOKS AND INTO THE ONLINE CURRICULUM. SO, IT'S REALLY COOL FOR THE KIDS. THEY'RE CONSTANTLY UPDATING IT.
045I KNOW THE GREAT BODY SHOP CONSTANTLY DOES UPDATES TO THEIR CURRICULUM. EVERY YEAR THEY CONSTANTLY UPDATE THINGS. I REALLY LIKE THAT AS WELL. IT'S THE IDEA OF THE 21st CENTURY LEARNER AND COLLEGE AND CAREER READINESS. ABSOLUTELY. THAT'S WONDERFUL. AND I'M CURIOUS TOO, IS THERE ANY CULTURALLY RESPONSIVE ELEMENTS THE IN THE CRITERION. ONE OF THE ELEMENTS IS CULTURAL REPRESENTATION. SO, THAT WAS DEFINITELY ONE OF THE -- IT WAS A HUGE ONE OF THE BIGGER PILLARS THAT REALLY ALIGNED WITH US BECAUSE WE LOOKED AT IT WITH AN EQUITY LENS. SO, LIKE I SAID EARLIER, WE STARTED WITH THAT STRATEGIC PLAN AND THE EQUITY LENS, BUT WE FINISHED IT -- THAT WAS THE FIRST THING WE DID AS AN ADOPTION COMMITTEE AND IT WAS THE LAST THING WE ACTUALLY REVISITED BEFORE THE SELECTION COMMITTEE DID THEIR FINAL VOTE.
046WE LOOKED AT OUR DEMOGRAPHIC NUMBERS, LET'S SEE IF WE SEE THIS REPRESENTATION IN EVERYTHING. AND LITERALLY OPENING UP MAGAZINES, LOOKING AT KIDS, OPENING UP BOOKS, LOOKING AT REPRESENTATION. SO, IT WAS PART OF THE EVALUATION PROCESS. WE SPECIFICALLY LOOKED FOR THOSE THINGS. GREAT, THANK YOU. I'M JUST CURIOUS, WHERE DOES THIS LIST --IS THIS A LIST YOU ALL CAME UP WITH? NO, THAT IS THE ELEMENTARY --THE GREAT BODY SHOP AS A CURATED LIST OF ADDITIONAL CONNECTED TEXT RESOURCES FOR PARENTS -- REALLY THEY PUT IT OUT FOR PARENTS, AND TEACHERS CAN ACCESS IT. WE WANT TO MAKE SURE WE HAVE SOME GOOD RESOURCES BECAUSE THERE ARE SOME -- IT IS A -- HEALTH IS IMPORTANT. I WANTED TO ASK DIRECTOR AIRD'S QUESTION BECAUSE I HAD SOME THOUGHTS ABOUT YOU'RE LIMITED IN WHAT YOU CAN SELECT. BUT, YOU KNOW,
047LEGISLATORS ARE NOT NECESSARILY EXPERTS IN THIS AREA. I'M JUST WONDERING --YOU ALL ARE PROFESSIONALS, YOU KNOW THIS TOPIC REALLY WELL. ARE THERE THINGS THAT, YOU KNOW --ARE THERE THINGS THAT YOU WISH WERE COVERED BETTER OR DIFFERENTLY? I THINK ONE OF THE BIGGEST THINGS THAT COMES OUT OF ALL ADOPTIONS IS THE TEACHERS SOMETIMES GET A LITTLE DAUNTED BY SO MUCH MATERIAL. AND GUESS WHAT CURRICULUMS DO. THEY PRODUCE A LOT OF MATERIAL SO THEY MEET THE NEEDS OF A LOT OF PEOPLE AND WITH THE CONSUMERS. WE LOOK AT IT WITH A REAL CRITICAL CONSUMER EYE. BUT THEY TEND TO GIVE YOU MORE THAN YOU NEED BECAUSE THEY WANT TO REACH THE WHOLE COUNTRY. WE HAVE A HARD TIME SOMETIMES DECIDING. THAT'S WHERE WE TURN STRAIGHT TO THE STANDARDS AND LOOK AT THAT STANDARDS ALIGNMENT REALLY CAREFULLY. I
