001Okay. Good evening. I'm going to call to order the Lake Oswego School board. At 6:04 p.m.. And move to 2.0. Comments from patrons. We have a number of folks who have written testimony that I want to read to you first. All on the topic of technology in OSD. The following individuals have contributed, Tommy Abbott, Amy Larson, Millie Resnick, Kelly Smith, Jen Hall, (indiscernible) Emmet Bovin. Jennifer Lewinski. Liberty planet. Aaron McGowan. McDonald. Lauren Hall. Dominique Alphand Johnson. On behalf of the Lake Oswego parents of Responsible Technology, Francesca Ridgwell, Hailey Homer, Lola Knight, Morgan, Carla -- I am so sorry I am trying my best. Christine Milne. Sarah Moore. Jennifer Walker. Michelle Rudolph. Curtis Chung. Dean Larsen. Brittany Tanner. Shannon Welter. And Abby Pringle. And Lindsay Bhatia. Eric Andersen. Leilani Williams. And Rina Skies. And regarding cell
002towers we had written testimony from Ben and Emily Adams. I want to thank everyone who are sending in written testimony. We do read all of those and they do contribute to this on record. I also want to note we've received lots of communications on a number of topics from folks and we read all of those as well. Might take a moment to say it's always the chair who replies. You're never going to hear from individuals. Lots of communication. From folks and we read all of those as well. Take a moment just to say it's always the chair who replies. You're not going to hear from individuals. That's just a reminder of how that works. But now we're going to move into in-person testimony. I have eight folks here to testify. You'll have three minutes. We'll
003run this little thing. We'll stop it and when it's done, I ask that you please wrap up and be done. I am going to go ahead and get us started. And state your name and who you're with or Represent. So, Troy. Troy with Verizon. Thank you. I'm going to let you say your name for the record. I am sorry. And then turn the little -- o perfect. Great. Thank you for the chance to chat with you guys. I'm Verizon's government affairs director for Oregon Washington. Excuse me. And thanks for the chance to share just a couple comments with you. Some context for the short comments we sent. We are seeing some upgrades at the towers about 200 yards west of us. It's been there for about 30 years on campus Eric we are basically going
004to do some modifications. Take down 12 antennas and put up nine. In order to do that, as a Lessor of the lessee of the school district, as the Lessor, we need the permission to go to the city to get building permits. That's the general of why we're asking. What the benefits would be to the school district as well, and the neighboring community. In terms of the why, that site provides critical communications not only to the district operations but also emergency response. The adjacent neighborhoods as well as commercial businesses. Lego police and fire our Verizon customers so when you see them working in a laptop and a car, or making 911 call, those are our networks. In terms of upgrades, the equipment's just old. It will be updated with modern equipment. It would expand capacity, improved
005performance and coverage. For your schools, and neighboring neighborhoods. In terms of benefits, that, country club site, we call that country club road, it's a critical communications hub for schools, the neighborhoods as well as some important roads, it provides essential voice, high speed data, and emergency 911 response for school campuses. In terms of the neighborhoods, it also supports the mountain park, Oak Creek, Arnold Creek neighborhoods as well as the trails and parks running through there. So if someone needs to call 911, that tower is going to take the call. And then finally for roads, country club road and Boone's road, critical arterials for the community. This would help boost coverage along those as well. Finally the, I was looking through the 2002 Emergency Operations plan, and they accurately and I think Will explains the critical nature
006of wireless networks for communications. God forbid in the event of something and you all need to communicate with parents or each other and emergency response, that report nicely captures all of that. These kinds of upgrades at that facility would in fact enable the implementation of that plan. That's everything I had. Thanks again for your time. Appreciate it. All right. The next person. Dominique alpine Johnson. Thanks so much. Good evening. My name is Dominique alpine Johnson. And I represent Lake Oswego Parents for Responsible Technology. A coalition of over 100 parents. We recently asked our community through a survey to describe current state of classroom technology in one word pick their answers were a course of excessive, dismayed, and horrified parents are seeing technology not used as a tool but as a crutch and a cop out.
007We're hearing that screens are being used as a reward for completing regular schoolwork. Which leads students to rushing through assignments, just to get their reward. The results, parents report, that student's grammar and conventions are horrendous and we are creating a dependency that is entirely unnecessary for learning. The anecdotes we have gathered over the last few months have made our stomachs churn it's students logging into YouTube during class over 3000 times in one month. Second graders being exposed to pornography on school issued devices during class. Kindergartners sitting in silence listening to their iPads read them stories instead of their teachers. Middle schoolers losing the opportunity for socialization because they're watching YouTube during lunch. And finally high schoolers using Gemini Answers as gospel rather than doing their assigned homework. Schools must be a place for deep learning,
008but currently it feels unregulated and messy. We have reached a hinge point where the boundary between students mind and global algorithm network has effectively vanished. To move from unbalanced to brain optimized, we call for three immediate actions to be implemented in the 2026 to 2027 school year. A closed system for the internet and a Google Audit. We urge a move to a whitelisted model where the network is locked by default. Crucially we must also disable the Google collaboration features that students use as an unregulated chat room to evade supervision. A pause on generative AI. We request that the district freeze generative AI in the general curriculum to prevent cognitive atrophy let students use a dedicated AI labs to study the technology but keep automated tools out of the driver's seats while we understand how this
009technology may impact learning. Finally technology transparency. We need a public registry of every app used in our classrooms. We cannot manage a digital diet if we are not even counting it. Finally, we request a permanent fix via appointment of the Committee for Learning Environment Preservation. This body of parents, experts, teachers, and students, will ensure that our learned term strategy is based on evidence rather than trends. We invite the board and the superintendent to attend doctor Horvath's talk on April 23rd. Is the author of what's called the Digital Delusion to learn how we can lead this nation by choosing depth over speed. Thank you so much. [Applause] All right. Put on Patel Bobbitt. Good evening my name is Juan.m Bhavin, and the parent of two daughters, ages three and six, who currently attend a local monastery
010school. My older daughter will be starting first grade at Westbridge in the fall. Simply put we chose to live in Lake Oswego for the school's. The esteem reputation and performance of the students coming out of the district relative to others in the area was the main selling point for us when we purchased our home eight years ago. With my husband's background in child and adolescent psychology covered many of our parenting decisions aren't made casually. Their grounded in developmental research, and what he has witnessed clinically. For over six years we've been intentional about limiting our children's exposure to screens. Even during the pandemic when it would have been so easy to hand our toddler a device, we chose differently. We read, we played, we used our hands, we protected that time fiercely, even when it wasn't
011easy. And to this day we continue to do the same. So the thought of sending them off into an environment where we have no clear understanding of how, y, and windscreens are being used, is quite unsettling. When I toured Westridge last fall and learned that iPads were issued to students as early as kindergarten, I found myself asking a question I had never anticipated. Did we make the right choice Kwameg I want to be clear, I'm not saying technology has no place in education, the world our children will enter is a digital one, and I understand that. But I believe deeply that the earliest years of schooling, elementary school in particular, are precisely that window when children need to be developing the foundational skills that everything else is built on. Reading, writing, focus, problem solving, critical
