[0:01] >> I will call the

[0:02] school board legal budget interview

[0:04] session to

[0:07] order at 4:48.

[0:09] we have two openings on our committee

[0:13] for our candidates to interview.

[0:17] mr. Kessler, would you like to introduce the

[0:19] topic and so forth?

[0:20] >>

[0:22] thank you, jared wallin.

[0:25] mr. Lance submitted his application

[0:28] for our

[0:31] open positions

[0:35] and don't know how familiar we are

[0:36] with oregon's local budget law, but

[0:37] we have five citizen

[0:38] members that work with their school

[0:39] board who was elect to that large

[0:43] and the five citizen members

[0:46] by

[0:47] the school board. Our purpose this evening

[0:49] is to

[0:52] interview you and consider

[0:54] you as a candidate for this position and

[0:58] at the top

[0:59] of the notes, there is more information

[1:01] about the role of the committee.

[1:04] it's not a

[1:05] policy-setting committee, but a physical

[1:07] planning committee

[1:10] . It does have some

[1:12] important tasks that are part of it

[1:15] in preparation and ultimate adoption

[1:16] of

[1:19] a budget under local budget law.

[1:22] one is

[1:25] tax rate that is approved by the legal

[1:28] budget committee

[1:29] the school board while it may modify

[1:31] other elements

[1:33] of a budget approved by the legal

[1:34] budget committee, they

[1:37] cannot increase

[1:40] a tax rate

[1:41] by the legal budget committee without

[1:42] that going back to the legal budget

[1:43] committee

[1:46] for approval.

[1:48] the approval of the legal budget committee

[1:49] is a step precedent before the full

[1:51] school board acting in that capacity.

[1:55] before

[1:56] the school board itself can hold a

[1:58] hearing and ultimately

[2:00] the budget. We appreciate your interest

[2:01] and I

[2:03] will turn it back to chair wallin.

[2:04] >> that's

[2:07] good.

[2:10] what we have

[2:15] is some questions for you, then we

[2:16] go around and each one of

[2:17] us will ask questions and we will

[2:19] start over here with

[2:21] director bills.

[2:22] >> good afternoon.

[2:23] how are

[2:25] you?

[2:26] >> fine. >> interesting dynamic

[2:28] seeing you here.

[2:29] >> we

[2:31] have a history.

[2:32] >>

[2:34] so, the first question is, please

[2:35] begin

[2:37] by sharing who you are, why this

[2:42] is important to you and why you are

[2:43] interested in serving on the district's

[2:44] budget

[2:46] committee.

[2:47] >> first thing, thank you

[2:48] for inviting me in to this process. I'm

[2:54] philip arzt and I'm retired. I was

[2:55] a healthcare and finance

[2:56] administrator, as I like to say. I

[2:58] worked in hospitals and physicians practices.

[3:03] I did a lot of budgets over the years

[3:04] and mostly two or three

[3:06] each year. One of the reasons I'm

[3:07] interested is

[3:10] in this

[3:11] is because I have three grandsons

[3:13] in your schools.

[3:16] two at forest hills and one in middle school.

[3:22] I just love being here. We moved here

[3:23] about

[3:25] two years ago to

[3:28] get closer to the grandkids

[3:31] . It's just a great place.

[3:34] I know the schools

[3:36] and the success of the school is important

[3:37] and really contributes

[3:40] to the community

[3:43] and to the desire of families to move into

[3:46] lake oswego

[3:49] and

[3:52] the value of real estate .

[3:57] that is why it is important to me,

[3:58] but it's

[4:01] mainly our grandkids. Why do

[4:04] I want to do it?

[4:07] I have been looking around

[4:12] and retirement leads to boredom sometimes.

[4:13] I've been looking around for

[4:15] things and this seems to be something

[4:16] I had experienced before

[4:18] and I can probably help and would

[4:19] like to contribute

[4:22] . The other reason is

[4:25] my brain just needs a little bit more

[4:28] exercise. This would be a good process.

[4:29] >>

[4:31] it is a lot of

[4:34] reading, so

[4:37] that may fill

[4:39] it and we know that you already put

[4:40] it on paper here, but tell us a little

[4:43] bit about

[4:44] what skills, abilities and expertise

[4:46] you bring to the legal budget committee.

[4:47] I think you told

[4:48] us a little bit already.

[4:49] >> yes, my

[4:50] finance background is

[4:51] very helpful in this process, but

[4:52] I also

[4:55] was on a school budget committee

[4:57] and a much different kind of school district.

[5:04] and, on a school board. I have been

[5:05] through this

[5:07] process a number of times. I'm kind

[5:08] of familiar

[5:10] with the laws and stuff.

[5:13] when I was on this , it was just

[5:16] the beginning . It was right

[5:19] in measure five and 50 were passed

[5:27] and when it went into effects to change

[5:28] everything. I'm kind of familiar with

[5:29] all

[5:30] that. I've been through the process

[5:31] and I know how that could go.

[5:34] the other thing I want to

[5:37] mention is what I did in my application.

[5:43] I tend to be more of a listener

[5:45] than a speaker, so that can help keep

[5:46] the meetings shorter.

[5:56] I looked at this process

[5:57] and you have already been through

[5:58] it a little bit, but it's a lot like

[5:59] it

[6:00] could be a kill the messenger kind

[6:01] of process. I haven't seen many of

[6:02] your board meetings

[6:04] and stuff, but that could be tough.

[6:05] I

[6:08] know I've been through it it and

[6:11] my experience was he

[6:13] you just have to let everyone's viewpoint

[6:16] go, whether they were nicely set or very

[6:19] stridently said. It had to happen.

[6:23] you have to hopefully

[6:27] get in the end that everyone felt

[6:28] at least they were heard, but you

[6:29] still have

[6:30] to make the decision in the end. That's

[6:32] the process.