048THINK IT'S GREAT. I SPEAK FOR MYSELF, BUT I'M REALLY GRATEFUL THAT WE'RE IN A STATE WHERE WE GET TO TEACH THESE STANDARDS. THAT'S GOOD. >> AND I'M GRATEFUL THAT WE HAVE -- WE HAVE SUBMISSIONS THAT DO MEET AND ALIGN WITH THOSE STANDARDS BECAUSE I DO THINK THEY'RE IMPORTANT. AND I'M EXCITED TO TEACH THEM. SO, YOU'RE VERY HAPPY WITH IT REGARDLESS OF THE STANDARD. THAT'S AWESOME. YEAH. >> CAN I FOLLOW ON TO ONE OF DIRECTOR WALLIN'S QUESTION. ARE THESE MATERIALS AVAILABLE TO FAMILIES? I APOLOGIZE FOR INTERRUPTING. AT THE BEGINNING OF EVERY UNIT IN ELEMENTARY -- THAT'S GREAT BODY SHOP. BEFORE THE TEACHER TEACHES IT, WE SEND OUT A HEALTH LETTER. SO, THROUGH PARENTS WAY OR WHATEVER. AT THE END OF THAT HEALTH LETTER, WE LITERALLY SCREEN SHOT THE BACK. WHAT NORMALLY HAPPENS IS AT THE END
049OF THE UNIT, YOUR CHILD BRINGS HOME THE WHOLE MAGAZINE SO YOU AND YOUR CHILD CAN SIT DOWN AND LOOK AT THE WHOLE MAGAZINE. HOWEVER, WE WANT PARENTS TO KNOW AHEAD OF TIME SO STUDENTS KNOW WHAT THEY'RE GOING TO BE LEARNING. THEY HAVE THOSE ONGOING CONVERSATIONS, THEY UNDERSTAND WHAT'S GOING ON. WE SCREEN SHOTTED THAT FAMILY BULLETIN ON THE SECOND PAGE OF IT. ON THE FIRST PAGE OF THE LETTER, WE HAVE ALL THE TOPICS LISTED. AND IF THERE'S ANY LEGISLATIVE STANDARDS TAUGHT IN THAT UNIT, WE'VE CALLED THEM OUT. SO, YOU KNOW, LEGISLATIVE --WE CALL THEM OREGON OBJECTIVES THAT ARE TAUGHT IN THAT UNIT. AND ON THE NEXT PAGE HAS THIS FAMILY BULLETIN. AND ON THAT, IT LISTS THE NAME OF THOSE TITLES FOR PARENTS TO FIND ON THEIR OWN. THAT'S WHAT I WAS GETTING AT. GOT YOU.
050THAT WAS A LONG ANSWER. WE DON'T HAVE THEM IN OUR DISTRICT LIBRARIES? A LOT OF THEM ARE COMMON. A LOT OF THEM ARE COMMON. I'M SURE THAT'S SOMETHING WE'LL HAVE TO TALK ABOUT AFTER THE ADOPTION IS MAKING SURE THOSE ARE AVAILABLE TO US. AND THE LASTAL PAGE IN THE MAGAZINE THAT PARENTS CAN PREVIEW, IT ALSO HAS WEBSITE RESOURCES DEPENDING ON THE TOPIC, PHONE NUMBERS, RESOURCES, GROUPS IN THE COMMUNITY. SO, IT'S GOT A LOT OF RESOURCES FOR PARENTS TO REACH OUT TO IF THEY'RE INTERESTED. THE GREAT BODY SHOP PACKET IS A HUGE HIT IN OUR HOUSE. I HAVE A SECOND GRADER. MY KIDS ALSO DO IT. THAT'S AWESOME. THANK YOU, GUYS. THANK YOU. >> THANK YOU ALL. THANKS. >> THANK YOU. WE'RE GOING TO MOVE ON TO 6.4, OD INTEGRATED GRANTS. GOOD EVENING CHAIR WALLIN AND
051DIRECTORS. THIS WILL BE SHORT AND SWEET. GOSH, THAT IS A HARD ACT TO FOLLOW, THE HEALTH CURRICULUM. SO, I'M RETURNING THIS WEEK FOR APPROVAL OF WHAT I PRESENTED AT THE LAST BOARD MEETING, WHICH WAS THE O.D.E. INTEGRATED GRANTS PROPOSAL. IT'S THE COMBINED PROPOSAL FOR HOW OUR DISTRICT WILL IMPLEMENT THE SIA HIGH SCHOOL SUCCESS EARLY LITERACY -- I HAVE TO LOOK BECAUSE IT'S A LONG ONE -- SUCCESS SCHOOL DISTRICT GRANT. THE TOTAL OF ALL THREE GRANTS IS 9. 1 MILLION. 98% OF WHICH IS GOING TO STAFF, WHICH IS GREAT. WE HAVE A SMALL PORTION GOING TO PROFESSIONAL DEVELOPMENT, AND A VERY SMALL AMOUNT GOING TO CURRICULUM, ABOUT . 2 OF THE BUDGET. SO, THIS IS FOR APPROVAL. DOES ANYONE HAVE ANY QUESTIONS FOR MRS. WOOLF? IF NOT, I WOULD MAKE A MOTION TO APPROVE IT. I