012thinking. Skills are honed through books, pencils, and the kind of slow, tactile, effortful learning, that screens tend to shut out. What began as my own personal concern has grown into something larger. As I started talking with other parents, families with young children, entering and even leaving the district, parents of kindergarten and first graders, I kept hearing the same worries, concerns about how much time their children were spending on devices at school. Questions about what the research actually says. Essence that they didn't have enough information to feel confident. And a feeling that they didn't know where to bring these concerns. That's why I stepped up to help lead like as we go parents for Responsible Technology. Growing coalition of Lake Oswego parents who are not anti-technology but are asking for something reasonable that the district be
013thoughtful, transparent and research grounded in how it introduces and uses technology with its students. As a concerned parent, I'm asking the board for something straightforward, transparency, and as an engaged citizen and community member, I'm asking for partnership and urgency. We want to partner with district leaders and educators to ensure we are doing what's right for our children right away tell us which tools are being used in which grade and for how long. Thank you for the opportunity to share my thoughts. [Applause] Kathleen call. Okay, good evening, my name is Kathleen, I'm a parent in the district, I have a fourth grader and a first grader at Oak Creek. Anime technology professional at Salesforce. I've spent my career helping organizations adopt digital tools and measure results. I want to start by acknowledging what the district is
014doing well. The plan to keep elementary school devices on campus next year also reflects thoughtful, age appropriate approach. I'm not here to argue against technology, I believe in, I've seen firsthand how the right tools can enhance learning and support teachers and improve outcomes. My concern is not about whether we use technology, it's about how decisions are made, and how transparent those decisions are to families as a parent it's not always clear which schools are being used across the district how they're selected or how their effectiveness is actually evaluated. For example when a tool becomes embedded in the classroom experience, it can shape curriculum, student goals, and how learning is measured. But it's not always clear how that tool is classified or assessed. More broadly, technology in schools now include not just instructional tools but also
015monitoring systems, digital workflows, and increasingly AI. A few years ago I reached out to learn how the district was thinking about AI policy and was encouraged that it was on the radar. Since then these technologies have only accelerated. At massive speed. Which means clarity and structure all that more important. It raises important questions. What tools are we using? And for what purpose? How are we defining success, how do we evaluate whether these tools are actually improving learning outcomes, and how are we preparing students to use emerging technologies like AI responsibly. In my professional world we do not adopt technology without clear governments, fine use cases and strong data productions. We prioritize tools that are safe for sensitive information and transparent with how data is handled. My request is simple, create more visibility and structure around
016how instructional and student facing technologies are selected, used, and evaluated in our district. This could take the form of a clear accessible framework for families and potentially a working group that includes educators and parents help guide these decisions over the time period this community is highly engaged. You want to partner with the district. We support innovation. But we want it to be intentional, transparent, and grounded in what is best for student learning. And well-being. Thank you. [Applause] Jessica Packard. That's my maiden name. I'm now Jess Steiner. My husband and I live in Westlake. We have three kids under the age of four. I went to Lake Grove Elementary School. Lake Oswego Junior High. And I graduated from Lake Oswego High School in 2011. We moved to Lake Oswego because I want the same caliber of
017education for my kids. Unfortunately, the absence of a clear policy from the district surrounding the use of technology has us strongly considering private school. The missing transparency of what's done online and the unstated limits for how much time is spent on screens makes me feel like the district isn't paying attention to the latest data showing the negative effects of screen time on learning. Frankly it makes me feel like you don't care. I want to send my kids to Oak Creek. It would be an easy choice. If a logical, data driven policy emerges from the district. Ideally the policy would include that devices are not given to lower grades of elementary. Devices stay off the desk until a teacher has a thoughtfully planned reason for pulling them out. Parameters are set for how long devices can
018be used. That align with current data on what's beneficial for kids. Parents can see what software their children use and AI policies exist and core tools are deployed. Thank you for hearing us tonight. It's wonderful to be back on campus. [Applause] All right. I am going to do my very best here. (indiscernible) and That's pretty good. You get a B plus for that. [Laughter] Thank you. B plus b minus. [Laughter] Thank you everyone for having all of us here. I'm here tonight with my fellow parents to ask the board to adopt a more cautious, evidence based approach, to the use of iPads, computers, and other technologies in the classroom. I am the parent of a Lake Grove first grader and a future Lake Grove student. We have a three year old. Who will also eventually
019be in the school's. And like many of the parents here today I moved specifically for the school's. We had no connection to Portland Oregon. But when we got here it was basically the perfect choice. To focus on education, the willingness of everyone in the room that's willing to listen to parent concerns and so many more things that make our schools great. As has already been said over the past decade, screens have been more integrated into many of our schools. But that shift didn't happen because the evidence demanded it it happened because technology was available and attractive to use and modern and felt better but research tells a more complicated story. Students consistently comprehend and retain less when they read on screens than paper. Handwriting builds neural pathways that typing does not. Meanwhile the harms are
020real and increasingly well documented. Shorter attention spans, weaker reading, reduced face to face interaction, and higher rates of anxiety and depression among young people. My request is simple. I'm not asking the board to ban technology in schools. I'm asking we only use it where there is a strong independent evidence that it improves learning and where non-digital alternative does not exist or is clearly inferior given the known harms come with the burden of proof should sit with introducing a screen cabinet with removing one, in other words change the default. I was recently able to see my daughter's school iPad. I was glad to see some of the math problems and reading assignments that she can do were challenging and relatively tailored to her level. But her favorite part of it was every time she finished a
021problem there was an opportunity to play games and there was colors flying on the screen and noises. A lot of stuff she normally likes. My thought, while she was having fun copied my thought while that was happening on the screen was that the problems she was solving were great, but all the extra dopamine hits could have been done without. And it just made me wonder, whoever developed that technology to be adopted, did they really have to put all of that in their. With the tool have been equally good without all of that or perhaps on paper and pencil alone. I'm very excited to partner with our board, teachers, school administrators, and other families in the community to help shape a thoughtful policy, this is a shared responsibility and I believe we can get this right
022together here thank you. [Applause] Is Sydney here Quebec okay. Great. Thank you all. And Ben Adams. Thank you. I'm actually not here to talk about that kind of technology. While I do echo the sentence of the parents. I'm really concerned about transparency with our cell towers. I've been here for a year every meeting and you guys have on your agenda to approve or not approve upgrades to cell towers that have leases end within a year. You have one of the parking lot here that's ending next month. I have heard no discussion about how that's going to get handled. We've asked a lot and have heard nothing. The transparency part is really what's challenging for us. I've had conversations with several people on this board privately who have said we don't want more cell towers on
023school campuses because we can't confirm they're safe. I've been told that the monetary benefit is not enough to gamble with student safety. We have school systems around us that have banned them because they can't determine if they're safe. This board has told us they would not step forward on anything new until we had RF testing. And as far as I understand, we have no RF testing. We are passionate about this because there is a new Verizon tower 100ft from my house and 51ft off the ground that points right into my bedroom window where my current one month old daughter sleeps. I have six children in the school district. And there are case studies and I can stay here all night talking about the different case studies for RF exposure for kids for cancer. For diabetes.
