001IT'S OUR IPADS THAT ARE USED EXTENSIVELY BY OUR CLASSROOM TEACHERS AND THEN SOME STAFF PRIMARILY IN NON-INSTRUCTOR ROLES. THESE ARE REPLACING DEVICES AND OLDER AND THESE ARE APPLE PRODUCTS AND DOCUMENT CODE IS CONSIDERED A SOLE-SOURCE PURCHASE SO WE DON'T HAVE TO GET COMPETITIVE BIDS. AND THE REASON WE HAVE IT THIS EVENING IS 550,000 WHICH IS AT THAT THRESHOLD ABOVE THE AUTHORITY THAT WE HAVE FOR PURCHASES. SO THIS IS SOMETHING THAT WILL BE COMING OUT OF THE 2021 MEASURE AND AS AN ACTION ITEM THIS EVENING. QUESTIONS? I'M HAPPY TO SEE THAT THE COMPUTERS MADE IT THROUGH COVID. THEY WERE PURCHASED PRE-COVID. SO THAT'S TIME. I WILL TAKE EMOTION. I VOTE--MOVE TO AUTHORIZE THE PURCHASE ORDER TO APPLE INC. OF 550,000. THINK YOU DIRECTOR. IS THERE A SECOND? I SECOND. QUESTIONS? ALL THOSE IN FAVOR. MOTION CARRIES.
002ALL RIGHT. ROOF REPLACEMENT CONTRACT APPROVAL. THANK YOU CHAIR, MEMBERS OF THE BOARD. REQUEST APPROVAL FOR A CONTACT FOR THE ROOF REPLACEMENT OF LAKE OSWEGO HIGH SCHOOL. SO THIS PROJECT WAS ADVERTISED IN THE LATTER PART OF JANUARY, WE RECEIVED SIX BIDS. ON FEBRUARY 26th. THE BIDS WERE REALLY WELL CLUSTERED. SO VERY COMPETITIVE. AND WE FIND THAT IT ALIGNS WITH OUR AVAILABLE FUNDING. THE LOWEST BID FROM A COMPANY CALLED FULCRUM CONSTRUCTION. WE REQUEST APPROVAL FOR THEIR CONTRACT FOR THE LUMP SUM TOTAL OF $5,500,650. OPEN IT UP FOR ANY QUESTIONS AT THIS TIME. THIS IS REPLACING THE ENTIRE ROOF? EVERYTHING EXCEPT FOR THIS BUILDING, THE POOL, SO THE MAIN BUILDING AND THE ATHLETIC BUILDING WITH THE EXCEPTION OF ONE OF THE GEMS THAT WE'VE ALREADY REPLACED. DURING SEISMIC IMPROVEMENTS. THAT WAS DONE IN 2022. THE REST OF THE
003ROOF WAS 2003 I BELIEVE. THE ROOF IS DUE . IT'S BEEN LEAKING. WE'VE BEEN PATCHING AND SPENDING A SIGNIFICANT AMOUNT ON LEAKS. SO IT'S TIME. ROOF THAT WE ARE PUTTING ON IS A MULTIPLE PLY ROOF WHICH IS DOWN TO THE SURFACE. WE ARE ADDING INSULATION AND SAFETY AROUND THE ROOF AS WELL. FALL PROTECTION FOR OUR WORKERS AND STAFF HAVE TO ACCESS THE ROOF SO OVERALL A LOT OF IMPROVEMENTS AND WE ARE UPGRADING ONE OF THE ROOFS IN THE MAIN GYM AREA AS AN OPPORTUNITY. THE ROOF THAT WE ARE PUTTING ON IS A 30 YEAR ROOF BUT BEEN KNOWN TO LAST 50 YEARS. WE'VE HAD THIS ROOF PLACED ON ALL OF OUR BUILDINGS IN THE DISTRICT. AND SOME OF OUR BUILDINGS THAT WERE TEAR DOWN. I LIKE THINGS LASTING LONGER THAN 15 YEARS. THIS IS AN
004ACTION. I'LL MOVE TO AUTHORIZE THE CLERK OR DEPUTY CLERK TO EXECUTE A CONTRACT WITH FULCRUM CONSTRUCTION COMPANY FOR THE LAKE OSWEGO HIGH SCHOOL ROOF REPLACEMENT PROJECT WITH A TOTAL LUMP SUM BID OF MILLION 500,650 DOLLARS. I SECOND. ARE THERE ANY MORE QUESTIONS OR DISCUSSION? ALL THOSE IN FAVOR SAY AYE. MOTION CARRIES. AND WE ARE ADJOURNED. AT 6:22 P.M. AND I'M CALLING IT TO ORDER THE SCHOOL BOARD REGULAR SESSION AT 6:22 P.M. WE HAVE THE CONSENT AGENDA WHICH IS AN ACTION ITEM. I'LL MOVE TO APPROVE THE CONSENT AGENDA. IS THERE A SECOND? I WILL SECOND. CONVERSATION, DISCUSSION, QUESTIONS. ALL THOSE IN FAVOR SAY AYE. THE MOTION CARRIES. I'M GOING TO ADJOURN THE SCHOOL BOARD REGULAR SESSION AT 6:23 P.M... I'M GOING TO CALL THE ORDER OF THE SCHOOL BOARD WORK SESSION AT 6:23 P.M. AND TURN
005IT OVER TO MR. KETZLER FOR A SHORT LEGISLATIVE SESSION FINANCIAL PERSPECTIVES UPDATE. WE ALREADY DID IT. I'M THAT GOOD. CHAIR AIRD, MEMBERS OF THE BOARD , I'M HERE THIS EVENING TO PROVIDE SOME LIMITED UPDATES ON MATTERS OF FINANCIAL INTEREST AS IT RELATES TO THE SCHOOL DISTRICT AND ALSO SHARE A COUPLE DOCUMENTS WITH YOU ALSO PERTAINING TO THAT AREA. THE FIRST AND KEY ITEM THANKS TO THE SUCCESSFUL ADVOCACY OF YOURSELF AND DR. SCHIELE AND OTHER STATE ADVOCATES STATEWIDE, THE SESSION ADJOURNED LAST WEEK AND WHILE THERE WERE REDUCTIONS IN OTHER ELEMENTS OF THE STATE BUDGET THE STUDENT SUCCESS ACT WAS KEPT UNTOUCHED SO THAT WAS A GREAT OUTCOME. AND THAT ALLOWS US TO MOVE FORWARD IN PLANNING FOR NOT ONLY THE BALANCE THIS YEAR BUT WITH SOME LEVEL OF CERTAINTY AS IT RELATES TO THE STATE FUNDING.