052MOVE --YOU WANT TO MAKE A MOTION? I MOVE TO APPROVE THE O.D.E. INTEGRATED GRANT PROPOSAL AS PRESENTED BY ADMINISTRATION. THANK YOU, DIRECTOR AIRD. >> I SECOND. THANK YOU. THANK YOU FOR YOUR SECOND. ANY OTHER DISCUSSION? THANK YOU FOR BRINGING THIS. AND WE WILL VOTE. ALL IN FAVOR, PLEASE SAY AYE. AYE. AND IT'S APPROVED. >> THANK YOU VERY MUCH. HAVE A GREAT NIGHT. ALL RIGHT. 6.5, EDUCATIONAL DATA. OH, MR. BAILEY. DIRECTOR BILLS. RUNNING JOKE, COME ON. >> GOOD EVENING, CHAIR WALLIN, MEMBERS OF THE BOARD. TONIGHT I HAVE FOUR SLIDES OF DATA FOR YOU TO SHARE WITH YOU REGARDS OUTSTANDING PARTICIPATION AND THE OPPORTUNITIES WITH OUR ATHLETIC AND PERFORMING ARTS PROGRAMS AT THE HIGH SCHOOL AND MIDDLE SCHOOL LEVELS. I'LL GO THROUGH ALL FOUR SLIDES, SHARE SOME INFO FROM EACH SLIDE, AND TAKE ANY QUESTIONS YOU HAVE.
053SO, THE FIRST SLIDE SHOWS TWO YEARS OF HIGH SCHOOL ATHLETIC PARTICIPATION, INCLUDING OUR CLUB SPORTS. AS I'VE ALWAYS SAID, THE NUMBERS INCLUDE DUPLICATED ATHLETES WHO MAY HAVE PARTICIPATED IN MORE THAN ONE SPORT IN THE YEAR. IN PARENTHESES THIS YEAR, I ADDED TO THE DATA A NUMBER OF TEAMS FOR EACH SPORT, WHICH MIGHT BE OF INTEREST FOR YOU, AS WE GO THROUGH SOME OF THIS DATA. GIRLS PARTICIPATION INCREASED LARGELY TO OUR GIRLS FLAG FOOTBALL PROGRAM WE HAVE AT THE HIGH SCHOOLS. THAT'S THE LARGE NUMBER. IT'S INCREASED THAT. BUT OUR TOTAL HIGH SCHOOL PARTICIPATION, AGAIN, FOR THE SECOND YEAR OR THIRD YEAR INCREASED TO NEARLY 100 KIDS --100 SPOTS PARTICIPATED THIS YEAR. BOYS PARTICIPATION DECREASED SLIGHTLY AT BOTH HIGH SCHOOLS WHICH CAN BE CONTRIBUTED TO A FEW BOYS SPORT PARTICIPATION THAT DECREASED. YOU CAN GO THROUGH THE
054LIST YEAR TO YEAR. THAT'S DUE TO SENIORS -- MIGHT BE A SENIOR LEVEL. A LOT OF SENIORS LACKING ON THOSE TEAMS. BUT OVERALL, AGAIN, WE HAVE A LOT OF KIDS IN OUR ATHLETIC PROGRAM DOING A LOT OF GOOD STUFF AND HAVING SOME FUN. THE NEXT SLIDE, MIDDLE SCHOOL LEVEL, LMS OR ALL LOMS STAYED THE SAME FOR BOTH YEARS, EVEN THOUGH THERE WAS A DECREASE IN GIRLS PARTICIPATION BUT LARGE INCREASE IN BOYS PARTICIPATION. NOT SURE WHY. AND LMS INCREASED PARTICIPATION, ESPECIALLY IN THE GIRLS. IF YOU LOOK AT THE GIRLS SIDE. IT MAY BE A FACILITY ISSUE, IN TERMS OF WHERE THE KIDS WERE PRACTICING, WHERE THEY WERE, WHERE THEY ARE NOW OVER AT LOMS. THAT'S KEVIN'S --MR. MILLS' THEORY. NEXT SLIDE. THIS IS WHERE WE SHOW TWO YEARS OF DATA OF OUR PERFORMING ARTS CLASS ENROLLMENTS