024For all kinds of things that are not safe. I'm urging you guys to wait for the RF study before you approve anything and stand by what you guys tell me. That we care about student safety. If this is a money thing. We gave you $250 million to do safety things at the school, so it shouldn't be that. Let's do the right thing period let's take care of student safety over corporations saying they need it for 911 coverage do the right thing get the testing done. Stop putting these things on school property before figuring out if it's safe. Let's do the right thing come on guys and let's be transparent and discuss it so that all of these people who are concerned about technology can come here and voice their opinion. Whatever you guys have on
025the agenda for voting tonight, it has not been discussed, I would know, I've been here for a year. Please do the right thing. Wait for RF testing before we do anything. [Applause] All right next agenda. Consent agenda. It is an action item. I'll move to approve consent agenda. Thank you director bills. Is there a second? I second. Thank you director Lupton. Discussion? All those in favor say aye. Motion carries. Next agenda item. 4.1 Superintendent's update doctor Sheila. of board come first of all, if you look around our space today, we have emoji artwork in here and we have Westridge and Helena out in the hallway. So if you get a chance to go look at us, thank you for them for bringing and brightening up our spaces. As we all know there was a flood
026and we had to cancel school one day because of the flooding on the second floor. That leaked down to the first floor. Sometime between six and midnight last Sunday, a hose, Bassett, the yak of a sync blue and it was pressurized water, sprayed out pretty quickly, and now we have concrete floors in there, so just kind of (indiscernible) and as soon as we determine the damage that was done, that's when school was canceled. The restoration crews were on site immediately and have been there actually all week trying to dry everything out and with fans and dehumidifiers. Based on the assessment, it looks like it was the next day save for students and staff to come into the building. We did have a lot of noise because of the fans. But when you're inside the classroom
027with the door shut, it's actually quite quiet. We had one pre-K classroom that we had to temporarily move across the hall. Into a dry classroom. And that is still the only classroom that had (indiscernible) and the library and the innovation lab, those were two other places that -- I went to the innovation lab teacher, was actually at Westridge last week, and this week, so that part of it worked out nicely. And the library we are still drying out. That is something that we have not turned the students back into the library yet. But we're continuing and we do think it's going to be all fixed and dry by this week. That's what we're hoping for. (indiscernible) Very sad for us. But we're glad we got the students back. If I were a (indiscernible) it will
028be televised on the city's television , we're really excited about that. Mayor Buck noted that presenting ideas in a way that creates excitement (indiscernible) be congratulated by the mayor in a big city meeting. And lots of upcoming events, I want to mention people, sustainability fair, that is this Sunday, April 19th from 1 to 4 and that event is the fifth annual Lake Sustainability Fair and shifting gears part of that is the part where you turn in old sporting equipment and other people can come and take it (indiscernible) Asian Cultural fair, that is Saturday April 18th. That's also the fifth annual. Which is kind of ironic because they're both five years in the running and they're both very very strong very free food, vendors come music performances, celebrating all our local Asian American communities. (indiscernible) co-presenting
029a community workshop. (indiscernible) that's also on April 18th. So lots going on this weekend, from 2 to 4. And it's also going to be live streamed. On the YouTube channel. Big ribbon cutting at Elijah Middle School. Monday May 11th at four £0.30. We're welcoming everyone in the community. Kids and adults. It's going to be super fun. Cut the ribbon in front of the front door. People will be able to have tours and then we'll have our board meeting as well. I've been in it every week for the last few days. (indiscernible) the details and how beautiful it is. That is this week, April 16th, 17th, 18th, at 730. And then also on the 18th, not only our variety show, but also has language jazz ensembles. (indiscernible) pickleball social. This also Saturday. If you have a
030pickleball team or you've never even played before. This is from 2 to 6. And is a fundraiser for hunger fighters. Which a lot of our families use. The regional art show gallery is now open. (indiscernible) until April 28th. A lot of students who have artwork there, it's pretty fantastic. (indiscernible) those are upcoming events. We have elementary and middle conferences. So I want to thank all the families who came out to talk with our teachers. It's a wonderful time just to partner with educators on the progress of our students. Registration is open for next year. Any students come in please make sure you're registering the big dates. Remember April 24th. And then May 1st is the transfer. So if you're trying to come from a different district. We do not accept people after May 1st. Also
031the city Youth Advisory Board opportunities are all public at this point. So if your child is interested in being in the park, sustainability, emergency preparedness, the library and budget, or any of the other topics of the city, this is a time for them to apply to the city and they have so many of our students on a lot of their boards. And every student who's been online just love that experience. I would also like to remind people to watch the Stafford Road closing period that's going to happen again. With extended closures. I mean I think we're in this for a couple of years. (indiscernible) it does get backed up. It can be very difficult for everybody. And I also wanted to just acknowledge all the parents who gave us testimony. As well as came and
032gave us testimony. This is a fairly new topic for us. So I wanted to make sure that we are looking at it, which means we are doing an audit, and that audit is actually complete and stuff on Friday, so next week I'll be analyzing all the information and I will report back to the board. One thing that did come up is some of the testimony, some of the apps that are on school devices, we can provide that list. That's not a secret. Anytime a teacher brings something forward, they do have to get it approved by their principal. They look into all of the (indiscernible) as well as the student. To make sure that whatever app it is is ensuring all of that. (indiscernible) there is a lot of jumps that happen before we put something
033on the device. But we certainly have that list. And we can provide that. I will bring that back along with all of the data we gained from the audits. And again the audit is really looking at how much time students are using screens inside their classroom and what they're using them for. (indiscernible) any questions? My question is what was the audit? We actually had them do two weeks, (indiscernible) for every 15 minutes. A time study. Which should give us some pretty good averages. It is going to be all over the place. We have some teachers who use technology a lot and some that don't use it at all. And we are going to be keeping the devices for elementary school. Is the study at all grade levels? And can you share your ability to access
034any student's computer and where they spend their time? Can you share with folks how you actually know what every single kid in this district has done on their computer, if anyone wants to really know what happened, versus the home device that sometimes -- Their home device definitely we don't have access, but the school device we do have access to. I mean you could give me a date and a time and I can tell you what your kid was doing. And actually Goguardian is really fantastic. At nighttime. So parents can shut down their devices. They can lock certain things. There's a lot that goes on (indiscernible) but yeah, somebody wants to know what their kid is doing, you can look. Have we received any reports, I heard some things here, and I'm just curious because I
035haven't heard them in any official stance, that seems like a principal would have known about that and would be reporting it to you, you do an excellent job of telling us, and so I'm hearing things are happening, but maybe there needs to be reminders of how we communicate those concerns so that the principal can immediately respond and address it and notify you. I haven't gotten any of the reports that we've heard in any of this -- so it is always best when those things happen or when you hear about them, that you report that to your principal immediately. So they can look into whatever it is. And ask you what happened at that time of day. Which is all verifiable. When it's our device, there's a lot more we can do. When it's your own
036device -- >> So -- I didn't mean to interrupt. So does that mean next year for middle and high schools, we will not allow any personal devices? It does not mean that or no we will not? No it does not mean that. We do have to use school devices for testing. That is one of the things that's important to remember. The state now has a new accountability requirement of us that we test our students three times a year. On top of the state testing. (indiscernible) so we do have a school device for every student because they have to test. And there is no way to get around that. And s I and AP are only on school devices. And will commissary, no that's not true, AP is only on our school devices. S a t
037and acc are a little different it depends on where you're taking it. It sounds like opportunities for learning and good conversations. And I think we can definitely be as transparent, I mean we can say everything that our students are using, (indiscernible) it's a little harder when we talk about curriculum. Some of the pieces of curriculum have been adopted over the years, their digital and so that comes a little bit more complex. Can you talk a little bit more about the curriculum that we have that's on devices only and kind of with that, For example that does have a digital component to it. Elementary school kids also have workbooks, so they do have a paper and pencil. But what happens is they have this pathway which some people have been referring it to a little bit,