006AND THERE WERE SOME REDUCTIONS TAKEN AT THE STATE LEVEL IN AREAS OUTSIDE OF THE FUND. ONE OF THOSE WAS TO THE OREGON DEPARTMENT OF EDUCATION WHERE THEY DO HAVE A $3 MILLION REDUCTION IN THEIR FUNDING. EXACTLY HOW THAT WILL IMPACT US REMAINS TO BE SEEN. IT'S MY GENERAL UNDERSTANDING THAT A LOT OF THE REDUCTIONS WERE REALIZED AT THE STATE LEVEL WERE REALIZED THROUGH TAKING ADVANTAGE OF OPEN POSITIONS AND SO I HOPE THAT'S THE CASE AS WELL. BECAUSE I KNOW THAT THEY ARE STRETCHED IN CERTAIN WAYS TO COVER THE BANDWIDTH OF THEIR OVERSIGHT RESPONSIBILITY AS IT RELATES TO RECEIVING INFORMATION FROM THE SCHOOL DISTRICT THROUGHOUT THE STATE AND MAINTAINING THEIR VIGILANCE FOR ENSURING OUR COMPLIANCE WITH STATE POLICIES. SO I WILL BE ABLE TO PROVIDE BY OUR APRIL 13th BOARD MEETING AT THE LATEST AND UPDATE
007FINANCIAL MODEL THAT WILL TAKE ACCOUNT OF THIS RELATIVE CERTAINTY AS IT RELATES TO STATE FUNDING FOR THIS YEAR AND THE NEXT SCHOOL YEAR. AS WELL AS A FEW OTHER PIECES AND I WILL SHARE A COUPLE OF THEM WITH YOU RIGHT NOW. YOU CAN EACH TAKE A COPY AND PAST YOUR RIGHT. SO THE FIRST DOCUMENT I'M HANDING OUT IS JUST AN UPDATE THAT I DO EACH YEAR. ON THE OUR LOCAL OPTION REVENUES. AND SOME HISTORICAL INFORMATION ON THIS SLIDE. AND RIGHT NEXT TO THAT IS 2013 2014 AND I CONSIDER BOTH OF THOSE AS A REAL CONSTRUCTIVE CONTRAST IN TERMS OF WHAT CAN HAPPEN WHEN WE ENTER A PERIOD OF FALLING REAL ESTATE VALUES IN RELATION TO THE 3% ANNUAL INCREASE BUILT INTO MEASURE FIVE. SO YOU WILL NOTE THAT IN 2009 THAT WAS 343,000 AND FOUR
008YEARS LATER THE COMPRESSION HAD GROWN TO OVER $3 MILLION AND SUBSTANTIALLY REDUCED OUR LOCAL OPTION REVENUES AS YOU CAN SEE. FROM ALMOST 7.5 MILLION TO LESS THAN 5.9 MILLION. COMPRESSION HAS BEEN A VERY MINOR ELEMENT. WE DID SEE IT GO UP A LITTLE BIT WENT THE RATE LIMIT INCREASE WAS APPROVED BACK IN 2019-20 WHEN WE WENT TO A DOLLAR 64 $1.64. AND WE SEE 943,000 AND COMPRESSION IN RELATION TO AND A QUARTER MILLION DOLLAR LEVY. STILL ON A RELATIVE BASIS AND AS A PERCENTAGE RELATIVELY MINOR. SO IT SPEAKS TO CONTINUED STRENGTH IN THE FAIR MARKET VALUES IN THE COMMUNITY AS A WHOLE. BUT HOW LONG THAT HOLDS UP WILL REMAIN TO BE SEEN. I HAVE HEARD OF SOME SOFTNESS IN SOME SECTORS OF THE REAL ESTATE MARKET. NOT NECESSARILY RELATING TO SINGLE-FAMILY HOMES BUT COMMERCIAL
009PROPERTY AND SUCH. SO WE ARE SEEING SOME PROPOSALS AS WAS THE CASE WHERE THEY ARE GOING TO REPURPOSE OFFICE BUILDINGS POTENTIALLY INTO APARTMENT BUILDINGS. SO. SORRY. GO AHEAD. IF YOU LOOK IN THE BOTTOM RIGHT CORNER HIGHLIGHTED NUMBER 16.8 MILLION THAT IS MY CURRENT ESTIMATE AND RELATIVELY CONSERVATIVE ONE. I DO EXPECT THAT WE SHOULD EXCEED THAT BY THE END OF THE FISCAL YEAR. MAYBE EVEN BY AS MUCH AS 50, $75,000. MAYBE EVEN A LITTLE BIT MORE THAN THAT AS LONG AS OUR CURRENT RATE USED IN THIS MODELING HOLDS UP. AND THAT'S WHAT WE EXPERIENCED IS ABOUT 95% COLLECTION RATE. THAT 1% DIFFERENCE CAN MAKE A BIG DIFFERENCE. AND FOR BUDGETING PURPOSES I DO 16.7. THIS IS AN IMPROVEMENT OVER THAT AND RECENTLY DID RECEIVE SOME INFORMATION IN RELATION TO OUR CURRENT YEAR STATE-LEVEL FUNDING AND BUILD
010INTO THE FORMAL PRESENTATION. AND OUR STATE REVENUES ARE CONTINUING TO IMPROVE IN SMALL WAYS. NOT IN REAL WAYS WE ARE GOING TO BE ABLE TO GO OUT AND CHANGE EVERYTHING AND PLANNING FOR BUT IN SMALL WAYS THAT DO HELP ADDRESS SOME OF THE AREAS WHERE WE ARE. MOST NOTABLY WITHOUT PLACEMENT COST WHERE WE ARE SEEING HIGHER COSTS THAN WE PROJECTED. SO . I JUST WANTED TO ASK ABOUT THE COMPRESSION. WHAT WOULD THAT WOULD HAVE TO INCREASE THAT COMPRESSION BY A LOT, ASSESSED VALUES HAVE TO GO DOWN OR JUST IF THE MINIMUM 3%. WHAT HAPPENED IN THE WAKE OF THE 2009 RECESSION WAS THERE WAS A REAL I DON'T WANT TO CALL IT OVERBUILDING BUT THERE HAVE BEEN HYPERINFLATION OF SORTS AS IT RELATES TO PRIMARILY SINGLE-FAMILY HOMES. THAT SLOWLY FILLED FELL THROUGH THE OREGON ECONOMY
011AND DIDN'T SO MUCH REDUCE ASSESSED VALUES BEVERLY SHRUNK THE DIFFERENCE BETWEEN FAIR MARKET VALUE WHICH HAD BEEN 50% HIGHER THAN ASSESSED VALUES. THAT SHRUNK IT A BIT SO THERE WAS ONLY A DIFFERENCE OF 40% OR THERE ABOUT BETWEEN ASSESSED VALUE AND FAIR MARKET VALUE AND LOCAL OPTION LEVY AND WE HAVE A VALUE RATIO OF ALMOST ONE TO TWO WHERE FAIR MARKET VALUES ARE ALMOST TWICE ON AVERAGE COMPARED TO ASSESSED VALUE. AT LEAST FOR HOMES. AND SO THAT SIGNIFICANT GAP PROVIDES THE OPPORTUNITY TO RAISE AS MUCH LOCAL AS WE CURRENTLY DO AND FAIR MARKET VALUE TO DECREASE AS ASSESSED VALUES INCREASED THE PRESENT THAT THEY ARE ALLOWED TO. WHAT IS THE CURRENT MAXIMUM LOCAL OPTION RATE. OUTSIDE OF THE CAP ITSELF THERE ARE THREE MEASURES. ONE IS A PERCENTAGE OF THE OVERALL ALLOCATION UNDER THE STATE
012SCHOOL FUND. THAT WOULD REPLACE OUR UPPER LIMIT AT AROUND 18 MILLION. THAT SETS THE CAP THAT IS HARDER FOR US TIGHTER FOR US CLOSER TO ABOUT 70 MILLION. IF WE WERE TO ENTERTAIN INCREASING OUR LOCAL OPTION TAX RATE BEYOND $1.64. WE WOULD REPLACE WHERE WE COULD OVER COLLECTION OF LOCAL OPTIONS. SO THIS 16.8 AMBER. NUMBER. IT'S GETTING CLOSE TO THAT. AND THAT'S THE REASON THAT'S BEEN GETTING TIGHTER IS OUR BASED ON STUDENT ENROLLMENT BUT IT'S BEEN DECLINING OR STAYING FLAT. SINCE 2019-20. MAKING SURE I HAVE ALL THE RIGHT LANGUAGE, COMPRESSION IS ONE OF THE MOST CONFUSING THINGS WE TALK ABOUT. ARE WE IMPACTED BY OTHER LOCAL LEVEES? OR IS IT ONLY MEASURE FIVE THAT PUTS US ON OUR LIMIT? WE ARE IMPACTED BUT IT'S BY OTHER LEVEES. BY THE URBAN RENEWAL INTERCEPT. IT'S VERY NOMINAL