055AND THIS YEAR'S PARTICIPATION IN THE PERFORMING ARTS GROUPS. THE LARGER SHOWS THE TWO YEAR DUPLICATED ENROLLMENT OF COURSES FOR PERFORMING ARTS. ALL THESE ARE BASED ON STUDENT INTEREST EACH YEAR. YOU ALSO SEE FLUCTUATIONS FROM YEAR TO YEAR, IN SOME CASES THERE WAS NOT ENOUGH INTEREST IN ONE YEAR TO SCHEDULE A COURSE. SOME COURSES ARE BLENDED TOGETHER WHERE APPROPRIATE. YOU ALSO SEE A DECREASE IN THE LO HIGH AND INCREASE AT LAKERIDGE. HOWEVER, AGAIN, BOTH SCHOOLS DO NOT OFFER THE EXACT NUMBER OR SAME TYPE OF PERFORMING ARTS CLASSES THIS YEAR, SO YOU WILL SEE FLUCTUATIONS PLACED ON ENROLLMENTS AND STUDENT INTEREST. OVERALL, WE CLEARLY OFFER A LOT OF OPTIONS FOR STUDENTS WITH OUR PERFORMING ARTS PROGRAMS AND MANY OPPORTUNITY FOR STUDENTS TO BE INVOLVED. PARTICIPATION IN PERFORMING ARTS PRODUCTIONS, IT'S AWESOME TO SEE THE VARIOUS PRODUCTIONS AND
056INVOLVEMENT OPPORTUNITIES KIDS HAVE AT EACH HIGH SCHOOL. LARGE NUMBERS PARTICIPATING EACH YEAR, AGAIN, OPPORTUNITIES FOR THEM TO EXCEL IN PERFORMING ARTS. UNIFIED SPORTS. THIS IS A TWO- YEAR LOOK AT THE PARTICIPATION IN OUR UNIFIED SPORTS AT LO HIGH THIS YEAR. I THINK THIS YEAR WE HAD STUDENTS FROM LAKERIDGE COME OVER AND PARTICIPATE. TOTAL PARTICIPATION SAW THE INCREASE THIS YEAR. THIS IS AN AWESOME PROGRAM FOR OUR KIDS. AND THEY GET SUCH AN OUTSTANDING SUPPORT FROM THE STUDENT BODY AT ASSEMBLIES AND AT GAMES, SUP PORGT PROGRAMS, SUPPORTING KIDS. AND I THINK --I THINK YOU KNOW THIS, BUT LO HIGH IS A CHAMPION SCHOOL FOR THE STATE OF OREGON. IT'S JUST A COMMITMENT FROM THE STAFF AND THE KIDS AND WHAT WE DO FOR OUR KIDS. SO, A LOT OF DATA ABOUT NUMBERS AND PARTICIPATION, OPPORTUNITIES FOR KIDS.
057AND ANY QUESTIONS? I HAVE A QUESTION. YES? >> CAN YOU GO BACK TO YOUR FIRST SLIDE ABOUT SPORTS? YES. >> WHAT DO YOU DO IF THE NUMBER OF TEAMS FOR A CERTAIN SPORT CHANGES MIDWAY THROUGH THE SEASON? DO YOU ACCOUNT FOR THAT AT ALL? CAN YOU GIVE ME AN EXAMPLE. I HEARD LAKERIDGE HIGH SCHOOL HAD JV TWO AND NOW THEY HAVE VARSITY AND JV. I THINK IT MAY HAVE BEEN DUE TO NO COMPETITION. RIGHT. >> SO, THEY HAD TO JOIN TEAMS TOGETHER. I THINK I HAVE THE LATEST. GOOD QUESTION. FOR THE MUSIC AND ARTS ENGAGEMENT ONE, HOW MUCH OF THIS --BECAUSE THIS IS A LITTLE MORE CURRICULUM BASED, UNLIKE SPORTS, WHICH ISN'T A CURRICULUM BASE. SURE. SO, THESE KINDS OF NUMBERS HELP INFORM OUR PROGRAMMING, RIGHT? AND OUR TEACHERS AND ALL THAT KIND OF STUFF?