[6:35] >> well,

[6:38] measure the or

[6:41] five and .

[6:42] >> it's

[6:44] got more complicated.

[6:47] >> prior to

[6:49] our interview, you reviewed our strategic plan

[6:52] . Are there questions or observations

[6:53] you have in relation to

[6:56] the plan and its goals?

[6:57] >>

[6:59] I have to admit that a lot of it was

[7:00] over my head and I'm not familiar

[7:02] with a lot of the terms and acronyms.

[7:04] I didn't come up with questions as

[7:05] much

[7:07] as worries. It is a very good plan

[7:10] and I think I got the gist of it,

[7:11] but one of

[7:13] my worries was how this whole budget

[7:16] revision and reduction process, what

[7:17] are

[7:18] the priorities and strategies to that process?

[7:20] my

[7:23] other worry is

[7:26] ,

[7:29] what are those priorities and

[7:31] strategies given the executive orders

[7:32] that had been

[7:35] signed and

[7:38] the threaten

[7:40] elimination of the department of education.

[7:43] we have a daughter who works at the

[7:44] va and

[7:47] it's just crazy. It's crazy.

[7:50] that's what

[7:53] I've got.

[7:56] >> thank you for sharing that.

[7:59] the past three years had

[8:02] unprecedented challenges creating

[8:05] operating conditions unlike any experience

[8:06] in

[8:08] modern times.

[8:12] without unduly focusing on those conditions,

[8:14] what are one or two things that we

[8:16] are doing well and what are one or

[8:17] two things that we can

[8:20] improve on?

[8:21] >> I hate to bring up

[8:23] my grandkids again, but they are

[8:26] doing well, so that's good. I

[8:28] think the way you handled the initial announcement

[8:31] of the budget shortfall of getting

[8:32] it

[8:35] out there,

[8:37] I heard about it and it got me interested.

[8:38] I think that was a

[8:40] good thing. The frequently asked questions

[8:44] were very informative .

[8:47] I appreciate that.

[8:49] another thing you did well was in those

[8:52] frequently asked questions with the

[8:53] graduation rates that

[8:56] you quoted, they were great.

[9:02] the improvement on 85%

[9:08] was 32% over 10 years.

[9:11] that's amazing. Those are some

[9:14] of the ideas. I have one more

[9:16] that I was asking my landlady what

[9:17] they thought

[9:20] that was something

[9:23] going well and they mentioned

[9:26] that the learning

[9:27] interventions that they have experienced

[9:29] went well and the

[9:32] small group learning.

[9:35] now,

[9:38] could improve on. My grandson

[9:41] said meals could improve

[9:44] . He

[9:49] said there should be a little more

[9:50] variety and it's not really what

[9:53] he likes. The other thing is probably

[9:59] nonparent community members.

[10:02] it's hard

[10:05] to hear or know about the school district

[10:08] and I don't have any ideas

[10:11] of how to fix it.

[10:13] I think the blame lies within the

[10:14] nonparent members that have

[10:17] to get contacted and involved.

[10:20] >> that is

[10:23] a difficult one. That's true.

[10:26] do you have any final questions or

[10:29] comments?

[10:30] >> I have one other thing.

[10:37] I don't speak much, so it probably

[10:38] won't be 10 minutes.

[10:41] when I was going through researching

[10:43] and thinking about this process, I

[10:44] initially thought

[10:47] that it would have been nice

[10:49] to keep some of those financial reserves

[10:50] over

[10:52] prior years for this point in time

[10:56] and that it should be part of

[10:58] the process developing the budget

[10:59] this year.

[11:02] then I realized

[11:05] that's not the challenge.

[11:10] it is balancing human resources with

[11:11] financial reserves

[11:14] and the ending fund balance

[11:17] . You know what it is, but you don't

[11:18] know

[11:20] the value .

[11:23] of what the

[11:26] human resources are. You can't

[11:28] measure it and you don't know it until

[11:29] it's gone. That's

[11:32] what I see.

[11:35] that's all.

[11:38] >> thank you

[11:41] very much. What

[11:44] is the timeline for announcements?

[11:47] >>

[11:49] our board is conducting the interviews

[11:50] this evening, then

[11:53] they will be taking action

[11:56] on at currently scheduled for march

[11:59] 10th meeting and would move that

[12:02] up or delete it, but currently we

[12:03] are

[12:05] shooting for march 10 , that after

[12:07] the board takes action, then we notify

[12:08] the candidates as to

[12:12] what the decision was

[12:15] , then there is an on

[12:16] boarding process that we start shortly

[12:18] after for the two candidates.

[12:21] >> we have

[12:23] four candidates. If you are not chosen,

[12:28] we love your expertise and would love

[12:30] to keep your brain active at some

[12:32] capacity if this doesn't.

[12:33] >> no problem.

[12:36] >> thank you so much.

[13:09] >>

[13:11] I didn't have the chance to change

[13:12] into my

[13:15] professional attire .

[13:24] >> welcome. Would

[13:27] you like to give an intro?

[13:28] >>

[13:29] yes, lucas, thank you very much for

[13:32] your interest in our legal budget committee

[13:36] and we have two positions that

[13:39] are open and we have

[13:40] four candidates for this evening's

[13:42] activities to

[13:44] conduct interviews of those four candidates and

[13:48] how familiar you are

[13:49] with oregon's local budget law, but

[13:53] our legal budget committee is comprised

[13:54] of five citizen

[13:57] members and five citizen members

[13:59] are reported by the board and they

[14:00] serve alongside

[14:03] our elected board members and 10

[14:04] of them together comprise our legal

[14:06] budget committee , so

[14:09] the legal budget committee is a

[14:10] financial advisory committee of the

[14:12] school board

[14:14] . It's not a policy-setting body.