013IMPACT. SO IT IS MOSTLY BALLOT MEASURE FIVE AROUND COMPRESSION FOR US AND WHAT WE HAVE TO DO. YEAH. THE OTHER DOCUMENT I WANTED TO SHARE WITH AN UPDATE ON RATES BASED ON THE PERS INTERIM ADVISORY RATES THAT WERE RELEASED EARLIER THIS WINTER . HAS EVALUATION DONE EVERY YEAR BUT IT'S ONLY THE ODD NUMBER YEAR THAT DRIVES THE ACTUAL RATES THAT GET LAMENTED IMPLEMENTED BY THE BOARD. DECEMBER 31 2025 WHICH PERS WILL RECEIVE THAT VALUATION LATER THIS SUMMER AND THAT WILL DRIVE RATES FOR THE 27-29 BIENNIUM. BUT BASED ON ADVISORY VALUATION ON AN EVEN YEAR BASIS SO THIS IS THE INFORMATION IN THE UPPER LEFT COLUMN BASED ON THE EVALUATION DATA FOR THE YEAR ENDING DECEMBER 31 2024. . WE WILL HAVE A RATE INCREASE OF 8.2% ON ITS OWN THAT LOOKS KIND OF ALARMING. BUT
014THAT IS DUE PRINCIPALLY TO THE EXPLORATION OF OUR SIDE ACCOUNT BALANCE AT THE END OF JUNE 30 2027 AND SO OUR NET INCREASE IS 1.5 PERCENT INCREASE BECAUSE OUR ACCOUNTS FROM OUR PERS THAT'S SO THAT THAT RATE RELIEF WE CURRENTLY GET WILL EXPIRE. THE FINAL PERS RATES WERE THE SAME AS THE ADVISORY, WE WOULD SEE OVER 1.5% IS IN PERS RATES FOR THE NEXT BIENNIUM. AT LEAST FOR ME AN OPPORTUNITY TO WHERE THE FINAL RATES MIGHT EVEN BE LESS THAN THE ADVISORY RATES AND MORE SIGNIFICANT REASON IS BECAUSE INVESTMENT RETURNS EXCEEDED THE ASSUMED RETURNS WHICH IS 6.9% ALMOST 14.4% FOR THE TWO YEARS. PRELIMINARY RESULTS INDICATED THEY EXCEEDED THAT RATE. THEY DO HAVE A FAIR AMOUNT OF INVESTMENTS. ROUGHLY 25% HELD IN PRIVATE EQUITY FUNDS THAT DON'T GET MEASURES OF RETURN AS THEY DO FOR
015THE PUBLICLY TRADED INVESTMENTS THAT THEY MAKE. BUT PRELIMINARY RESULTS INDICATE THEY MET THEIR TARGET INVESTMENT RETURNS FOR PERS INVESTMENTS AND UNDERPERFORMANCE HAS BEEN A SIGNIFICANT DRIVER OF PERS RATES AT VARIOUS TIMES OVER THE LAST 10+ YEARS. AND THEN MORE RECENTLY FROM SIGNIFICANT INCREASES IN PERS SALARIES. WHICH WE'VE DONE OUR PART BY THE SIGNIFICANT AMOUNT OF STAFF REDUCTIONS WE MADE LAST YEAR IN MANY SCHOOL DISTRICTS STATEWIDE. NOT THAT WE WANTED TO DO THAT BUT THE BUDGET REALITY. SO THIS WILL BE ANOTHER PIECE FURTHER INTO OUR LONGER-TERM PROJECTION AND PRESENTING AT THE IF NOT THE MARCH 31st MEETING CERTAINLY APRIL. AND IN THE LAST PIECE WITH. THE ANNUAL SUBJECT WAGES IS THE FACT THAT IT'S SMALLER BECAUSE REDUCED STAFF. YES. MY QUESTION IS GOING BACK AND IT'S SIMPLE BUT WHEN WE ARE TALKING ABOUT EXPIRATION OF OUR
016SIDE ACCOUNTS. IS THAT SOMETHING THE SIDE ACCOUNTS WERE BILLED BY OTHER DISTRICTS AS WELL. A GROUP APPROACH WHERE THERE WERE ROUGHLY 40 DISTRICTS STATEWIDE THAT DID A POOLED BORROWING AND WAS STRUCTURED IN A WAY WHERE EACH DISTRICT COULD ARO WHAT THEY WANTED AND DIDN'T HAVE TO BE PROPORTIONAL. AND THERE WERE TWO OF THOSE. THERE HAVE BEEN SOME OTHER REALLY SMALL POOLED BORROWING TAKEN PLACE SINCE THEN. WITH LESS SPECTACULAR RESULTS THAN WHAT WE'VE REALIZED. WE WERE VERY FORTUNATE TIMING WISE. SOLD OUR BONDS AT A REASONABLE TIME IN THE MARKET BUT THE INVESTMENT FUNDS WENT DOWN. SO THEY HAD GOOD RETURN AND. THINGS FOR CLARIFYING. AND LAST PIECE IS FEDERAL BUDGET . AND THERE HAD BEEN DISCUSSION OF POTENTIAL CUTS TO THE DEPARTMENT OF ED FUNDING. A LITTLE BIT OF A SILVER LINING THERE THAT THE FEDERAL
017FUNDING FOR ALL OF THE TITLE GRANTS THAT COME THROUGH THE FEDERAL DEPARTMENT OF EDUCATION WERE FLAT FUNDED. AND NOT KEEPING PACE WITH INFLATION. BUT WE ARE STRUCTURED BETTER THAN SOME DISTRICTS IN THE SENSE THAT WE DON'T HAVE A RELIANCE ON FIXED POSITION WITHIN OUR FEDERAL FUNDING USES. SO WE KNOW WE'LL BE ABLE TO ABSORB THOSE INFLECTION COSTS FOR OUR FISCAL YEAR. SO THAT IS A PIECE OF GOOD NEWS. WE'LL HAVE TO SEE WHAT THEY DO IN THEIR NEXT BUDGET CYCLE. WHAT OTHER DISTRICT WAS NOT ABSORBED . THERE ARE SOME DISTRICTS THAT ARE NOT THAT DIFFERENT IN SIZE THAN US BUT THEY GET $1 MILLION IN TITLE ONE FUNDING THEY MIGHT HAVE SEVEN OR EIGHT UNDER THAT TITLE ONE GRANT. THOSE WERE THE HIGHLIGHTS. I COULD BORE YOU WITH OTHER DETAILS. IT SOUNDS LIKE IT WILL
018BE NOT AS PAINFUL. YES. IT PAINS ME SOMETIMES WHEN I READ THE HEADLINES, PORTLAND PUBLIC IS DOING A MIDYEAR BUDGET UPDATE AND LOOKING AT THE POTENTIAL OF SHORTING THEIR SCHOOL YEAR THIS YEAR IN ADDITION TO THIRD ROUND OF BUDGET CUTS AND THEY ARE NOT THE ONLY DISTRICT STILL CONSIDERING RELATIVELY SIGNIFICANT CUTS. BASED ON THE OUTCOMES OF THE STATE SHORT SESSION AND ADVOCACY TO KEEP FUNDING INTACT WE ARE NOT INTENDING TO MAKE ANY LARGE CUTS. WE WILL BE MAKING SOME ADJUSTMENTS IN OUR BUDGET AND WE DO HAVE AREAS WE ARE EXPERIENCING HIGHER COSTS AND INITIATIVE AT THE STATE LEVEL THAT'S GOING TO ADD COST FOR US. AND A YEAR OF TWEAKING AS WE HEAD INTO THE 26 SCHOOL YEAR. THANK YOU. NEXT AGENDA ITEM. STRATEGIC PLANNING. MS. LARSON. GOOD EVENING. IT IS LIGHT OUT. TIME CHANGE.