058YES. SECTIONS AND STAFFING. WE'VE HAD SOME LOW CLASSES IN THE PERFORMING ARTS FOR MANY YEARS THAT WE'VE BEEN ABLE TO SUPPORT FINANCIALLY. WE'RE WORKING WITH THE HIGH SCHOOLS RIGHT NOW LOOKING AT SOME OF THESE AND WHICH ONES CAN WE SUPPORT, WHERE CAN WE COMBINE, WHERE CAN WE MOVE KIDS FROM ONE SCHOOL TO ANOTHER. I THINK WE'RE GOING TO SEE A LOT MORE MOVEMENT BETWEEN THE TWO HIGH SCHOOLS WITH COURSES, KIDS BEING BUSSED OVER THROUGHOUT THE DAY EACH PERIOD. WE WANT TO SAVE THESE CLASSES. THESE ARE --I DIFFERENTIATE PROGRAMS --THIS IS A PROGRAM. YEAH. YOU. BUT WITHIN THE PROGRAM, WE CAN SUPPORT WITH THE LOW NUMBERS. SO, WE'RE TRYING TO BE CREATIVE, AND WE KNOW THAT THESE ARE -- THESE COURSES ARE VERY IMPORTANT TO OUR KIDS IN THESE PROGRAMS. AND SO WE DON'T WANT TO
059JUST NOT OFFER, BUT WE WANT TO BE CREATIVE TO HOW DO WE OFFER AND SUPPORT IT. TRICKY. AND THAT WE DO STAFF. >> YEAH. RIGHT. AS YOU LOOK AT THE, FOR EXAMPLE, ON THIS SLIDE, YOU SEE THERE IS A DROP IN LOHS FOR BOTH, RIGHT, THE CLASSES AS WELL AS THE PROGRAMMING --OR THE -- YEAH, THE PROGRAMS. AND IF YOU GO BACK UP ON SLIDE TO THE MIDDLE SCHOOLS, THERE'S DROPS IN BOTH OF THOSE FOR LOMS AND FOR LAKERIDGE. HOW MUCH OF THAT CAN BE ATTRIBUTED TO OVERALL PRO RATA ENROLLMENT NUMBERS? IN TERMS OF SIZE OF THE SCHOOL? YEAH. SO, HAVE SCHOOL POPULATIONS -- THEY'RE PRETTY CLOSE TO EACH OTHER RIGHT NOW IN TERMS OF THE TWO HIGH SCHOOLS. NO, FROM YEAR TO YEAR. FROM YEAR TO YEAR? SO, IF WE DROPPED, FOR EXAMPLE, 60
060KIDS OUT OF LOMS INTO PARTICIPATION --I'M SORRY, 20 KIDS FROM GIRLS 2023 TO THIS YEAR --I'M SORRY. IF YOU MOVE TO THE NEXT SLIDE. THE SECOND SLIDE. YEP. SO, IF YOU LOOK AT THE BOTTOM, WE HAVE 182 DOWN TO 164. RIGHT. >> I'M JUST WONDERING, LIKE, IS A PORTION OF THIS ATTRIBUTABLE JUST TO RAW ENROLLMENT NUMBERS, OR IS THIS REALLY JUST AN INTEREST IN PARTICIPATION? YES AND YES. >> OKAY. >> I THINK. I THINK -- I THINK WITH BASKETBALL OR VOLLEYBALL, TEN KIDS WERE DIFFERENCE. BASKETBALL, ANOTHER TEN KIDS, RIGHT? IT COULD HAVE BEEN A FACILITY. I THINK WE HAD TO GO OVER TO LAKERIDGE AND DO THE MORNING. AND LOMS WAS LARGER LAST YEAR THAN THEY ARE IN YEAR. THAT'S WHY I SAID YES AND YES. GOT YOU. OKAY. I APPRECIATE IT. THANK YOU. YOU