[14:18] it is still the domain of the

[14:21] school board, but certainly decisions

[14:24] that are made

[14:27] as to what priorities

[14:33] --the legal

[14:36] budget committee also

[14:37] serves a very important role under

[14:39] local budget

[14:42] and tax rate or tax levy once approved

[14:43] by the

[14:44] legal budget committee, the school

[14:45] board has

[14:47] some authority afterwards to change elements

[14:50] of the budget that has been approved

[14:53] by the legal budget committee, but

[14:54] they cannot increase

[14:55] a tax rate or tax levy. That always

[14:57] has to go back to the

[15:00] full legal budget committee for any increase

[15:03] and property taxes.

[15:09] the little

[15:12] --the citizen members

[15:15] perspective are more varied

[15:17] than what we do every day and hopefully

[15:21] also serve as information sharers

[15:24] out in the community.

[15:32] that is the role of the legal budget

[15:33] committee.

[15:34] >> makes sense.

[15:36] from the

[15:38] soccer thing, I'm the coach on the field.

[15:42] I'm just joking.

[15:44] thank you for that. I appreciate the explanation.

[15:51] my first time trying to get a volunteer

[15:52] position

[15:53] like this, so I appreciate the context

[15:54] and background.

[15:57] >> we sent you a questionnaire, so

[15:58] we will

[15:59] just go around and ask questions.

[16:00] >> sounds good.

[16:06] >> could

[16:08] you please begin by sharing who you are,

[16:12] why lake oswego schools are important

[16:14] to you and why you are interested

[16:15] in serving on the

[16:18] budget committee.

[16:19] >> sure.

[16:20] lucas sommer, I'm born and raised

[16:21] in oregon

[16:23] and in newburgh, actually. Both of my

[16:27] parents were teachers and ended up

[16:28] getting

[16:29] into the administration, so my mom

[16:30] was super

[16:33] intendant and my father was a buzz

[16:35] about true wood and wilson high school,

[16:36] so I guess it runs in

[16:39] the family. On a

[16:42] personal level , I pursued a career

[16:45] more in entrepreneurship and small business

[16:48] and I have done

[16:51] variety of professional projects

[16:54] and a bunch of different arenas.

[16:57] I think that experience

[17:00] is practical in regards

[17:03] to budgets

[17:07] and being fiscally responsible and

[17:09] being able to produce the goals of

[17:12] any organization .

[17:15] I think my interest in getting involved

[17:16] here

[17:18] stems from having two kids that goes

[17:19] to lake oswego

[17:21] schools. They are in

[17:24] forest hills . I

[17:26] have been coaching for a couple of

[17:27] years and volunteering the time with

[17:29] the youngsters . I have good relationships

[17:30] with a lot of

[17:33] the parents and the same group

[17:35] skin coming back and signing up. I feel

[17:39] plugged into the community

[17:41] and my office is walking distance

[17:42] away in town

[17:45] at the first edition

[17:48] . My wife brings the kids over

[17:50] and walks over to school every single day.

[17:57] want to help improve it the best way

[18:00] I can and

[18:03] as I get a

[18:06] little bit older , things like this

[18:08] become a little bit more rewarding

[18:12] and get back a little bit

[18:15] and see what other aspects I

[18:18] could have an ever so slightly

[18:21] influence on to improve services and benefit.

[18:24] >>

[18:27] thank you.

[18:33] why don't you tell us about the skills

[18:34] and

[18:35] abilities and expertise you bring

[18:36] to the legal budget committee?

[18:37] >>

[18:38] I would say

[18:45] --let me try to summarize it. I've

[18:46] always been the

[18:48] small business entrepreneur guy and

[18:49] I've never gone

[18:52] and taken a normal job.

[18:53] this will be my first interview of

[18:55] any kind and probably a decade.

[18:58] I have always been out there

[19:01] in the wild having

[19:04] to create my own budget for

[19:07] sales and budget on people,

[19:10] taxes and everyone

[19:13] --running a small business. A

[19:16] have

[19:17] seen so many problems and challenges

[19:19] in the private sector and

[19:22] I'm not employee number 700 on

[19:25] a team of thousands to where

[19:27] the decisions that I make have tangible

[19:29] impacts on the people that work there

[19:30] and the customers relying on us to

[19:31] deliver products

[19:33] and services , so I think I have a

[19:34] wide variety

[19:37] of skills. That is just in

[19:39] regards to operating something from

[19:40] a cfo level standpoint and

[19:43] I need more technical

[19:46] perspective.

[19:49] there is nothing

[19:50] in excel I can do. I'm a wizard at

[19:52] that point. I have a

[19:54] lot of experience in business intelligence,

[19:55] data visualizations,

[19:57] deeply integrated with ai and the tools

[20:00] that have come up rather recently.

[20:04] I have probably done 50

[20:05] tax returns professional and corporate

[20:07] for myself over the years.

[20:12] sometimes clients have hired me to

[20:13] do financial modeling

[20:14] and forecasting to cast things out

[20:16] in the future

[20:19] . Dynamic

[20:20] models for if we change, what's impact

[20:22] on why?

[20:28] just

[20:29] kind of speaking in generalities,

[20:30] but in terms of technical proficiency

[20:31] and the ability to use

[20:33] software tools to contemplate financial

[20:34] decisions I'm very well suited to

[20:37] do that.

[20:39] I think I have lived in a world where

[20:40] I have

[20:41] to take into consideration the various

[20:43] stakeholders and

[20:45] stakeholders attached to a particular decision

[20:46] or budget to

[20:49] balance all of those.

[20:51] hopefully that answers that question.

[20:55] >> prior to your interview,

[20:58] we gave

[21:03] to our strategic plan and in relation

[21:04] to the strategic plan and

[21:06] its goals?

[21:07] >> I checked out the pdf

[21:08] and read everything

[21:10] on the accordion sections there.