038and allows students to, after they take a diagnostic test, it allows everybody in the classroom to work at the pace that they're at right now. So it will give you more problems to do at your level. And then as you graduate from one level to the next, there is a reward which looks like a video game, and so it might be a painting thing or capturing thing, or whatever it is. And then you win your little three minutes reward and then you go on to the next level. And then you try to win that level. So I mean it definitely has the video game making, a reward system. (indiscernible) there's not a way for us to shut that part off. So it would be a curriculum change. (indiscernible) every curriculum is, every curriculum area, every
039seven years, (indiscernible) that's where we would be looking at that. And most publishers have more digital than there are books. And we are making sure that there is an option out there. But that is what publishers have moved to. (indiscernible) that's one of the biggest reasons why the publishers like the. More sustainable. But you don't have all the textbooks that are going into the land. On the reward system, inside the apps, I'm assuming that the audit or if you look at a student's time, all you'll be able to tell is a student was engaged in this app, and not the amount of time in the app that was core academic versus the amount of time that was reward time. Is there anything, and I'm sure you don't know this now, John, but is there anything
040there (indiscernible) we expect a student to work 15 minutes and get (indiscernible) Good question. You guys have any questions? I will say, I mean just because I happen to be at (indiscernible) talking to students. What do you think about not having technology easily accessible Kwameg for the most part they thought yeah, you can do most everything in paper and pencil. But once you start getting up to four and five, middle school, high school, they have concerns about not having a computer. It was mostly because, so for example like a teacher might be doing a lesson and a Powerpoint that goes with it, that teacher now has posted somewhere, so I think it's home and they're like, I can't remember what that teacher said, and then they want to go back and look at something, and
041if they don't have that, they're like what teachers just print it out? There's a lot to think about with how we balance this. I do think intentionality is really important. We don't want kids on YouTube. We don't want kids doing non-school issued things on their computer. I also don't think throwing away the computer is the best idea. So that's what we're trying to -- As we're looking at screen time, and it's broad categories, some of the things that I've heard are concerns, that students are getting instruction from YouTube, instead of instruction from teachers, because they're watching a video on standard deviation, or whatever the case may be, my understanding is most of those videos are made by the teacher of the class. That the students are typically in. And that we are not offloading instruction
042to curated YouTube list. So I don't know. So my question is come up between the two of those, if we do have teachers who have made their own content, but their platform for delivery has been to YouTube, I'm just concerned that we get some false positives on what seems like recreational, nonacademic YouTube viewing, versus what's part of the curriculum. I think some of them will come through with their parents or the parents the teachers are saying that they are deciding on it. So I think we might be able to (indiscernible) that was kind of like a tutor at home. A lot of people use that for math. There are some other things that are like that. It's more of a tutoring. I mean we're not trying to take those things away. How to solve the
043video game. That's not what we want. So there is YouTube (indiscernible) Most of the comments we heard tonight are more on the elementary level. And not so much learning calculus, as opposed to setting up kids at a young age for that sort of learning. I thought there were some interesting thoughts in there. I don't know what the next steps are. But for example, just talking about, we talked about the gamification, a little bit. The rewards. And I think also some comments about using Google comments as a chat. I don't know if we have any more controls than that. That seems like it can be, so they are more mindful. And they also mentioned the closed system. And I do have (indiscernible) they mentioned they're using a closed system. Mostly what that means is the whole
044internet's off except for our curriculum curriculum ones. And then every time a teacher wants to go to something, then they have to get it approved by CNS to have it. I'm not sure we have the capacity to do that daily. Which is what you would most almost need for a teacher. And I even think of like my own googling of something. Like I would not be able to do that anymore. I'm thinking of all the things we do here. Because once you turn it off, it's off. Can I ask a question? Because I'm really curious about (indiscernible) We don't have the same curriculum as them. So I don't know that. I think what I would offer is, this is a robust opportunity for conversation and what I might offer doctor shyly is that in the
045next update you have, maybe there's some ideas of what you would like, when you come with the data for what next steps are. Is there a work group. Is there further conversation. Because what I heard was transparency. Which I don't know a district that doesn't have a lot to share and shares a lot and I think not hearing what you want to hear and not hearing something are two different things. I seen very transparent. You answer everything that comes your way. So, I think it's important to reiterate the transparency that we have. This is a new topic. It might be one we've underestimated the level of interest doesn't mean we're being transparent. But we can do some thinking about. Maybe when you come back with the data you might have some ideas on what you
046think the next steps might be and how the board can support you in that. I think that's a good idea. Tell parents the, if they're seeing something at home that they're worried about, they should definitely talk to the teacher first and then the principal. When I talk to the principal about this they are like no one said anything about this to us and I go to classrooms every week. I have never seen an iPad in class. I'm just not seeing that. I'm not in every class at every moment of every day. But if you ask me about fifth grade, then I'd start saying yeah, that's where I started seeing more kids on computers. (indiscernible) they're not sitting down looking at something, usually. It will be interesting for me to see. The data. Thank you for
047your update. I'll read, next agenda item. We have mercy green Bay tax exemption request. Mr. Kessler. Members of the board, we have in front of you this evening topic that we discussed several times before and we received presentation from mercy earlier this school year. And we're back in front this evening with a request for formal board action to approve their request. Which has been outstanding for a couple of years. To approve a tax exemption and you'll recall that Doctor Shealy had shared some of the concerns about the supports that were initially promised as part of this new housing development. We've observed improvements have been made. Over the last number of months. And so we're supportive of this administration, of this request. And I would note that once the school board makes it, any ongoing authority
048rests solely at the city level. Alright, this is an action item. Take a motion. Unless there are questions. I can move to approve the Mercy Green Bay tax exemption request as presented by administration. Thank you. Is there a second? I second. Thank you doctor Wallin. Is there discussion? You mentioned the supports that have been put in place, I wonder if Doctor Sheila has any additional information or comments on how that's going? (indiscernible) our attendance is up. Our students are getting more support. And the school (indiscernible) That's great good to hear. Alright, no further discussion, all those in favor say aye. Motion carries. Don't move yet Mr. Kessler. Because we're going to talk about the cell tower equipment upgrade. I'll let you introduce this but we might have some questions. Yes, in front of you this
049evening a request from Verizon for consent to upgrade, they would like to make to their tower that is on this campus in the southwest corner of the main field and under the terms released this property is leased under telecommunication facility, administration perspective that the upgrade fits within the parameters of the lease and they've also included their professional engineers analysis of the RF radiation coming from the proposed upgrade and the professional engineers certified that it's within FCC limits. This is a little bit off topic, we are still waiting for Verizon's other site, which is a site that they are a sublease, essentially, of Crown Castle, at Lake Ridge High School location. One will recall that tower improvement took place a year ago and it was finished over the summer. And that site has not gone active
050yet. Verizon has advised me that they do expect it to go live this month. The end of the month at the latest. They're waiting on some subcontractors that need to do some connection work. But once that site is live, we will be able to finish our independent RF analysis of all four locations. We have initiated the work at the other three secondary school locations. And we have reports specific to those three sites finalized, which we expect we would by the next school board meeting on April 27th. We'll be able to present that information. But even if the Verizon site at Lake Ridge High School went live, even this week, we would not have that report concluded by that time. I wanted to put that in there that we are still waiting for all testing to
051be finished. And Verizon initially finished their work late last fall. Anticipated the subcontractors finishing the work the end of November and that got moved to February. And now it's been moved to the end of April. But they are confident it will be finished. By the end of this month. But that's not an action item. I just wanted to give you that context. Because there was a question that did come up in the testimony for this meeting. And Verizon is aware that their lease is up in one year. I told them very plainly that any action you take this evening in regards to this request , that does not obligate the district in any way for granting an extension if test results indicate that the cell towers are well within FCC limits and the school board