019TONIGHT WE ARE HERE TO PROVIDE AN UPDATE ON OUR STRATEGIC PLAN AND DEVELOPMENT OF IT. OUR GOAL IS TO REVIEW. WE HAVE ALL HEARD FROM OUR STUDENTS, STAFF AND FAMILY OVER THE LAST SEVERAL MONTHS TO TALK ABOUT WHAT TO DO IN THESE NEXT STEPS. FROM THE BEGINNING, DR. SCHIELE PRESENTED IN THE SUMMER OUR GUIDING PRINCIPLES FOR THIS PLAN. WE HAVE HELD STRONG. BUILD ON THE STRENGTHS OF THE CURRENT PLAN, EMPHASIZE OUTCOMES, INTEGRATE DISTRICTWIDE DEPARTMENTS FOR A WHOLE SYSTEM APPROACH, ENSURE WE HAVE MEANINGFUL STAKEHOLDER INPUT FOR STUDENTS, STAFF AND FAMILIES AS WELL AS OUR RESIDENTS, MAINTAIN TRANSPARENCY AND CLARITY. AND MAKE SURE THAT WHATEVER WE TALK ABOUT ANY STRATEGIC PLAN IS CARRIED OUT INTO THE CLASSROOM. AND THEN LASTLY, MAKE SURE THAT OUR MEASURES ARE ALIGNED WITH THE MEASURES ALREADY IN PLACE IN THE STATE. WE
020ARE THROUGH PHASE TWO. THE FIRST PHASE WAS PLANNING AND PREP THEN WE PAUSE TO MAKE WAY FOR THE CAMPAIGN AND THEN WE PICKED RIGHT BACK UP WITH PHASE TWO WHICH WAS STAKEHOLDER ENGAGEMENT. AND THEN I HAD OF US IS DRAFTING AND DEVELOPMENT OF THE PLAN AND THEN FURTHER COMMITTEE REVIEW AND ADOPTION. WHAT HAVE WE HEARD? WHEN I LOOK BACK ON STARTING THE SURVEY TO OUR STUDENTS AND OUR STAFF MEETINGS LAST SPRING, SURVEYS TO ALL OF OUR GRADES IN THE FALL AS WELL AS ALL PARENTS AND STAFF. MORE THAN 5000 SURVEYS AND WE ALSO HAD AT LEAST 30 LISTENING SESSIONS. WE MET EVERY SCHOOL ADVISORY COMMITTEE, DISTRICT COMMITTEE ADMINISTRATIVE COMMITTEES. WE ALSO HOSTED OPEN COMMUNITY SESSIONS AND THEN WE DR. SCHIELE ALSO HAD SESSIONS WITH HER. AND NOW I'M GOING TO TELL YOU WHAT WE'VE HEARD.
021THE BIGGEST THING WE'VE HEARD IF I HAD TO SUMMARIZE IT IN ONE THING IS ALIGNMENT. BETWEEN WHAT STUDENTS REPORTED, WHAT STAFF REPORTED. THERE'S NUANCES AND WE ARE GOING TO GO INTO THAT BUT IN GENERAL MOST PEOPLE HAVE SAID THEY HAVE SEEN PROGRESS IN ALL. NO ONE SAID THEY HAVE SEEN SIGNIFICANT PROGRESS. SO WE ARE MAKING PROGRESS BUT WE AREN'T THERE YET AND THERE IS MORE POSSIBILITIES TO COME. THE OTHER FEEDBACK THAT WE HEARD FROM PEOPLE AND I KNOW I ASK THIS QUESTION. DO YOU WANT US TO THROW OUT THE CURRENT PLAN AND START OVER AND MOVE FORWARD. PEOPLE REALLY HAVE EMBRACED OUR CURRENT PLAN AND WHAT TO KEEP GOING WITH IT. SO THAT TELLS ME PEOPLE FEEL LIKE WE ARE GOING IN THE RIGHT DIRECTION BUT JUST HAVE WORK TO DO. SPECIFICS. ONE OF THE
022THINGS WE'VE HEARD MOST LOUDLY PARTICULARLY FROM OUR FAMILIES IS THAT THEY WANT US TO PRIORITIZE ACADEMIC EXCELLENCE. WHEN WE ASK WHAT THAT MEANS THERE IS A LOT OF NUANCES TO WHAT THAT LOOKS LIKE. BUT THAT WAS SOMETHING CONSISTENTLY. STAFF ALSO RANKED HIGH BUT THEY ALSO EXPRESS CONCERNS ABOUT MAKING SURE WE CAN MAINTAIN THAT RIGOR AND EXCELLENCE. STUDENTS REPORTED FEELING VERY STRONG CONFIDENCE IN THEIR WORK , EVEN OUR MIDDLE SCHOOL STUDENTS AND HIGH SCHOOL STUDENTS. THERE WAS A LITTLE BIT MORE MIXED RESULTS AS FAR AS HOW THEY FEEL ABOUT THEIR PERSONAL PERFORMANCE AND EXCELLENCE. ATTENTION IS NOT WHETHER EXCELLENCE MATTERS. IT IS STRENGTHENING OUR SYSTEMS SO THAT EXCELLENCE IS EXPERIENCED BY EVERY STUDENT. EQUITY. THIS ONE WAS INTERESTING. SUPPORTED IN OUR COMMUNITY BUT NOT ALWAYS IN THE SAME WAY. THOSE STUDENT REPORT FEELING SUPPORTED AND FAMILIES
023EXPRESS A RANGE OF PERSPECTIVES AT HOW EVERYTHING SHOULD BE EMPHASIZED. MOVING FORWARD IT IS CLEAR THAT WE NEED MORE CLARITY ON WHAT EQUITY MEANS. EVERY STUDENT HAS WHAT THEY NEED TO BE SUCCESSFUL. IT IS WITH THE UNDERSTANDING. I DO WANT TO QUOTE, I HEARD A FEW THINGS AND I WANTED TO SHARE FEEDBACK. ONE OF THEM IS THAT WE SHOULD USE EQUITY AS A DRIVER OF EXCELLENCE RATHER THAN INITIATIVE. CREATING A CULTURE OF HIGH EXPECTATIONS FOR ALL STUDENTS. I BELIEVE THAT'S WHAT WE ALL THINK. BELONGING IS A STRENGTH. THIS ONE WHEN ASKED OF OUR FOUR PRIORITIES THEY FELT LIKE THEY HAD SEEN PROGRESS. AND CREATING A CULTURE OF BELONGING AND THIS IS TRUE ACROSS STUDENTS, STAFF AND FAMILIES. AT THE SAME TIME, THE FEEDBACK IS THAT NOT EVERY STUDENT FEELS LIKE THEY BELONG. MAKING SURE WE
024KEEP DOING WHAT WE ARE DOING FOR EVERY STUDENT. THE TAKE AWAY HERE. LET'S KEEP MAKING A DIFFERENCE AND FEEDBACK FROM OUR COMMUNITY. WELLNESS MATTERS WITH BALANCE. STUDENTS AND STAFF, WELLNESS REMAINS A HIGH PRIORITY. STAFF RANKED IT AS THEIR FIRST AND FAMILIES RANKED IT AS THEIR SECOND PRIORITY. STUDENTS GENERALLY REPORT FEELING POSITIVE EXPERIENCES. HIGH SCHOOL RESPONSES WERE A LITTLE BIT MORE MIXED. THE NEED FOR STRENGTHENING CLARITY AND ACCESS TO SUPPORTS. WE HEARD REPEATEDLY IS THAT THEY WANT TO BALANCE WILLIS WELLNESS THAT STRENGTHENS AND LEARNING. HIGH EXPECTATIONS THAT REMAIN IN BALANCE WAS THE CHALLENGE I HAD HEARD SUSTAINABILITY. SUSTAINABILITY REMAINS WITHIN OUR COMMUNITY. PEOPLE DID SEE PROGRESS IN THIS. YET THIS SCORED THE LOWEST OF THE FOUR. IT WASN'T NECESSARILY SEEN AS STRONG AND CONSISTENTLY ACROSS SCHOOLS AND CLASSROOMS. THERE IS FEEDBACK THAT SUGGESTS SUSTAINABILITY SHOULD REMAIN