[21:17] I wouldn't say I have any questions,

[21:19] but some of them, there is a distinction

[21:20] and

[21:21] I'm always solving for, what is the

[21:22] kpi and how you measure some of those

[21:23] great for some

[21:25] of those goals , I

[21:27] think one of the stated goals was

[21:28] grade level proficiency

[21:31] or something like that.

[21:36] I can conceive how to measure that

[21:37] and some of

[21:38] the other ones are a little bit softer

[21:40] metrics. My question is,

[21:42] is there some sort of dashboard for

[21:43] lack of a

[21:44] better word or quarterly review where

[21:46] we are measuring those goals

[21:49] and

[21:51] I think my first question about how

[21:52] we are measuring,

[21:55] there are four goals there and

[21:58] all of those.

[21:59] >>

[22:01] it is something that we review

[22:04] on a regular basis these

[22:07] items that we've progressed.

[22:12] the dashboard is something that has

[22:13] come up is

[22:16] an idea.

[22:19] >> I don't understand fully the inner workings

[22:25] and referencing

[22:26] the school board is actually doing,

[22:28] so to me unlike, where do those goals

[22:31] come from? What can the

[22:34] committee do and my potential role to

[22:37] implement or have any impact on those?

[22:40] on one hand, you see the budget

[22:43] and you can make some recommendations, but

[22:46] you mentioned the policy itself, so

[22:55] how would the person in my role see

[22:56] those goals and use that to inform any sort

[22:57] of recommendations and what would

[22:58] be the best methodology for

[23:01] doing that?

[23:04] >> it's a hard question to answer.

[23:07] there are two different bodies and

[23:10] you are advising on the budget and

[23:13] providing a citizens perspective.

[23:16] in terms of committees

[23:18] that implement our strategic plan

[23:21] , the superintendent appoints a lot

[23:22] of those for the

[23:25] most part

[23:26] and they are a little bit perpendicular

[23:28] to that, but I do think

[23:30] where we choose to spend the money

[23:31] does determine how we will

[23:34] achieve goals.

[23:35] >> okay. Makes sense.

[23:43] >> I think I recall in our legal budget

[23:45] first meeting where we kind of have

[23:46] a review of the goals

[23:49] and how we are doing .

[24:04] >> sounds good.

[24:07] >>

[24:10] I have the final question.

[24:12] the past three years had unprecedented challenges

[24:14] creating operating conditions unlike

[24:16] any experienced in modern times

[24:19] without unduly focusing on

[24:22] these conditions. What are one or

[24:23] two things we

[24:25] are doing well and what are one or

[24:26] two that we

[24:28] can improve on?

[24:33] >> when I first saw that question,

[24:34] my initial response is, I didn't even

[24:35] notice but it's also around here.

[24:38] we are killing it. I love lake

[24:41] oswego. I think that would be

[24:44] my response is one

[24:45] or two things you are doing well is

[24:47] like, I can just compare

[24:50] to my experience.

[24:53] newburgh versus lake oswego.

[24:56] going with lake oswego all

[24:59] day. To me, it feels like a fantasy

[25:02] little area

[25:05] of a lot of things are pretty

[25:07] idealistic here , so I would give

[25:08] some credit or kudos

[25:09] to you guys that despite the challenges

[25:14] , it has been great.

[25:15] the kids are happy and there are all

[25:16] types of programming and things they

[25:17] are able

[25:20] to do. I haven't heard any

[25:23] negative comments from them and

[25:25] my wife does a lot of afterschool

[25:28] type things and more engaged with

[25:29] the

[25:32] other moms , but I haven't heard one complaint.

[25:35] lake oswego is the place to be

[25:37] . When we moved out here my wife is like,

[25:41] I was living in

[25:42] for the for a while and she said,

[25:44] if we come back it's lake oswego only.

[25:45] she said, look at the schools. I'm

[25:47] like, all right.

[25:50] good job. That would

[25:53] be it.

[25:55] I didn't notice that there was a problem.

[26:01] >> fantastic. Do you have any final

[26:02] questions or

[26:05] comments?

[26:06] >> I don't think so.

[26:07] I think you guys have choices and

[26:08] decisions to make .

[26:10] to me, I'm very transparent. I'm like

[26:11] the entrepreneur

[26:14] technical software approach

[26:16] . Those of the people that I deal

[26:17] with and work

[26:20] with, so the perspective from those

[26:21] folks

[26:23] is important to

[26:24] you guys, then maybe I would be a

[26:26] good fit for that, but if not that's

[26:29] all right. There's tons of other

[26:31] perspectives out there. To me, that's

[26:32] the lien I

[26:35] live in and I'm pretty

[26:37] unbiased and a notch not afraid to

[26:41] share my

[26:42] opinion on things but just trying to

[26:44] get my foot in the door and be more

[26:45] active

[26:47] and continue

[26:49] to invest in a place where I know

[26:50] my kids will be

[26:51] going to school and make it better

[26:53] if I can.

[26:54] >>

[26:55] we have two positions for applicants

[26:59] , but as you noted there are

[27:00] other committees. If this doesn't

[27:02] happen, we hope

[27:07] that you will consider other things,

[27:08] as well.

[27:09] >> I'll be

[27:10] back in the hot seat soon enough.

[27:11] >> this is the hottest seed of all.

[27:14] >> great. Okay. That's it?

[27:17] thanks, guys. All right.

[27:20] see you.

[27:59] >> mr. Warner. >> how

[28:01] is everybody? Thanks for having me.

[28:02] >> absolutely.

[28:05] we are interviewing for the

[28:07] legal budget committee commissions and

[28:11] are financed superintendent will give

[28:14] you a little overview

[28:16] .