052was interested in proceeding with the possibility of considering extensions. Because that's still a board discretion. It's not something that is mandated by the result of the test. And that would be subject to future meetings. Once the test results from our testing company are in front of the school board. We have this in front of you as an action item this evening. This is something that the Verizon actually did submit earlier this year. But we now have it in front of you because they would like to proceed with the work this summer. And there is still some permitting that they have to do with the City of Lake Oswego. Is there a question Kwamek I have a question. So, it sounds like you're saying it's in their contract that they can upgrade their equipment if they
053want to. With our consent, which cannot be unreasonably withheld. What would constitute reasonably? We would have to have some valid basis that expressed a concern as to why we didn't think it was appropriate. That seems kind of -- okay I don't understand what the, so that's not defined. It's not just defined in any greater detail than our contract And you've talked to our attorneys? And if I'm understanding, there's not a lot of room to not let them do what's in the lease. I don't know that our attorney would say it quite that strongly, but our attorney has advised us that when we have a clause like this in a contract, this was a question that came up at another location, that the lessee pays us monthly rents for express purpose. The contract provides for the
054opportunity for a to maintain and upgrade their equipment. When those requests come forward and we ask due diligence questions, which I believe we've done here, we got the engineer to provide their certified opinion that this meets safety parameters. There's a process that'll go through the city for permitting. As the Lessor can't bring to the city without our consent. And that's something that, you know, I could get wildly creative and come up with reasons. But I don't know if they would be -- how they would be considered. I'm not sure they would not be considered unreasonable. Reasons why we wouldn't move forward. As I see this, their lease extends for roughly another 11 months at that location. And we are not under any unreasonable reasonable reason to not consent. Is that correct? So at the end
055of this term, is there and auto renewal, unless there's some reasonable cause to not renew or could the lease stop at the end The lease stop at the end of the current term and there is no further extensions obligations that we as the lesser have. This would be a topic that the board will have to have direction on once we present the final results of our radio frequency testing for this site and the two middle school sites. There's a possibility we might have that for you by the end of this month. But not for the Lake Ridge High School side. That site isn't active yet. That's something we are still waiting on the board's review. Where we can make a determination. Irregardless of what the results are of our RF studies. As to whether they
056wanted the district to still be in the leasing business with cell towers on our property. Absolutely. I understand that. Thank you. So then today, is their, we haven't gotten all of our testing back. I understand that Verizon has provided their engineers report. I would just offer for the board to consider whether it's a reasonable expectation given the concerns that are raised to weed out testing before the approval was granted. Thoughts on that? I'm not an attorney but that does not seem unreasonable to me. We'll have our results, I believe, for this site and the two middle schools. So, that was a question to the rest of us, so what do you folks think? I mean, I agree with director Bill, it doesn't make sense, if you said in the next meeting we have test results,
057why would we go before that. Unless That's my current expectation. I believe we'll have the three sides. It seems like that. So, just to be clear, we are waiting to do the testing, particularly on the one that is the subject of a lot of public testimony. Because it's not operating right now. So nothing is being admitted. Which we've said multiple times. There have been many meetings. And that has been shared and I know there's been individual inquiry and that has been shared. So we can't test it until that is operating. We think it's going to start operating here soon. I don't want to get us something that just keeps getting delayed. I'm trying to figure out what is reasonable. I agree if we're going to have more information, let's wait until we have all the
058information. But I want to be clear, we are not holding up the testing. That is not on us. And what we're waiting for isn't doing anything right now. It needs to do something in order to test to see what's happening. That's not the testing you were talking about. You said there was some other testing. Well we've done testing at the three locations that have been operational. So, we've done it at the other three secondary sites. That's the results we would have. We're not going to look at it all together. We're going to look at piecemeal data. I'm not comfortable with that. Because I think it starts to get common this place and that place, I think we need to look at it altogether. I'm fine waiting until we look at it all together. I'm trying
059to get the timing wise so that then the Leasee can understand we are going to be looking to make a decision so they understand what they're permitting restraints are and that. I agree and I think it's beneficial to both sides to have some clarity before deciding on that extension or that ability to modify the tower. On one hand that sounds like a reduction. Those nine units are exponentially more than the 12 that they're replacing. I don't understand all that. So I would like to have more clarity on that. And then I just think, you know, we have partnership with Verizon and some of these tower companies for quite a while, and I think it's been a positive in most respects, for both sides. If we are going to continue, I think this is incumbent upon
060Verizon as well, to understand our circumstances, contribute with us to give us grace at this time. Without becoming is that a legally reasonable objection or not. (indiscernible) Yeah, it would be helpful to understand if we don't approve this, what does this mean. So we might need council. Understanding that. And what does it mean for the provider? They're not, that lease is it. They're going to do business off of that thing until they can't. So what does it mean to not do the upgrade. What is the impact to the community. All that kind of stuff. Or what if -- I don't know. I think we -- director Ron, I c u -- >> No, pretty much what you said. I think the other partners come with the emergency network and so on that not necessarily a
061factor at some of the sites that was mentioned, and that's a consideration. Our responsibility is there as well. So do we think next week we'll have that the one in Lake Ridge will be running and we'll be able to get our folks in there to do the testing? I told you it's possible by the end of this month but certainly by the end of April. I don't know if I'll be able to confirm with Verizon after this meeting to see if they have an update on that schedule. But that's the latest information that I have. So we aim for a decision at the next meeting and hope we have everything. But if not, I will just say I am very hesitant to do two different presentations of data. I understand this might be different per
062site, but if the Lake Ridge High School starts operating, how long do you think the test will take? We do it with an independent company. So I'm not aware what their limitations are. Sometimes it takes several days if the staff has special, specialization and experience with this. Sometimes it can take weeks. Someone's on vacation. Or something like that. I don't know exactly how long. But I don't believe it would be measured in months. I think it would be in the range of weeks. Would it be possible, and I understand your point. We need to be mindful. Is it possible at the next board meeting, whether that data is in and we have a decision or not, I think it would be helpful for us to get, what you're talking about, here's a if we go
063forward, this is a state of play, and if we don't allow an upgrade, given what's there, and the technology they're proposing to substitute with this, I just feel like the decision of this magnitude, this much at stake, more information is better and I think we'll feel more comfortable. A comment earlier, we don't talk about anywhere else. This is the only place. This is the only time we have time to ask questions. So I think it is important. And not just the only time, it's the only time legally we can. There was also a reference, is there another tower, the lease is ending next month. Yes, the T-Mobile tower closest to the front of the lake High School building. Their lease expires next month. They're aware that the school board is still awaiting the results of
064the test. So they have not submitted anything? They have made entreaties, I would say. To get the lease extended. But I told them we're not doing any negotiations until the issue is settled. Kelly, can I ask for advisement on our wise board Secretary? We are not going to take action tonight. So we can just say we are not taking action or do we need a motion to not take action? Okay great we'll put it on the agenda for next time. With more information about the pros and the cons. Hopefully we have the independent study done. I'd like to hold off on that until it's all complete, but I do think there's other data we can be looking at and discussing. Or if we still want to wait. (indiscernible) sounds like that's what folks would like
065to do. Okay. Thank you all for, when I say all, I mean the staff. Thank you for doing all you do. Keeping us Apprized of everything. Thank you very much. Real property negotiations. So in order for you to do your jobs, Mr. Kessler and Doctor Shealy. Yes, this is another request for more action and this one specific to designating the superintendent and or assistant superintendent for real property negotiation purposes. This is not in relation to any specific property. We're still in search mode and as called out in the blurb, you know, we do have a component in our 2025 bond authorization to buy property for the CTP program so we're continuing to explore available properties and that's something that this would allow us to have negotiations. This is important to note that these would only
066be negotiation power. Neither doctor or myself would have any authority to bind the district to any agreement. (indiscernible) information and our due diligence and discussion in a regular board meeting. But, we are continuing to explore property and the possibility exists that negotiations could be necessary. Questions? It's an action item. I'll move to designate the superintendent or the assistant superintendent as officials authorized negotiate real estate property transactions on behalf of the district. Director Bill's comment is there a second? Thank you Director Wallen. Any further discussion? All right, all those in favor, say I. Motion carries. All right come on Mr. Kessler. Administrative regulation district purchasing using credit cards. I promise this will be the last one. We have in front of you the most revision to administrative regulation. Which is one of our policies by administrative