061KNOW, AND WE ARE LOOKING AT GOING BACK TO --MARY KAY. WE ARE LOOKING AT SOME BUDGETARY AREAS THAT I CAN PROVIDE TO DR. SCHIELE AND TO STUART TO SEE WE CAN REDUCE THE NUMBER OF TEAMS IN CERTAIN SPORTS. A LOT OF IT HAS TO DO WITH WE'VE BEEN ABLE TO FUND FIVE VOLLEYBALL AND FIVE SOCCER TEAMS. AND THAT FIFTH TEAM REALLY DOESN'T GET TO PLAY A WHOLE LOT, BUT IT COSTS A LOT. YEAH. >> AND WE HAVE BEEN ON THAT EDGE, WE HAVE SOME NO- CUT SPORTS. AND OUR PROPORTIONALITY IS VERY GOOD WITH OUR TITLE IX. AND SO I'VE DONE SOME WORKING WITH CHRIS AND JOHN. OKAY, IF WE REDUCED X HERE AND Y HERE, WHAT'S THAT DO TO PROPORTIONALITY COMPARED TO THIS YEAR. IT WON'T COMPARE AT ALL. I THINK FOR BUDGET REASONS, WE'VE
062GOT TO LOOK AT REDUCTION OF SOME TEAMS FOR SOME SPORTS. WE DID THAT FOR BASEBALL THIS YEAR. WE --THEY HAD FOUR TEAMS BEFORE. AS OF RIGHT NOW, THEY ONLY HAVE THREE. SO, AS WE ARE LOOKING AT THAT REALITY -- YES. -- WHICH IS AN UNFORTUNATE REALITY -- AND I KNOW THERE ARE A LOT OF FAMILIES WHO HAVE INVESTED IN SPORTS, WHOSE KIDS HAVE PLAYED IN THE DISTRICT YEAR OVER YEAR. CAN YOU JUST TALK A LITTLE BIT ABOUT WHAT THE DISTRICT'S PRIORITY AND GOAL IS FROM THE STUDENT PERSPECTIVE IN PROVIDING STUDENT SPORTS? IS IT TO PROVIDE THE AAU-ESQUE COMPETITION LEVEL FOR THE GLORY OF THE SCHOOL AND THE BANNERS IN THE GYM? OR IS IT STUDENT EXPERIENCE DRIVEN? WHAT'S OUR GOAL? WHAT DO YOU THINK OUR GOAL IS? I -->> WHAT DO YOU THINK MY ANSWER
063WILL BE? I RESPECTFULLY DEFER. THE STUDENT EXPERIENCE. EVERYBODY WANTS TO WIN. EVERYBODY WANTS THE BANNER. BUT IT'S ABOUT THAT EXPERIENCE FOR KIDS BEING INVOLVED. AND IS IT --ARE HIGH SCHOOL SPORTS DIFFERENT THAN MIDDLE SPORTS? YES. THE COMPETITION RAMPS UP. IS IT AAU DIVISION I GETTING YOU READY FOR COLLEGE? NO. IT'S ABOUT THE EXPERIENCE FOR KIDS. WE WANT TO PROVIDE THAT. WE'VE DONE THAT OVER THE YEARS. WE HAVE A KID, WE HAVE A TEAM. IF A NEW SPORT COMES OUT, WE'VE OFFERED IT. WE WANT KIDS INVOLVED IN ANY WAY. THIS IS ONE WAY. PERFORMING ARTS IS ANOTHER WAY. ROBOTICS IS ANOTHER WAY. WE'VE GOT ALL KINDS OF ACTIVITIES FOR KIDS. BUT IT'S NOT WE WANT TO HELP KIDS GET TO A DIVISION I SCHOOL. I WILL SAY ESPECIALLY IN BUDGET-TIGHT YEARS, THE NO-CUT SPORTS ALSO --
064SOME KIDS ARE NOT WINNING WITH THAT. NO ONE'S WINNING. IT'S VERY EXPENSIVE FOR US, AND THAT 15 IS NOT PLAYING ANYBODY. AND WHEN YOUR KID'S ON THAT FIFTH TEAM, THEY'RE NOT GOING ANYWHERE. THEY'RE GETTING SOMEBODY IND OF REALLY DOESN'T WANT TO COACH AND IS LIKE, I'LL TAKE THE STIPEND BUT I WAS THE LAST RESORT TO PICK. IT'S NOT A GREAT EXPERIENCE. I'VE BEEN A PARENT WHOSE KID WAS ON THE FIFTH TEAM. JUST ADMIT IT. AND IT WASN'T GREAT. IT WASN'T GREAT. MY KID HAD SO MUCH FUN IN CITY LEAGUE. OUR ROLE IN MAKING THINGS AVAILABLE FOR CITY LEAGUE WAS WAY BETTER EXPERIENCE THAN BEING ON A NO-CUT SPORT. AND WE'VE JUST BEEN VERY CAUTIOUS BECAUSE OF TITLE IX, MAKING SURE ALL KIDS GET INVOLVED. SURE, OF COURSE. WE'VE BEEN VERY OPTIMISTIC AND CAUTIOUS AND WANT