[28:17] >> thank you very much for your

[28:18] interest in this position

[28:20] and I don't know how familiar you are

[28:23] with oregon local budget statute

[28:28] , so it prescribes that government

[28:29] agencies have to

[28:32] have a legal budget committee , which

[28:33] is comprised of five citizen members

[28:35] that are appointed by the school board

[28:36] that together with the five elected

[28:38] board members comprise

[28:41] our legal budget committee and

[28:44] the legal budget committee

[28:46] is somewhat of a financial advisory committee

[28:53] and the ultimate adoption of a

[28:56] budget for the school district.

[28:58] while it's not a policy-setting body,

[29:02] there is work that we have to

[29:03] run by the legal budget committee

[29:05] and it has to

[29:07] be approved by the school board and significantly

[29:11] a tax rate or tax levy that

[29:14] is approved by the legal budget committee

[29:19] and the school board has broad authority

[29:20] to change others of the budget, they

[29:23] can't increase a tax levy

[29:25] without it going back to the legal

[29:26] budget committee.

[29:29] it serves an important role in that regard.

[29:32] I think esther wallin noted with

[29:35] two positions and four

[29:38] candidates, so it is to

[29:41] have you answer some questions and

[29:44] provide our school board with a little

[29:46] bit more knowledge about your interest in

[29:50] what this committee has outlined

[29:52] in those detailed questions. Are sounds good.

[29:56] >> we did give questions, so I will

[29:58] go around and we will ask the questions

[29:59] . We

[30:02] will start. Director bills

[30:05] .

[30:06] >> how are you?

[30:08] doing well. Thank you. Begin by

[30:11] sharing who you are, why you are interested

[30:14] in success

[30:17] in lake oswego schools and why

[30:19] you are interested in the budget committee.

[30:20] >> my name is russ warner and

[30:23] I have been a resident

[30:25] for 9.5 years and my family moved

[30:26] from central washington.

[30:29] we have been very active in sports

[30:31] and coaching. I am on the board right

[30:33] now and my

[30:34] wife is the soccer club team manager.

[30:38] I have two sons, a seventh grader

[30:39] and a sophomore

[30:44] and my coaching days are gone, so

[30:45] I

[30:46] have extra time on my hands and they

[30:48] have more than I

[30:51] do and

[30:52] that journey of my life is kind of

[30:54] over. The executive of my company is

[30:57] on the

[31:00] school board and has been on there

[31:01] for 16 years and has been nudging

[31:02] me for probably three or four to try

[31:03] to get

[31:06] more involved in the schools

[31:07] and it just so happened a month and

[31:09] a half ago I saw

[31:10] these two open positions and I was

[31:11] like, I do this every day. Maybe give

[31:12] it

[31:15] a shot. My experience and skills

[31:18] , I have a

[31:19] construction background in my current

[31:21] role is

[31:23] going into the next?, but other than

[31:24] that I learned from

[31:26] being on the board is that the main

[31:27] thing is like being

[31:28] an advocate for whatever board you

[31:30] are on

[31:33] and being able

[31:34] to speak to the community on what's

[31:35] going on and the reason why stuff

[31:36] happens and why

[31:39] the budget money is said here.

[31:43] so much to be able to explain to people

[31:45] why we are making decisions

[31:46] and to be able to represent the board

[31:48] and support them.

[31:49] >>

[31:50] we always appreciate the communications

[31:54] . Going on

[31:55] to number two, what skills, abilities

[31:56] and expertise would you bring?

[31:57] >>

[32:01] a current job, I'm a corporate real

[32:02] estate facility manager, which is

[32:03] former --

[32:04] started as a teachers credit union.

[32:12] we have been the

[32:13] fastest growing financial institution

[32:14] in the u.s. For the last three years

[32:15] and had 45 locations

[32:16] with massive growth and donated to

[32:17] tons of charities and we start at

[32:18] the foundation

[32:21] , which we are going into our

[32:23] second year and we haven't decided

[32:24] how to distribute those

[32:27] funds, whether it is scholarships

[32:28] and going back to our sports programs or

[32:30] stuff like that.

[32:33] I have a

[32:34] say in some of that and this goes

[32:35] hand-in-hand in seeing what's going

[32:36] on for budget

[32:37] issues and stuff like that. Before that,

[32:39] I was

[32:42] vice president at the institute

[32:45] in yakima

[32:48] , washington.

[32:54] it's been going on 15 years of experience

[32:57] in this.

[32:59] I guess that's it for that one.

[33:00] >>

[33:03] great. Hopefully you had a chance

[33:06] to review the strategic plan and

[33:09] any questions or observations related

[33:10] to the strategic plan and its goals?

[33:12] >> I went through the plan

[33:15] and I guess the one question I had

[33:16] as

[33:18] far as priority three,

[33:19] sustainability. Have you talked about

[33:20] and esd programs? It seems like you

[33:21] are doing

[33:24] a ton of work and faculty

[33:26] is doing a ton of work as far as sustainability.

[33:30] my organization, we started the

[33:31] program going on two years and it's

[33:32] basically taking all of that stuff

[33:33] that you have

[33:34] done in the program to be able to

[33:36] explain it to the public.

[33:38] we are doing all of this hard work

[33:39] and cutting

[33:40] costs. Not to put you on the seat

[33:42] or anything.

[33:45] >> we love

[33:47] acronyms.

[33:48] >> environmental social governance.

[33:54] we will roll ours out to

[33:56] the public probably this summer ,

[33:57] but you don't realize all of

[33:59] the small things you do really add

[34:00] up and paint the picture

[34:02] to the public, because it's a really

[34:03] good thing to do.

[34:06] >> I

[34:08] don't think I can speak to any of that.

[34:11] our focus has been how we have been doing

[34:12] a lot

[34:15] of construction

[34:16] with focus and sustainability in terms

[34:18] of energy usage and energy conservation.

[34:21] >> that's a pretty good

[34:23] picture to paint, too , when it's

[34:24] all said and done.

[34:27] >> I don't know if there are any others?