067action in front of the school board to keep our policy book fully up to date. And the board with full awareness of any adjustments that we make within the HR components of those policies and so we have made in blue line form, included in your packet, in blue line form, the updates that we are requesting to this administrative regulation to reflect current practices and as background, we have a policy DJ that sits above this particular administrative regulation that grants the district administration authority to issue P cards within ranges and this is just kind of specifying some of the details in relation to that. Primarily the ASP cards. Questions? So, as we review this, we can actually turn this into an action item if we want to. If we want to spend time with it. Then
068please get comments to Kelly. So that we can move it to action for next time. If I may remind you, the board does not take action -- They're presented for your consideration to make modifications to the administrative authority to be able to make those changes. That's right. So it could go forward if the board doesn't have any suggestions for further modifications, then it won't come back to the board for approval, it will just, but if you have additional modifications that you want made, then it could come back at the next meeting with those modifications. Presented. I have a quick question coming Mr. Kessler, there's a line here, the central Office credit cards, is that for utilities? , our PGE and I think it's republic allow certain parameters to pay our monthly bills on a p
069card and our p card has a rebate program and an upcharge for us placing these utility things on these cards. I was thinking you were getting miles. Ends up in a real small check. Thank you Mr. Kessler. All right. Well, if there are no -- so we have no feedback to Kelly, then it is done. If we do, you'll see it back here next time. All right. Thank you Mr. Kessler. Mrs. Larsen. Strategic framework discussion. Last time I spoke longer than Stuart, so now I have to go after him. So, good evening, members of the board, tonight I'm here to walk us through the proposed strategic plan framework along with a draft implication roadmap the goal this evening is to share our strategic plan is evolved, ensure that we are aligned in overall direction and
070gather your feedback before we go to the next phase of engagement. As a reminder, we approach this work and focus and clarity. We want to plan so that it's easy to understand and anchored in what matters most. Aligned, alignment with high performing systems. We examined top performing districts across the country and consistently use. But last but not least, authentic input from our own systems. This includes from multiple surveys. Listening sessions. Principles and staff. And what we heard consistently was to stay focused on student outcomes, strengthened the conditions that support learning, and ensure that this plan can be implemented and measured. A little overview of the framework, and I'll walk us through some of these, some will take a little bit longer than others, but strategic foundation, that's the mission, vision and values strategic focus, that's
071why the plan exists. How our strategy works. That's how the system produces the results. Student outcomes. That's what we measure and improve peer conditions that enable success, signature experiences, system alignment, monitoring and progress reporting, and then a simple strategic implementation roadmap, which is definitely a rough draft it creates a clear through line what we believe. What we measure. And how we improve. Strategic foundation. This hasn't changed all that much since our last one. Under mission, we simply flipped the educational excellence and creating cultural belonging for each student. Our vision, we added the word graduates. Since that's something we definitely focus on. And then values. There was a lot of, as you remember, in our feedback we talked about last time, there was a lot of confusion about what value words mean. So instead of putting
072words, we put sentences around to make it ultra clear on what we're talking about. We can talk about all of these at the end. Our strategic focus, this simply states why the plan exists. At the center of the plan is a simple idea to improve student outcomes by strengthening the conditions that support learning. And then how we can do that, our strategy really reflects what we know from both research and practice, that strong foundations in literacy and math matter. Transitions matter. And relationships and learning conditions matter. Importantly, this plan recognizes that students develop academically and this is important. We heard this a lot. I know you did as well, people wanting to make sure we are not just producing great test takers but that our students are thinkers, collaborators, citizens, and they get that strong
073instruction experiences which we want to have reflected in this plan. And that produces skills like critical thinking, communication, responsibility, and adaptability. Student outcomes. This is the center of the plan. This is the one slide I have in this presentation. I have details on all these outcomes which we can talk about later if we want to. This is the center. This is where the focus and where we have quantitative and qualitative measurement opportunities. Strong foundations and literacy. Mathematical reasoning and problem solving. High school readiness and graduation and post-secondary readiness. These are measurable results. A few important points here. When you look at the details. This is really what we wanted to call out and emphasize. What we had heard from you, we are focused on both proficiency and growth. So, we want to make sure that
074we are measuring all learners, not just those that get to grade level, but those that go beyond. We are committed to every student, including closing gaps where they exist. That is our focus. On the different groups. And we're ensuring students are both supported and challenged. As I mentioned, there's a lot more detail on these, and I have slides on them as well. Another area where we have a lot more focus, conditions for success. We know these outcomes that we focused on and measure could not be possible without setting up the right conditions and this plan identifies for key conditions. Belonging and inclusive school communities where every student feels known, supported, and included. Wellness and resilience, including attendance, mental health, and staff capacity. Innovation in the classroom. Focus on intentional and responsible use of technology. And
075sustainability. Reflecting both operational practices and student learning. If you important shifts that happen based on feedback is that as you look into the details, there's stronger clarity around behavior expectations and learning environments. Greater emphasis on attendance as foundational to success. And also more balanced approach to technology use. Ensuring it supports thinking and learning. Something we've talked a lot about tonight. Signature experiences, this is actually something you don't see in a lot of top K-12 district plans but it is something that comes out in all of our listening sessions. All of our surveys. And I think it's something that's signature to our district and that is the experiences that students have throughout the years. That is elementary enrichment, such as music, p, library and innovative lab, all the electives, and activities that are middle schoolers and
076high schoolers have an opportunity and participate and grow from. Student leadership opportunities. Student voice and also a very strong family and community partnerships. This section ensures that we name and preserve these experiences while staying focused on the outcomes. And I do want to note in some of the feedback we heard, there were some questions as to how we can claim these experiences given recent reductions. And we've adjusted the tone in this section to reflect that but at the same time I believe it's important to know these experiences come up because they're still very present in our schools, and they are very much a part of the experience our students have. We just hosted a podcast with our two student board reps and I think this is a huge undercurrent academic experience, but also the extracurricular
077experiences and how that has shaped you as humans in your experience in our schools. System alignment, I know we heard the board talk about this a lot. Why do we have strategic plans to make sure everything we do in the district, everyone is focused and in alignment. That includes all of our district wide departments. Our resources. Where we focus our training. Calibrated around strategic plan. Monitoring progress. This is something we do quite a bit of this. We do have a systems in place. I will say, depending on where we are with this framework and the implementation, I'm excited to share something we've been hearing a lot about, that's an infographic, and I'm hoping to unveil a little preview of an infographic at our meeting and talking about this past year in review and give you
078a little taste for what that could look like moving forward. As we measure this plan and communicate it to our families. Easy to follow and easy to track. And then the implication roadmap this is how we are actually going to achieve this. What are the initiatives we're going to focus? Each of the outcomes of their key initiatives and one year milestones and the same for conditions and success. These are definitely, this is a draft, best practice is that we have no more than two, maybe three initiatives per band. But this is also where the plan will evolve every year. Some of these initiatives are one and done. We get it done the first year and then we move on to something else. Others might take a couple of years. But as we move through them,
079there might be other things that come up and we will evaluate and assess. Initiative drafts in here reflect what we've heard among teachers and staff. And district administrators. And also feedback from families and students. But there's a lot of opportunity here to fine tune these. So come up with that, I would love to hear your feedback. Some key questions I have is, does this framework reflect the right priorities? Is there anything that's unclear or missing at a strategic level? And does this feel focused and realistic in the given context? I guess for the rough draft, are the one year milestones, is it expected for all of these to go in the same one year? Some of them would be able to start this year but we know it's going to take several years to do.