025EMBEDDED IN THE DISTRICT WORK, FACILITIES, TRANSPORTATION BUT IT MAY NOT NEED TO STAND ALONE AS ITS OWN PILLAR. I KNOW IN THE POSITIONS THAT I WAS IN IT NEVER CAME UP UNPROMPTED. SUPPORTING EDUCATORS IS ESSENTIAL. THIS WAS THE CLEAREST INTERNAL PRESSURE POINT WE HEARD AS TEACHER WORKLOAD. STAFF DESCRIBED INCREASING STUDENT NEEDS AND RISING EXPECTATIONS. FAMILIES VERY MUCH TALKED ABOUT THE NEEDS TO SUPPORT OUR TEACHERS AND CONNECTING STAFF STABILITY WITH EDUCATIONAL EXCELLENCE. NOT SEPARATE FROM EDUCATIONAL EXCELLENCE BUT. ARE YOU USING SUSTAINABILITY IN A DIFFERENT WAY? YES. SUSTAINING THE SYSTEM. >> SUSTAINING THE SYSTEM. TECHNOLOGY. HOT TOPIC. I WILL SAY THAT THE TECHNOLOGY FEEDBACK IN THE SURVEYS AND REPORTS WE GOT WAS LESS ABOUT AND MORE ABOUT CLARITY. STUDENTS AND STAFF ARE ASKING FOR LESS INNOVATION, CLEARER GUIDANCE. SCREEN TIME AND CONSISTENT EXPECTATIONS ACROSS SCHOOLS. THEY CARE
026ABOUT BALANCE. COMMUNICATION. I THINK I MENTIONED THIS EARLIER. THE ONGOING THEMES WAS MAKING SURE THAT WE HAVE CLEAR CONNECTIONS FROM TEACHER PLAN AND HOW THAT TRANSLATES TO WHAT IS HAPPENING IN OUR CLASSROOMS. AND REALLY BEING MORE EXPLICIT ABOUT THAT. WE DRAW THE LINE ON HOW THE THINGS AND HOW THIS TRANSLATES TO THE EFFORTS AND RESOURCES. CALLING THAT OUT FOR PEOPLE. HERE'S A SUMMARY SLIDE OF LOOKING AT IT. WHEN WE STEP BACK AND LOOK AT ALL THE FEEDBACK, A CONSISTENT DIRECTION BEGINS TO EMERGE. CLEARLY ACADEMIC EXCELLENCE, PROJECT STRENGTH AND BELONGING. BALANCE WELLNESS WITH RIGOR. SUPPORT EDUCATOR CAPACITY. CLARIFY TECHNOLOGY GUIDANCE AND INCREASE CLARITY AROUND MEASURABLE OUTCOMES. IT IS NOT A MAJOR SHIFT FROM OUR CURRENT PLAN BUT RATHER REFINEMENT AND SHARPER CLARITY, STRONGER SYSTEMS THAT SUSTAIN THE WORK. SO WHAT IS NEXT STEPS? WE WILL TALK
027ABOUT THIS IN A MINUTE BUT STARTING MARCH 10th WHICH IS TOMORROW THROUGH APRIL 10th WE WILL PROPOSE DRAFTING AN UPDATED PLAN AND METRICS INTERNALLY WITH OUR PRINCIPALS AND TEACHERS AND STAFF. AND THEN MOVE THAT INTO REVIEW. WE HAVE SEVERAL BOARD MEETINGS AND WILL MAKE SURE WE ARE GOING THROUGH THE PROCESS. WE HAVE OUR DISTRICTWIDE STAFF MEETING ON THE 11th , WE WANT TO SHARE A SOLID DRAFT AND HAVE WORKSHOPS AROUND IT. AND THEN WE WOULD OPEN IT UP FOR COMMUNITY REVIEW SIMILAR TO OUR CURRICULUM REVIEW. THEN WE SHARE THE FEEDBACK FOR FINAL REVISIONS ON JUNE 8th WITH A PLAN OF ADOPTED ON OR BEFORE JUNE 22nd WHICH IS THE LAST BOARD MEETING OF THE SCHOOL YEAR. THAT'S OUR PROPOSED PROCESS. SO WITH THAT, LET'S OPEN IT UP FOR DISCUSSION. I KNOW YOU ALL WERE VERY
028MUCH PART OF THIS INPUT AND FEEDBACK AND YOU HEARD AND SHARED IT WITH ALL. THOUGHTS. THAT WAS A LOT OF WORK NATHAN CAN WE HEAR FROM YOU FIRST? I WOULD LOVE TO HEAR WHAT YOUR REFLECTIONS ARE. FROM THE PRIMARY PERSPECTIVE FROM STUDENTS AND FAMILIES, FRIENDS AND FAMILIES AND STUFF LIKE THAT, IT'S A GOOD REPRESENTATION OF HOW A LOT OF STUDENTS ARE FEELING. I FEEL LIKE A LOT OF THE ACADEMIC EXCELLENCE PRIORITY THAT WE SAW IS A LOT FOR PARENTS MORE SO THAN ACTUAL STUDENTS. WE SEE A LOT OF STUDENTS THAT ARE DRIVEN AND I THINK THAT A LOT OF THEM TEND TO ARGUE THAT YOU NEED TO HAVE MENTAL WELL-BEING AND BALANCE WHICH WAS A BIG ONE OF THE CATEGORIES. AND I THINK SOMETIMES THAT CAN BE A DISCONNECT . TO ME, A COUPLE THINGS
029THAT STAND OUT SPECIFICALLY ARE FIRSTLY ON SUSTAINABILITY I THINK IT'S REALLY INTERESTING THE FEEDBACK WITH THE COMMUNITY HAS BEEN OVERALL. I THINK FROM THE STUDENT PERSPECTIVE ESPECIALLY THE PAST COUPLE MONTHS WHERE WE'VE HEARD SO MUCH ABOUT STUDENTS AND THEIR DEDICATION TO SUSTAINABILITY AND IDEAS I STILL THINK THERE IS A LOT OF SPACE TO FOCUS ON SUSTAINABILITY EVEN IF IT IS INTEGRATED IN OUR SYSTEMS RATHER THAN ITS OWN STANDALONE PILLAR. I THINK IT'S IMPORTANT. I THINK IT'S REALLY INTERESTING TO THINK ABOUT HOW THE TO CONNECT. ESPECIALLY IN THINGS LIKE WE'VE HEARD FROM PEOPLE HOW THAT AFFECTS THEM I THINK THERE'S A LOT OF FACTORS TO EXPLORE HELPING MENTAL HEALTH COULD LOOK LIKE A NEW WORLD OF TECHNOLOGY AND HOW THESE TWO ARE CONNECTED. I JUST WANT TO COME IN FOR A SECOND ON THAT. MY FAVORITE