[34:32] it's definitely a priority in hours.

[34:39] >> I have the last question.

[34:41] the past three years have unprecedented challenges

[34:42] creating

[34:45] operating conditions unlike any

[34:48] experienced in modern times

[34:52] . Without unduly focusing on those

[34:54] conditions, what are one or two things

[34:55] we are

[34:56] doing well and what are one or two

[34:57] that we can improve on?

[35:00] >> obviously, you are doing many things

[35:01] well and

[35:02] this is the reason why this is the

[35:03] most sought after school district

[35:04] for kids being

[35:06] raised in the state. My wife

[35:09] says that schools in sports

[35:11] are a big priority for us and she

[35:12] google searched and found a

[35:13] place in lake oswego. The reputation

[35:15] is very well

[35:17] and amongst her peers and graduation

[35:18] rates are through the charts.

[35:20] that's one thing that stood out to

[35:21] me and my kids going

[35:24] through that rough time, too, I think

[35:25] you

[35:26] guys are far ahead of everybody else.

[35:29] I take my hats off to and support the

[35:30] decisions you make.

[35:33] there is no road map for what

[35:35] we went through and it's a tough time

[35:36] for a lot of people and parents. Like

[35:39] I said, I really

[35:42] --you have done a great job since

[35:43] I've

[35:44] lived here and I think it would be

[35:45] a good advocate to support

[35:47] you guys in budgeting and stuff like that.

[35:50] my experience goes hand-in-hand and

[35:51] I have been in construction my whole

[35:54] professional career

[35:56] , so I think I would be a good fit

[35:57] and I'm here to support you

[36:00] guys.

[36:01] >> awesome. >> did you

[36:02] have any other questions or comments?

[36:05] >> I don't have much and I did some

[36:06] research over the last couple

[36:08] of days. I was really trying to come

[36:09] up with some questions

[36:11] and everything looks pretty clearly

[36:12] laid out and it

[36:15] looks great.

[36:18] there is a lot of you and you did

[36:19] a great job

[36:21] on that. Like I said, I'm trying to

[36:22] find

[36:23] some questions that I couldn't really

[36:25] think of much.

[36:26] >> great.

[36:28] well,

[36:31] we have four people

[36:33] for two positions. Obviously, two people

[36:38] we are not going to select, but we

[36:40] have a lot of committees and

[36:41] other opportunities, so if you are

[36:43] not chosen, hope you will

[36:45] consider volunteering. The timeline for

[36:49] --.

[36:50] >> currently,

[36:52] we have actions for the evening

[36:54] of march 10th for the board to make

[36:55] a

[36:58] selection of candidates

[37:00] and assuming we stay on that timeline

[37:01] , my office

[37:04] will be notifying all four

[37:06] after work to let them know what the

[37:07] next

[37:09] steps are and for the two candidates chosen

[37:10] , we

[37:13] offer in on boarding session to

[37:14] help familiarize themselves with the

[37:16] budget and how

[37:19] it's laid out. Under organ local

[37:21] budget law , a fair amount of that

[37:22] is

[37:24] heavily prescriptive and there are

[37:25] a lot of things

[37:27] that we layout and process as we follow

[37:28] to

[37:30] keep us in alignment with the organ

[37:33] local budget .

[37:34] >> sounds good. Thank

[37:35] you

[37:37] for having me.

[37:40] I have lightning when I go to

[37:42] my office. Hundreds of pounds of printers

[37:43] in the

[37:46] parking lots. I

[37:48] don't know if I will walk up to phrasing rain

[37:49] or snow.

[37:52] thank you, everyone.

[43:59] >> thank you

[44:02] .

[44:03] >> hi. >>

[44:05] welcome. We are interviewing

[44:07] for two legal budget committee positions

[44:11] and

[44:13] we have our finance superintendent

[44:16] who will give an overview of the process.

[44:20] >> thank you.

[44:22] alison heath, thank you for being here

[44:23] this evening

[44:26] and to be in the hot seat.

[44:29] I don't know how familiar you

[44:31] are with the oregon local budget law

[44:35] and would be really worried

[44:38] --it provides

[44:41] policies , practices and

[44:44] schedules of how

[44:47] we undertake the adoption of the school

[44:50] district budget

[44:53] and that process includes

[44:56] a citizen

[44:57] or legal budget committee, which has

[44:58] five citizen members appointed by

[44:59] the

[45:02] school board and

[45:03] they serve alongside the five elected

[45:05] board members

[45:08] and it's a financial advisory committee

[45:09] and it's

[45:10] not a policy-setting committee, but certainly

[45:13] there are policy implications in terms

[45:14] of how

[45:17] we prioritize our spending

[45:20] and the school

[45:23] board has broad ranges

[45:26] of discretion to change a budget

[45:28] that has been approved by legal budget committee

[45:32] and no

[45:35] --oregon

[45:38] public agencies increase a tax

[45:41] rate or tax levy set by the legal

[45:44] budget committee , which would

[45:47] require a

[45:48] referral if there was subsequent action

[45:50] taken to increase

[45:53] the property tax levy or rate .

[45:59] we usually accomplish our

[46:00] process in three meetings every spring

[46:05] and there is an on boarding process

[46:08] that takes place for new members

[46:22] and it's a lot of data that gets assimilated

[46:23] for a short period of time. Thank

[46:25] you for your interest.

[46:26] >> thank you.

[46:27] >> we did

[46:31] send you some questions and we will

[46:32] go around and ask each one of the

[46:33] questions

[46:34] and hear your answers.

[46:35] >> thank you.

[46:37] I see you have given responses in

[46:38] your application, but just for

[46:41] the record ,

[46:44] please begin by sharing who you are

[46:46] and why the success of the lake oswego

[46:47] school district

[46:50] is important to you

[46:53] and why you are interested

[46:54] in serving on the budget committee.