080We may ask , we may need to pace them out, I can see putting this as a one, two, three, to do certain things. Kind of playing off of that, Nathan, I think that's really insightful. And for me, what I'm missing a little bit is just on this topic, so those milestones are kind of the outputs. Right, this is the investment of time or attention, whatever. But we do those for a reason because they are connected to an outcome. And educational outcome. Or a social outcome. It's helpful to know what those outputs are going towards because some we might not be able to ever stop doing. It may be something that needs to be consistently happening. This outcome leads to this outcome. And so there's a little bit of a story arc that is missing
081to me when we stop at the milestones. Because it helps us remember why we're doing. We need to circle back to the student outcomes. And some of those milestones are more for one type than another type. Like the math is for math readiness. And we were working on our current plan five years ago, and the beauty of it is that we often struggle with we do something, like which area does this go in, because it actually works on all three. That's what we want. And so yes. Showing these initiatives, multiple conditions and multiple outcomes. And Some of the goals actually support the end goal. Which is the academic. So you can tell that in a logic model type thing. (laughs) First of all, I love the way you've done this. This is great. Adapting what
082we had last time. And I especially liked the image you came up with there. It looks like it's evolving. I would like to see some of the thing that could be changed is the center of it is kind of what you're going for and maybe that's not as highlighted. You've got the bright colors. Those are, I forgot, the conditions. This is a visual thing. Can the center be a little more, that's what we're going for? But I love the way that you folded those things in and created those outcomes. I'm curious about the monitoring. And I love what you said about the infographic. I've heard a lot. We would like to have some kind of dashboard. You know you have a number of indicators on here. I would think each one of those is potentially
083an item on a dashboard. That we can kind of keep track of people where they can see those results and the data and just drill into that a little bit. One of the ways that we are trying to set up this framework is that it's layered. Your initial summary layer. And there's a way that we can graphically show that. So you get the top line of the graphic and then below that you really show that the levers and the indicators. I mean there's a lot. You could go crazy doing all of that all of the time. But just some kind of basic dashboard people can just go and see at a glance. Like one start and then level up from that. But overall. (indiscernible) I also really like it. Like Director Wallace said, public recording,
084dashboards, that's also then how do you continually report about progress. Both to the school board and the community and then refined. So, can you say a little bit more about that. Well, if you think back, 4 or 5 years ago, we made a concerted effort, all of us in that we speak strategic every meeting. Bring in our students each month. To uphold the pillar and the plan. I think the opportunity we have now is broke down even further. When we report on data we can tie it back to where is this data fitting in this strategic plan. What indicator is this leading towards? It will just be that much clearer. That level of detail to bring it back. Does that answer your? Absolutely. I also like the item about system alignment being -- making sure
085that it is -- guides the work throughout the district. This is kind of a through line. Tie the various efforts to. I believe we do that. You need to make it visible for everyone. I mean we were talking about the decision to be paperless. That's just kind of embedded that's part of our DNA. But that's very much part of sustainability. So things like that. It's a simple example. I like the idea that you mentioned. (indiscernible) I think that's really motivating for kids. Yeah cover meets and exceeds. Ditto. I love it. Great work. This is awesome. When we sat with the different schools, we heard a lot of different suggestions and potential points of focus for our plan. Is there a way we can share with the community so here are the 4 or 5 top
086contenders, this is sort of how they fit into our plan, as it sits. For sure. Yes. There were broad themes and so showing We settled on for our pillar. And I do believe that I can go back through and double check, they may not be as the main pillar but they are shown in other common the next level down. Highlighting where they all show up. As we start to plan and roll it out to the community. We were really concerned about this. Yes, we read the plan, we might see where it fits. For sure. I like that. People want to see themselves in it. And that's how it will become part of us. And things that get dropped or forgotten or lost -- And that was starting with the top K-12 public school districts in
087the nation, really helps bring that focus and clarity. That is something (indiscernible) I know this is how we compare in Oregon, but how do we compare nationally? I will say, nationally we are right up there. We don't have the same comparables as other states spend per pupil. So, we do a lot with less. That is also something from families and teachers and staff. Let's make sure whatever we put out there and do and the initiatives, okay, we can't necessarily add to it, but we could think about it differently and achieving it. I do think this is wonderful. And before I say any more, Max, do you want to add anything? I think it's really representative of what we talked about in our podcast earlier. I think you did a great job. Just echoing what everyone
088else said as well. Personally I think, I know last time we mentioned how sustainability, we were talking about how sustainability fits into our four pillars and whether or not it deserves that, how we were going to highlight it. As a part of that as well. I was trying to figure out what exactly, how we show the intersectionality between some of these. So, sustainability is one of the conditions for success. That's a great one. So, it remains a core value of the district and that's important to reflect it and a lot of it is, as I mentioned, resources. Be more efficient and being more mindful with the resources that we have. And being as effective as possible. And so it's being able to , I don't want to say do more with less, but be really
089aware of what we have available to us. And making the best use as possible. So looking at our facilities, our transportation operations, and being as efficient as possible and that's, you know that's the core of that is sustainability and being sustainable. We don't want to waste resources in building something that we have to go and rebuild, you know just a few short years later. We're building things that last. It's a core foundation. Even with the little graphing, the quarters reminding me of -- I know that with sustainability, all the other pillars, but does it show how the pillars themselves interact with each other? And also, alongside kind of this other runner up options that you were talking about, other concerns that aren't addressed, how those also work together even if they're not -- In my
090mind, that intersectionality really comes out, I know one of the discussions we had around sustainability was our nutrition service center. And that definitely plays in health and resilience, making sure students have full bellies so that they can learn. But it's also making sure they have healthy food. And that comes from sustainability and being able to make sure it's fresh food where we can get it. If we can encourage more students to eat school meals, it also helps us hire more staff and with more staff we have the opportunity to do more -- make our own fresh, from scratch kind of meals. And so it helps health and resiliency. It's sustainable. It also allows us to use more local. Food providers. So there's kind of, to Kristen's point, all that showing, all the benefits that come
091from one initiative and where it goes. And so I think that's just more of my mind goes and showing that intersectionality, that initiative and all the different conditions and outcomes that it supports, if we can just have more students eat, you know, at school, eat a school lunch. Similar to -- more students ride the bus, the more, less traffic. But maybe it also might help with attendance. [Laughter] Yes, I love all of this and I do think intersectionality is such an important kind of thread. I do have a question. One of the things I heard a lot of was, what are we measuring that's uniquely l o and part of that is balancing the time and energy it takes to do this and we're required to do all these measures now for the state. But
092there are things that it sounded like folks were interested in measuring so that we weren't always comparing ourselves to the others but comparing ourselves to ourselves to be even better. And again when I think of how these are all connected, you can get to some of those more innovative, uniquely l o milestones or like outputs. So they can show up in ways that aren't highlighted and big but you have to know they exist to get to the next thing and I think a dashboard or a performance system that's really looking at this and go down to that level, which is what your board should be looking at. And then you can pull pieces out of it and that can make it really easy for the public. I'm just going to bring this to you. Sorry.