030PROMPT WAS ASKING PEOPLE WHAT DOES EDUCATIONAL EXCELLENCE MEAN TO YOU? WHAT SURPRISED ME, I DON'T THINK I HAD ONE PERSON TALK ABOUT WHERE THEY'RE GOING TO COLLEGE. REALLY MORE THAT THEY ARE PREPARED FOR WHATEVER YOU WANT TO DO WHEN YOU LEAVE OUR DOORS. THAT YOU HAVE AS MANY OPTIONS OPEN TO YOU AS POSSIBLE. AND ALSO JUST REALLY WANTING TO KNOW THAT STUDENTS ARE REALLY EMBRACING LEARNING. ALL THE INTERNAL THINGS. WE USED THE OUTWARD MEASURES TO UNDERSTAND ARE WE MAKING PROGRESS. IT WAS ABOUT BEING CRITICAL THINKERS AND ABLE TO ARTICULATE THEIR INTERESTS AND THEIR PASSIONS. BUT THERE IS DEFINITELY THAT BALANCE PART OF IT. THEY DEFINITELY GO MORE HAND-IN-HAND. WHAT I FIND FASCINATING IS THEY WANT MATH, ENGLISH AND SCIENCE. SO TO ME THOSE ARE CORE. YOU HAVE TO KNOW HOW TO DO THOSE TO BE
031A CRITICAL THINKER BUT WHAT THEY SAY COUNTS ISN'T WHAT THEY SAY MATTERS. IF THAT MAKES SENSE. I HEARD THAT A LOT. AND I HAVE TO SAY HONESTLY I THINK THAT WE HAVE TO CHALLENGE WHAT WE THINK IS EXCELLENT BECAUSE PEOPLE DID NOT SAY AND BELIEVE THE SAME THINGS. AND I THINK THAT'S KIND OF WHAT YOU ARE SEEING IS THE STUDENTS ARE LIKE I GET I NEED TO BE A CRITICAL THINKER AND THAT MEANS I NEED THIS. BUT MY PARENT WANTS ME TO BE A CRITICAL THINKER BUT THINKS IT MEANS THIS. AND SO WHAT IS THE DIALOGUE AS A COMMUNITY TO UNDERSTAND THAT EVERYONE HAS TO READ AND KNOW HOW TO DO MATH IN ORDER TO DO THE NEXT THING. BUT IF WE COVET OURSELVES ON EXCELLENCE BY THE TIME WE GET TO HIGH SCHOOL WE
032ARE GETTING THERE. SO WHY AREN'T WE EXCELLENT ENOUGH? WHY ARE WE NOT EXCELLENT ENOUGH? WE WANT TO BE CRITICAL THINKERS BUT WE HAVE TO CHANGE WHAT WE ARE SCORING OURSELVES AT TO DO THAT. THAT'S WHAT I HAVE FOUND REALLY INTERESTING. WE NEED TO BE BETTER HERE. IT'S A MIND BLOWING THING FOR ME. WHAT QUESTIONS YOU FOLKS HAVE? I WANTED TO TALK ABOUT THE COMMUNICATION. FIRST OF ALL, I WANT TO SAY ONE THING THAT I'VE ALSO HEARD NOT JUST IN THESE SESSIONS BUT OUR COMMUNICATION IN OUR DISTRICT IN TERMS OF COMMUNICATE WHAT WE ARE DOING HAS BEEN SO MUCH BETTER. THE NUMBER ONE THING PEOPLE COMPLAINED. YOU AND YOUR TEAM ARE DOING A GREAT JOB GETTING THE WORD OUT. SHE IS THE TEAM JUST SO EVERYONE KNOWS. IT'S GREAT. SO REALLY APPRECIATE THAT. I LOVE THAT
033PEOPLE WANT TO HAVE METRICS. I'M REALLY CURIOUS WHAT THAT'S GOING TO LOOK LIKE. ON ONE HAND, I FEEL LIKE I DO WANT TO HAVE METRICS BUT I JUST WONDER I THINK IT'S GOING TO BE HARD TO BUILD THAT UNLESS WE TALK ABOUT IT BEFORE. WE NEVER REALLY GOT TO THAT. WE HAD A BUNCH OF SPECIFIC ITEMS WE WANTED TO ACCOMPLISH. BUT WHAT ARE WE MEASURING SUSTAINABILITY IS ONE THAT WE TALKED ABOUT. WHERE THERE REALLY IS AN OPPORTUNITY. HOW MANY GROUPS TALKED TO US ABOUT COMPOSTING. THAT IS ONE WHERE IT'S SOMETHING WE COULD MEASURE AND MAKE A CHANGE. ENERGY USAGE. WE HAVE THESE GREAT NEW SCHOOLS THAT ARE SAVING US ENERGY. WE DON'T REALLY HAVE VISIBILITY. SOMETHING LIKE BELONGING. WHAT IS THE MEASUREMENT OF BELONGING? WE ARE AT 75% OF BELONGING PAIRED WHAT DOES THAT MEAN?
034OUR PLAN IS ONE OF THE THINGS IS THE TOP DISTRICT IN THE NATION AND WHAT THEY DO AND I HAVE ALREADY STARTED TO DO THAT AND SOME IDEAS ON WHERE WE CAN FOCUS AND MEASURE. ALSO IN THE LANGUAGE THAT WE USE. READING BY THIRD GRADE IS EXCELLENT BUT ALSO AN INDICATOR OF WHAT ELSE IS POSSIBLE. ANOTHER THING ON THE COMMUNICATION THAT I HEARD A LOT IS PARENTS WANTING TO BE PARTNERS IN THEIR EDUCATION. THEY WANT TO BE HELPFUL BUT THEY ARE NOT EDUCATORS SO THEY DON'T KNOW THE QUESTIONS TO ASK, THEY DON'T KNOW WHAT TO DO SO SOME OF IT IS INSTEAD OF JUST SAYING WHAT THEY DID THIS WEEK GIVE ME A PROMPT TO SAY ASK THIS AND WHY. SOME PARENTS WANT TO HELP WANT TO BE EFFECTIVE PARTNERS IN THEIR EDUCATION. I HEARD
035THAT TOO. I HEARD THAT WE ARE GETTING GREAT INFORMATION BUT IT'S A LOT AND GIVE US WHAT WE NEED TO KNOW SO WE CAN HELP. AND IT TOOK ME BACK TO A SESSION WE WENT TO PRIOR TO THE OREGON SCHOOL BOARD ASSOCIATION CONFERENCE WHERE THERE WAS A FORMER SUPERINTENDENT WHO SPOKE A LOT ABOUT SIMPLE MESSAGES. FOCUS ON THIS THIS WEEK INSTEAD OF IT'S KIND OF YES AND. SOME PEOPLE LIKE TO READ THE NEWSLETTERS AND OTHERS PEOPLE JUST LIKE THE SIMPLE. I DON'T HAVE ANY QUESTIONS. I WAS THINKING ABOUT THE DIFFERENCE BETWEEN CONNECTING SUSTAINABILITY OR INTEGRATING INTO ALL THE PILLARS RATHER THAN A STANDALONE. SO WE HAVE FIVE BUT ARE WE INTERESTED IN MAKING IT TO FOUR WITH SUSTAINABILITY INTEGRATED? WE HAVE FOUR. I THINK WE ARE NOT LOOKING AT THAT LIKE A PILLAR AS FAR