[46:56] >> absolutely.

[46:59] I'm alison heath, resident for

[47:01] lake oswego for the past 18 years

[47:02] and I raised our two daughters here

[47:03] . Both

[47:05] are at high .

[47:08] background,

[47:10] I'm an educator of 25 years and 20

[47:11] years in the classroom. 13

[47:14] of those and previously

[47:17] seven years at hillsboro

[47:20] that have been an instructional coach

[47:21] and serve

[47:24] our district as an instructional

[47:26] support and I support all areas of

[47:30] k-12 health

[47:32] , social science, secondary tag, travel

[47:33] history and

[47:35] shared history . I recently completed

[47:36] my initial

[47:39] principles license

[47:40] , so I have a wealth of background

[47:42] in all areas of education. I

[47:43] know a bit about how budget committees work.

[47:48] we just cut, unfortunately.

[47:51] we had to

[47:52] increase the final number, but upwards

[47:54] of 10 million last year

[47:56] and where cutting another 5.5 right

[47:58] now, so the academic return on investment

[48:00] process is something we know very well

[48:02] that's part of the reason why we saw

[48:03] this advertised.

[48:07] I just thought, I've been through

[48:08] that. It's a painful process, but

[48:09] a process where you can

[48:11] relieve you for permission and values

[48:12] from your district when

[48:13] you make careful choices with your funds.

[48:18] part of me wanting to be here

[48:19] is to share my experience both as

[48:21] a parent or community member or

[48:24] educator. Also,

[48:27] mains fixes

[48:32] my expenses of going through this

[48:33] and having gone through it

[48:34] again. What it looks like when you are

[48:35] building principal trying to write

[48:37] your budget. When you are a teacher

[48:38] of trying to figure out how many kids

[48:39] will

[48:42] be in front of you next year.

[48:45] how we will shift funds from one

[48:48] to another.

[48:53] we have to cut staff when you have

[48:54] to cut budget. There's no way

[48:57] around it.

[49:06] >> what skills

[49:07] or expertise would you bring to the

[49:08] legal budget committee?

[49:09] >> skills,

[49:10] okay. I have been

[49:11] through budget processes multiple

[49:12] times and I know the inside

[49:14] and out. I know them as a staff member

[49:15] and as

[49:18] a parent.

[49:21] skills and expertise

[49:22] , years of experience going through

[49:24] this process

[49:27] , academic return on investment

[49:30] is the process that we use

[49:33] and assuming pete

[49:36] uses it, as well. That is one of

[49:38] my questions . How do you determine

[49:39] and where do

[49:41] you get funding? I would be curious

[49:42] to know more

[49:45] about that. I'm good

[49:48] with budgeting.

[49:51] I am a very good

[49:52] communicator when it comes down to

[49:54] it. Thank you.

[50:00] >> we sent

[50:01] you a link to our strategic plan and

[50:03] I'm sure you are familiar with those

[50:04] in

[50:05] general. Did you have any questions

[50:06] or observations related to that?

[50:07] >>

[50:09] just thinking about balance.

[50:12] I'm a parent of

[50:13] students and special ed students.

[50:17] when I think about balance and the

[50:18] goal of making sure that all students

[50:19] are

[50:20] growing my question is, how are using

[50:21] processes like

[50:27] academic internal investment to

[50:28] ensure that while you are looking

[50:29] at cuts that you are making sure that

[50:30] the students

[50:31] most impacted are also getting what

[50:32] they are needing, so looking at your

[50:33] strategic plan is

[50:34] very well written and not that dissimilar

[50:36] from ours.

[50:39] how do you enact that?

[50:44] >> one of the things we do other school

[50:45] board is hardly the superintendent

[50:48] and director --superintendent of tenets

[50:49] that understands the relationship

[50:51] and importance

[50:52] of these things. We get regular updates

[50:54] on board meetings .

[50:57] that is one thing

[50:58] or a couple of things that really

[51:00] helps us make the decisions.

[51:03] I don't know if anyone

[51:05] else has anything else they want to

[51:06] add on the topic?

[51:15] >> I

[51:17] have the final question. The past

[51:18] three years

[51:20] have unprecedented challenges creating

[51:24] operating conditions unlike any experienced

[51:25] in

[51:27] modern times without unduly focusing

[51:28] on

[51:30] those conditions,

[51:33] what are one or two things we are

[51:34] doing well and

[51:35] one or two that we can improve upon?

[51:38] >> from a parent perspective, especially

[51:42] a parent of a special ed student,

[51:43] the complete wraparound services is

[51:45] something that I thought was excellent

[51:46] with

[51:48] this district in terms of the process

[51:51] , data gathering process , ability

[51:54] counseling staff and to

[51:57] the teachers you have that are amazing.

[52:00] something that I felt

[52:03] very sincerely is that

[52:06] warm hand off of,

[52:11] we know your child is struggling and

[52:12] here we will wrap

[52:13] around them 100% and my child has

[52:15] been very successful with that.

[52:16] >>

[52:18] anything we can improve upon?

[52:21] >> you know,

[52:26] I really need to kick the tires a

[52:27] little bit more and looked under

[52:30] the hood to say that. I get

[52:32] to go to our school board meetings

[52:33] quickly and I have presented them

[52:34] all

[52:35] the time. I have not yet been to one

[52:36] of yours, so I'm

[52:37] really curious to see. It looks quite

[52:39] a bit different than ours.

[52:42] just really curious to see

[52:44] the process that has gone on so far

[52:45] and I've heard some things about

[52:51] notifications that have gone out to

[52:52] certain teachers and am curious

[52:53] about what has happened thus far in

[52:54] the process and where you are and

[52:55] when you

[52:56] bring in the legal budget committee.

[52:57] what is already decided

[53:00] and what is the role

[53:02] of the budget committee and finalizing

[53:03] the decisions as constituents that

[53:06] we are?