093Where is it? Sorry. O. So, one of the things I heard a lot and I think you heard a lot, was how do we measure belonging other than survey asking people for perception data. And a lot of research and a lot of what you indicators is reflects how you measure belonging. Some of it is surveys. Some of it is behavioral data, like attendance. Or if you feel like you belong, you're going to show up at school. And to your point, these five indicators here under belonging, and they all work together, you don't want one off the charts, and one not showing at all. You want them all working together. Some schools have belonging but not all of them. I would say where we, the centerpiece, the outcomes is consistent with all the K-12 schools. After
094that it becomes more just us. Some schools might have belonging, but rarely are they going to have belonging and sustainability and wellness and resiliency. So that's a combination of all of that that makes us unique. I just have two questions and I don't know what I think about it, I am wondering if innovation and technology is the right framing or if it's just innovation. And I say that not because we're not going to do technology, but, the planter always based off the environment we are in in the moment and I'm just wondering, and I could be wrong, but do we need to call the word out when we're going to do the thing. Maybe we do. I'm not trying to shy away from it. I'm literally just asking if we really need innovation and technology
095is a piece of that. Technology is not in the title here. That's what I'm saying. Sorry, I agree with what you're saying. I like the idea of having technology in there because I think it calls out that we're focusing on it. I think it would make a big difference to see that word. Not that we're promoting it all the time. 100%. Just that we are thinking about it. I guess I don't agree with that. [Laughter] Yeah. I tend to agree. I agree with the inclusion of technology. I think innovation technology, the reason is, I understand the point, I think you're trying to make, but I think technology is going to continue year over year, to be a bigger and bigger piece and challenges we're going to have to grapple with are going to get more
096difficult. And just bigger year over year. I think there is an appropriate call for it in the current climate and where I see us going in the foreseeable future. I was actually going to say, the conditions should be innovation technology, because I think technology is so important. I think innovation, in and of itself is a little big. Did you say innovations in technology Kwameg And technology. I think why I'm concerned about it is -- I'm actually here calling it out, because sometimes you got to name the thing that you've got to work on, right? I just wonder if naming the thing has us then totally defaulting to that as the priority versus it as the vehicle by which we innovate. It's really more semantics and it's not something I'm going to fall any sort on.
097I can live with it either way. There's another word I might fall on the sword on. This has gone back and forth. And it could go the other way tomorrow for me. But I'll tell you where we're leaning is when we are talking about, in this particular condition, when we're talking about innovation and technology, we're not talking about innovative teaching practices. We're not talking about inclusive classroom environment innovative at the time. That falls in another condition. So this condition is really truly talking about technology. That technology may change it may not be devices. Put it in the condition like innovative technology then it's clear. Obviously we defer to you for this, but I think this is the thing. People are not necessarily going to read all the small print. I saw innovation as we have
098mixed classrooms and we have learning outside and those types of informations and technology as a set piece. Which is why I thought the technology needed to be called out because I think it is a huge, significant, independent piece. So if you're worried about it at one point, (indiscernible) and it's also innovation. That's why we're trying to find a word. So people won't think we're throwing out everything. By the title in and of itself, all I think it suggests is that these are things we're going to focus and be cognizant of how they impact the district. As opposed to -- yeah. I mean I like technology. It's awesome. I like knowing the score of my daughter's game. Cool. Sorry coming out to drag this on. But knowing this condition is actually going to focus on technology
099and innovation technology, and the other things are present elsewhere in the plan, is that okay, or I could clarify innovation in technology, innovation with technology, innovation and technology? You want an ampersand in there Quebec But it's not the thing, like having class outside, that's not included. That could show up in sustainability. Since this iteration came out, I've heard that feedback. Outdoor classrooms or outdoor -- >> Is innovation not the right word here? I mean -- >> I think this is where one of the, like focusing on intersectionality, a lot of the things director bills was talking about, it may not fall directly under one of these categories. Even though it's representative -- >> The word system. Yeah. Let's do it. [Laughter] It sounds like maybe some more noodling on that. But I'm going to share
100the word that's really bugging me. Wellness is a multibillion dollar unregulated industry. We are talking about health. Okay. And I think we need to say what we're talking about. I mean education outcomes aren't connected to wellness outcomes they're connected to health outcomes. Are you sure you know what you're talking about? [Laughter] I just don't like wellness standing on its own without health. And if you're trying to abbreviate it, I think we should say what we mean and what we mean is health. Yeah come on I think it's strong. That's the only thing I might fall a little bit on because I'm not pro unregulated industry. (indiscernible) [Laughter] I Heart wellness I do heart wellness. I almost wore my heart. Anyway this is fabulous. As far as next steps go, we had built in the next
101board meeting, April 27th, to get back to you with some tweaks or fine tuning or complete changes to this. You all have a copy of it. Email me. I will be working on this, stepping away from it for a few days and driving in my car, I'm not sure if this is incorporated enough. So, we want that. We'll come back on the 27th. With your okay for it and the next step would be we'll take it and unveil it at the SAC meeting for additional input. I imagine that the Doctor Shealy will be presenting the framework and what we'll be having people really focus on are the initiatives as the work session project, obviously we'll take feedback on everything, but that's where I imagine we'll have people focus. I'm sorry, you are very clear, but
102I didn't understand. [Laughter] I can take it. I want to be clear. The 27th we're going to approve? And no, I'm just going to bring it back to you. [Laughter] And last chance to weigh in on it before we share it at the SAC meeting. It's not adopted until after the public input period, which will be early June. That was my question. Because I want to give the public a chance to react. Well, okay, thank you. Thank you. All, we have other, or the next agenda item is other business. And I normally don't do other business. But we normally don't have other business. But I just want to make a comment. Transparency came up a lot today. And we had, we had communication. It's been in our strategic plan, quite a bit. I guess I
103could have said this, in the last time, I just really want folks, you have tuned out by now because maybe you heard your agenda, but it is so important that this community understands the enormous length that this administration and this staff does to communicate. Extensively. On all the things. If you care about a policy, we got that on our website. We probably talked about it. We probably voted on it. You can look at it, you can watch a video. We as a board are required to speak when we are here. That is when we can speak legally and people have been really good about, really good at item's, and transparency is not our challenge. We can always make things more clear we can always maybe say something differently. We can always make sure that we
104are staying on top of something and that's what parents feedback is so wonderful to get because it kind of lets us know something is happening. But I do not want this day to go by that doctor Shealy and Mary Kay and Mr. Kessler don't absolutely understand that we know, we see the enormous amount of work that you do, and if anyone wants to ask a question, you are always there to do it. For those who chose to stay tuned until the end, we are very transparent, thank you very much for your question, we are ready to talk about it. Can I just follow up on that, I think it's an important point, and I also think that the extension of that is, just because the board or the administration shifts its focus to highlight a
105topic after there's been public sentiment about wanting more transparency, that is what's supposed to happen. That is not a passive suggestion that we were being not transparent, or we're hiding the ball. The administration cannot share every thing that's going on. 90% of the emails don't get read anyway. How often does Doctor Shealy say something The ones that come to us come on we lose all of them. I just want to make sure that's understood.