036AS WHAT IS SUPPORTING IT. THERE'S A LOT OF THINGS THAT HAVE TO SUPPORT OUR STUDENTS LEARNING. I WOULD BE CONCERNED IF OUR NEW STRATEGIC PLAN GOES FOR PILLARS TO THREE PILLARS. THAT LOOKS LIKE THIS ISN'T THAT IMPORTANT. AND AS NATHAN SAID IT IS VERY IMPORTANT. I THINK WE NEED TO DO BETTER AT STARTING THAT EARLIER ON. SO IT IS MORE EMBEDDED INTO OUR CURRICULUM. IF WE WANT TO CHANGE HOW WE LOOK AT IT'S NOT PILLARS THIS TIME, IT'S SOMETHING ELSE. BUT I WOULD NOT WANT TO SAY WE ARE NARROWING THEM DOWN. I AGREE. THE WAY THE QUESTIONS WERE STRUCTURED. BECAUSE IT ALMOST DIDN'T GIVE AN OPPORTUNITY TO COMMENT AS MUCH ON SUSTAINABILITY. BECAUSE I HEARD AT LEAST FROM TWO SESSIONS PEOPLE WOULD COMMENT ON SUSTAINABILITY . THE OTHER ONES DON'T GET PEOPLE TESTIFYING. THAT TOPIC
037DOES GET PEOPLE TESTIFYING. WE HEAR FEEDBACK EVEN MORE THAN THE 30 SESSIONS WE DID AND ALL THE DIFFERENT WAYS PEOPLE PRESENT TO US. THEY FEEL LIKE WE ARE STILL NOT THERE DOING IT WOULD NEED TO BE DONE OR DOESN'T HAVE ENOUGH STRUCTURE. WITH EQUITY AND HOW IT ISN'T NECESSARILY UNDERSTOOD. MAKE IT MORE THE PART OF THE SYSTEM. SOMETHING DR. SCHIELE WAS TALKING ABOUT WAS SUGGESTING THAT MAYBE STUDENT OUTCOMES OR EDUCATIONAL EXCELLENCE . WE TALKED ABOUT THIS BEFORE BUT I HAVE A BETTER SENSE OF WHAT IT COULD LOOK LIKE. SO WHAT WE ARE ULTIMATELY TALKING ABOUT IS SETTING UP A PERFORMANCE MANAGEMENT SYSTEM. HOW DO WE PERFORM AS A DISTRICT AND WHAT DOES THAT LOOK LIKE TO MANAGE IT? SO STARTING WITH OUR BUDGET. TO GET THIS OUTPUT. THIS OUTPUT LEADS TO THIS INTERMEDIATE OUTCOME WHICH
038LEADS TO THIS OUTCOME WHICH LEADS TO OUR BIG GOAL AND THAT IS OUR ACADEMIC EXCELLENCE. BUT ALL THESE OTHER THINGS TIE INTO IT AND BUT THE TEACHERS ARE GETTING WHAT OUTPUT. SO YOU GET WHAT I'M SAYING. THAT IS A VISUAL AND THEN THE PERFORMANCE MANAGEMENT SYSTEM IS A PUBLIC REVIEW OF WHERE OUR MEASURES ARE. AND BIG ORGANIZATIONS DO THIS ALL THE TIME. HERE'S WHERE WE ARE MEETING, HERE'S WHERE WE ARE FAILING FORWARD AND GIVE YOU AN ACTION PLAN TO MAKE ADJUSTMENTS. BUT THAT IS WHAT I HEARD PEOPLE REALLY WANT IS AND IT'S THE PART OF HOW A PUBLIC ENTITY CAN OPERATE LIKE A BUSINESS. IN A REALLY MEANINGFUL WAY THAT GOVERNMENT CAN PLAY INTO. AND I THINK YOU CAN BOTH GET THE VISUAL YOU'RE TALKING ABOUT AND BE TRANSPARENT ABOUT WHAT WE WANT TO MEASURE
039IN REAL SIMPLE THINGS. I PULLED THE TOP 25 SCHOOL DISTRICTS. ONE THING THAT WAS VERY CLEAR IS THE PALO ALTO AND CHICAGO AND MASSACHUSETTS DISTRICT IN THE TOP 25 ALL USING THE SAME LANGUAGE. WHICH I THOUGHT WAS VERY AFFIRMING. BECAUSE HOW DO YOU COMPARE. IT'S EVERYWHERE. ALL THE TOP DISTRICTS. SO OKAY. AND I THINK MARY KATE MENTIONED IT BUT THERE IS DIFFERENT LANGUAGE AND SOME OF THE DISTRICTS. AS FAR AS THE BASIC STRUCTURE WE ARE DOING IT. WHAT DO THEY ALL HAVE IN COMMON. BUT THEY ALSO HAVE A VERY ENGAGED COMMUNITY. BUT THEIR INCOME PER PEOPLE. WE ARE NOT THERE. THAT IS WHERE I HEARD PARENTS WANT TO BE INVOLVED BECAUSE I THINK IT IS STARTING TO BECOME REALLY CLEAR THAT WE WILL ONLY EVER GET SO FAR IN OREGON AS LAKE OSWEGO AT THE
040STATE WITH LETTUCE. UNTIL THE STATE STARTS MAKING THOSE INVESTMENTS THERE IS NOT THE FOUNDATION, THERE'S NOT THE LEVY, NOTHING IS GOING TO GET US TO THAT HER STUDENT CAPITAL. SO WHEN PARENTS START THINKING ABOUT THAT. THE STATE IS HAVING SHORTER FEWER DAYS. THAT'S WHAT WAS WEIGHING MOST HEAVILY BECAUSE IT WASN'T EXACTLY WHAT WE WERE TALKING ABOUT BUT ACADEMIC EXCELLENCE I THINK A VERY SIMPLE MESSAGE THAT ISN'T REALLY TALKED ABOUT ENOUGH IS THE 180 DAYS OF STUDENT INSTRUCTION TIME. WE ARE MISSING THAT. BUT I ALSO THINK FROM OUR STANDPOINT WE ARE PROJECTING THAT OUT SO PARENTS UNDERSTAND. PROJECTING MORE THAT THAT IS THE DRIVER. THE STATE REQUIREMENTS FOR EDUCATION AND HOW DIFFERENT THAT IS. AND SO ACADEMIC EXCELLENCE, WE ARE DOING IT ALL. WE HAVE THE MONEY THAT WE HAVE RIGHT NOW FOR OUR PLAN AND
041THEN WHAT DO THESE DISTRICTS HAVE. IT IS THINGS LIKE DISCIPLINE AND FOCUS. WHAT ARE THE KEY AREAS WE NEED TO HAVE THE GREATEST EFFECT. IT'S DESCRIBED BUT IT IS VERY FOCUSED AND DISCIPLINED AND NOT FORGETTING THAT AND WAVERING FROM IT. AND BEING CLEAR ABOUT IT. ALTHOUGH 180 DAYS IS AMAZING, I HAVE HAD PARENTS WHO REACHED OUT. IF YOU GET RID OF CONFERENCES AND GRADING DAYS WE HAVE IT. THE UNIONS. NOT JUST THE UNIONS. IT'S NOT GOOD FOR TEACHERS. WE NEED TO HAVE PROFESSIONAL DEVELOPMENT AND PEOPLE WANT TO KNOW HOW THEIR JOB IS DOING. WE HAVE CONFERENCES POOR PARENTS. FOR PARENTS. TEACHERS DON'T WANT TO WORK FOR FREE. I DON'T WANT TO WORK FOR FREE. THAT'S ONE THING I WANT TO MAKE REALLY CLEAR. WE ARE PAYING THEM 180 DAYS. THAT DOESN'T MEAN THEY GET EVERYTHING