065TO PROVIDE THIS ALL FOR KIDS. AND WE'RE AT A TIME NOW THAT WE PROBABLY WON'T BE ABLE TO DO THAT. THAT'S JUST ONE PERSPECTIVE. BUT I DON'T KNOW IF WE HAVE TO PROVIDE EVERYTHING FOR EVERY -- I MEAN, WE -- I WANT US TO BE ABLE TO PROVIDE AN EXPERIENCE FOR EVERY KID, BUT WE CAN DO THAT IN PARTNERSHIP WITH THE CITY, I THINK, ALSO IN BETTER WAYS. YES. AGREED. >> AND REC AND ALL THOSE THINGS. NO-CUT WAS --IT WAS EXPENSIVE AND -- NO-CUT. OKAY. BUT WITH THE INCREASE OF, AGAIN, GIRLS FLAG FOOTBALL AND FOR THE MOST PART GIRLS BOWLING, WE'VE DONE A REALLY GOOD JOB FROM SEVERAL YEAR AGO OF ADDING GIRLS SPORTS, SPECIFICALLY FOR GIRLS TO GET MORE INVOLVED. AND IT HAS WORKED. THE DATA SHOWS IT. CHEER LEADING AND DANCE STILL DON'T
066SHOW UP ON THERE. THEY'RE NOT CLASSIFIED AS A SPORT THROUGH OSA, WHICH I THINK IS WRONG. BUT -- DO WE HAVE ANYBODY GOING TO OSA AND -- WE'VE ASKED. THEY --YEAH. ALL RIGHT. ISN'T IT AN ACTIVITY IN THE -- IT'S AN ACTIVITY -- IT'S CLASSIFIED AS AN ACTIVITY. BUT DOES IT SHOW UP ON ANY OF OUR STATISTICS? IT DOESN'T SHOW UP AS A TITLE IX ACTIVITY SPORT. MEN COULD ALSO BE ON THE DANCE TEAM. THEY ACTUALLY SAY THE REASON IT DOESN'T IS THEY PERFORM, LIKE, AT A HALFTIME GAME, SO THEY CAN'T --THEY SAID THAT'S NOT A SPORT. SO, IF THEY DID NOT DO THAT, WHICH IS NOT WHAT OUR DANCE TEAMS --THEY LIKE TO DO BOTH. THEY LIKE TO COMPETE AND DO PERFORMANCES. BUT THAT'S THE REASON WHY IT'S A NON-SPORT. IT'S THE INCLUSION OF
067HALFTIME. IT'S A PERFORMANCE. IT'S NOT A -- THEY'RE NOT COMPETING WHEN THEY DO THAT AT HALFTIME. BUT THEY DO COMPETE OTHERWISE, RIGHT? WHAT IF WE HAD THE VISITING CHEER TEAM AND THEM BATTLE IT OUT, LIKE, IN THE MIDDLE OF THE FIELD AT HALFTIME. THEN MAYBE IT WOULD BE COUNTED IN OUR STATISTICS. I THINK THOSE ARE PRETTY STRONG --THEY'RE SOLID NUMBERS. THEY'RE VERY STRONG NUMBERS, YEAH. I THINK AS WE GO THROUGH -- I KNOW THAT BOYS' VOLLEYBALL IS AN EMERGING SPORT RIGHT NOW GOING INTO NEXT YEAR. WE ARE VERY HESITANT RIGHT NOW OF STARTING THAT BECAUSE WE DON'T KNOW WHAT SEASON TO PUT IT IN. NEITHER DOES OSA. AND WHAT GYM SPACE. AND WHAT GYM SPACE WITH THE NUMBER OF BASKETBALL TEAMS. ALSO I'VE HEARD LACROSSE IS --MORE CONVERSATION ABOUT LACROSSE BEING AN EMERGING SPORT OF
068OSA TOO FOR NEXT YEAR. YES. >> THAT WAS ACTUALLY MY QUESTION BECAUSE I SEE IT LISTED FOR GIRLS