042THEY NEED TO BE SUCCESSFUL. THAT GOES BACK TO WHAT NATHAN WAS TALKING ABOUT. WHERE THE DIVERGENCE IS. THE STUDENTS ARE SAYING THEY WANT US TO FOCUS MORE ON MENTAL HEALTH AND PARENTS OBVIOUSLY WANT THEM TO BE INCREDIBLY SUCCESSFUL AND DO EVERYTHING THEY CAN BUT I THINK THAT COMMUNICATION PIECE OF JUST MAKING THE CLASSES HARDER IS NOT GOING TO GET THE OUTCOME THAT YOU WANT. I HEARD A LOT ABOUT EXECUTIVE FUNCTION SKILLS AND KNOWING HOW TO STUDY AND PREPARE AND ALL OF THOSE LIFE SKILLS. AND I LIKE THAT IT'S BEING TAUGHT IN OUR SCHOOLS. ORGANIZATION AND ALL THOSE THINGS. HERE'S THE THINGS YOU HAVE TO LET THEM FAIL AT. BECAUSE WE DID HEAR A LOT ABOUT PARENTS WANT TO BE PARTNERS IN THEIR EDUCATION. THEY WANT TO SUPPORT THE TEACHER. TO ME, HOW DO WE START
043MAKING CLEAR THAT THEY NEED TO BE PREPARED FOR LEARNING WHEN THEY SHOW UP IN THE MORNING. THEY NEED TO BE FED, THEY NEED TO BE RESTED, THEY NEED TO BE WELL, THEY NEED TO BE READY TO LEARN AND THEY NEED TO HAVE BEHAVIOR AT SCHOOL THAT HELPS THEM DO THAT. AND THERE ARE STUDENTS WHO IT'S NOT SHAME OR JUDGMENT BUT IF PARENTS WANT TO HELP PARENTS NEED TO HAVE THEM READY. AND THEY HAVE TO LET THEM FAIL. BECAUSE ALL THESE THINGS THEY SAY THEY CARE ABOUT YOU CANNOT TEACH CRITICAL THINKING IF THEY DON'T MESS UP AND GET IN TROUBLE AND LEARN FROM IT. THIS IS THE SAFEST PLACE TO DO IT. BUT WE HAVE CREATED SITUATIONS WHERE SUCCESS IS HARD TO ACHIEVE IF PARENTS CAN THINK ABOUT PARTNERING DIFFERENTLY WITH OUR EDUCATORS. I THINK IT'S
044GOING TO BE HARD. PART OF A BIGGER SYSTEM. IT'S THE WAY THAT THE COLLEGE ADMISSIONS WORK. YOU GUYS KNOW THIS. YOU WORRY ABOUT GETTING ONE BAD GRADE AND MY LIFE IS OVER. OR IT COULD BE SOMETHING LESS PERMANENT. OUR SCIENCE EXPERIMENT WAS A FAIL AND WHAT DID THEY LEARN. THINGS LIKE THAT. START SMALL RIGHT? YOU FIGURE OUT HOW TO FAIL AT A YOUNG AGE ON THE PLAYGROUND. I DIDN'T GET PICKED FIRST TO BE ON THE TEAM. TO YOU HAVE TO THESE ARE LEARNED SKILLS. I THINK THIS APPLIES TO THE PARTNERSHIP WITH TECHNOLOGY. BECAUSE IF THEIR STUDENT IF ACADEMIC EXCELLENCE IS SUCH A HIGH PRIORITY, THEY ARE MISSING THE CRITICAL THINKING THAT MAKES TEACHING SO IMPORT IN THE FIRST PLACE. I THINK THAT'S ONE OF THE BIG CONCERNS FOR PARENTS AS WELL IS LIKE DEPENDENCE ON
045TECHNOLOGY. PARENTS ARE AFRAID A.I. IS GOING TO DO THE THINKING FOR THEM. AND THAT YOU WON'T KNOW HOW TO SPELL SOMETHING AND I DON'T KNOW HOW TO SPELL ANYTHING. NOT MY STRENGTH. AND LOOK AT YOU NOW. THIS HAS BEEN GREAT FEEDBACK. AS FAR AS NEXT STEPS, I AM HEARING DEFINITELY KEEP SOME SEMBLANCE OF OUR FOUR PILLARS AND HOW WE ORGANIZE THAT. LOOKING AT REALLY CLARIFYING THESE MEASURES. I'M HEARING A LOT. ANYTHING ELSE THAT WE HAVEN'T TALKED ABOUT? I OFFERED SOMETHING THAT MIGHT BE A WAY YOU ALL CAN LEAD THROUGH IT WITH THE STAFF. AND IT IS SIMPLISTIC BUT REALLY HELPFUL. WHAT ARE YOUR INPUTS? WHAT ARE WE BUYING? WHAT IS THE OUTPUT, WHAT IS THAT THING WE CAN COUNT? THAT THOSE INPUTS AND THOSE INVESTMENTS GET TO. AND THEN HOW ARE THOSE TIED TO THE
046LEARNING OUTCOMES, BEHAVIOR OUTCOMES, AND THEN WHAT ARE THOSE THEN CONNECTED. WE KNOW THIRD-GRADE READING GETS TO THIS, WE KNOW NINTH GRADE MATH IT'S TO THIS. THOSE ARE HUGE INTERMEDIATE MEASURES THAT WE KNOW GET US TO THIS OVER HERE. I THINK THINKING ABOUT HOW YOU FOLLOW AND OUTPUT THROUGH TO THOSE IS REALLY HELPFUL AND IT STARTS TO BECOME THOSE UNIQUE MEASURES THAT PEOPLE SAID THEY WANT. WHAT IS THE UNIQUE MEASURE THAT THE STATE DOESN'T MAKE US DO? YOU CAN USE SOME OF THOSE. I THINK THAT COULD HELP AND THEN YOU PUT IN THE TASK AND OBJECTIVES THAT WRAP AROUND HOW TO GET TO HOW TO USE THOSE OUTPUTS TO GET TO THOSE. I ALSO THINK IT'S REALLY EASY TO TALK ABOUT THE STATE PILLARS AND A LOT OF STUDENTS ARE SAYING THAT EXCELLENCE IN THE CLASSROOM
047OUTSIDE OF IT COMES BETWEEN THEM. SUSTAINABILITY INTEGRATING INTO THE OTHER PILLARS BUT I THINK EACH ONE INTEGRATES ALL THE OTHERS. ESPECIALLY AS WE STRUCTURE BEING ABLE TO LOOK AT I DON'T KNOW IF INTERSECTIONAL IS THE RIGHT WORD BUT WHERE THEY CONNECT. SOMETIMES WHERE DOES THIS GO UNDER BELONGING OR CRITICAL OUTCOMES OR WELLNESS. IT KIND OF IS ALL OF THEM AND THAT'S A GOOD PROBLEM TO HAVE. IT SHOULD INTERSECT WITH SUSTAINABILITY. ALL OF IT WORKS TOGETHER SO THAT WE ARE EXCELLENT. THANK YOU. I'M EXCITED. THANK YOU. EXCELLENT WORK MARY KAY. AND IT WAS FUN TO BE PART OF IT AND BE HERE AND BE IN THE SCHOOLS. IT WAS GREAT. SO THANK YOU FOR ALL THAT YOU DID TO PREPARE US FOR THAT. OF COURSE. I DON'T THINK WE WILL HAVE NECESSARILY BUT A WAY TO
048INCORPORATE AND SELLING THIS PLAN AND COMMUNICATE THE PLAN. THANK YOU. WITH THAT 7:28 WE CAN ADJOURN.