[53:12] >> were there any other questions

[53:15] or comments?

[53:16] >> no.

[53:18] >> as we said, we have two

[53:21] open positions and four people

[53:24] . Of course, you bring a lot of

[53:27] great skills and we

[53:29] have a lot of other committees and

[53:30] advisory skill? Groups.

[53:33] you are welcome to apply

[53:36] for those. I said this to somebody else

[53:40] earlier, but this is the hardest

[53:42] interview process. We hope you will

[53:43] consider that and

[53:46] our timeline.

[53:47] >> presently,

[53:49] we have been scheduled

[53:52] for action for the

[53:55] two candidates scheduled

[53:56] for march 10th of the meeting and

[53:58] we stay on that schedule

[54:00] and we would notify candidates afterward

[54:05] and for the two candidates collected, there is

[54:07] an on boarding process

[54:08] and we have our first formal meeting

[54:13] , which is an orientation meeting

[54:16] that takes place in late april

[54:17] and the actual legal budget committees

[54:18] with consideration to both budgets

[54:19] that will start

[54:22] in early or mid may.

[54:24] >> fantastic. I have been pulling numbers

[54:29] from the at a glance report cards

[54:30] for the past seven years for my own

[54:31] district

[54:33] budgeting process and I have been

[54:34] doing some comparisons across districts

[54:35] in the metro area and this is just

[54:37] a little ,

[54:40] how are we doing

[54:41] all across the metro area in terms

[54:43] of student change, percentage

[54:46] change of administrators

[54:47] and teachers in our districts and

[54:49] also the staff.

[54:50] staffing ratio comparison is kind

[54:52] of interesting when you look at

[54:55] this, so I was just pulling it

[54:58] from my boss last night.

[55:01] >> thank you very much.

[55:02] >> good to meet you all. >> nice to

[55:04] meet you.

[55:07] >> we have

[55:08] completed our interviews. The next step

[55:10] would be

[55:13] consider the candidates

[55:16] and I will speak to director

[55:19] .

[55:22] provide her

[55:25] feedback and send

[55:29] cranston's topic of choices and I

[55:30] would suggest you rank them one and

[55:34] two .

[55:40] is there anything else?

[55:46] legal budget committee

[55:49] at 5:43.

[55:51] >> for our captioner, we will begin

[55:52] the regular board meeting

[55:55] at 6:00.

[1:12:36] >>

[1:12:39] call the school board into session

[1:12:40] at

[1:12:42] 6:00 p.m. Let's see here.

[1:12:45] we will begin with

[1:12:48] welcome and comments from staff

[1:12:51] , learning in lake oswego, world

[1:12:54] language.

[1:13:18] >> we have three students

[1:13:21] here today and

[1:13:24] we have from

[1:13:27] middle school and alice from

[1:13:30] hi. They will talk about their expense

[1:13:32] with world language and learning.

[1:13:34] >> thank you

[1:13:36] for having me here today. Over the

[1:13:37] past six years, I

[1:13:40] have had --I love learning

[1:13:41] language and learning spanish at palisades.

[1:13:46] this year, we have been doing

[1:13:49] each session

[1:13:50] . During language, we do english spanish

[1:13:52] english spanish, so we can

[1:13:54] work on both languages and get the

[1:13:56] techniques done. We have been doing

[1:13:58] a lot of writing

[1:14:01] . For example, a

[1:14:03] couple of months ago, we wrote a short story

[1:14:05] and our teacher led us through each

[1:14:07] step and checked

[1:14:08] the draft and give us tips that were

[1:14:10] helpful when doing it and

[1:14:12] we wrote in english, so we could's practice

[1:14:16] , then we wrote in spanish,

[1:14:19] so we could also do that. And to

[1:14:22] get better. Also,

[1:14:23] another thing that I like doing was

[1:14:28] last

[1:14:29] year in fourth grade, we would read

[1:14:30] a story, then we would sometimes do

[1:14:31] a project after reread

[1:14:32] the story, so it was more fun and

[1:14:34] we did things like that once

[1:14:37] we at it at a play in groups

[1:14:40] after we read the story

[1:14:43] and we presented to the whole class

[1:14:46] and I like doing that a lot.

[1:14:47] one more thing that I liked doing

[1:14:49] was at the end of the day, we

[1:14:52] had something called reading groups.

[1:14:55] we would

[1:14:56] get in groups based on the level of

[1:14:58] reading in spanish and we read

[1:15:01] a book , then we

[1:15:02] answer questions about it and discuss it

[1:15:04] in the group. At the

[1:15:07] end, we present and make

[1:15:10] a presentation using a video

[1:15:11] or poster or something like that,

[1:15:13] then we

[1:15:18] get to the class and I like doing

[1:15:19] that personally, so that it

[1:15:22] motivates me to want to learn

[1:15:23] that stuff. I have had a really good

[1:15:25] experience at palisades. Thanks

[1:15:28] for listening.

[1:15:29] >>

[1:15:31] [ applause ]

[1:15:37] >> thank you so much for having me.

[1:15:40] I joined the spanish community

[1:15:43] this

[1:15:44] year as an eighth grader and I tested

[1:15:46] in the emergent last year through

[1:15:47] taking the test where my average score

[1:15:49] was a

[1:15:52] 4. After half a year,

[1:15:53] and bumped my average score to a 6.5

[1:15:55] ,

[1:15:56] which means I can receive my seal

[1:15:58] of biliteracy this year ,

[1:15:59] which marks me as officially bilingual.

[1:16:01] it

[1:16:02] has allowed me to make so many connections

[1:16:04] through my friends.

[1:16:09] it seemed daunting at first to join

[1:16:10] a community where

[1:16:11] so many kids have been together since

[1:16:12] kindergarten or even earlier learning

[1:16:13] a language,

[1:16:16] but this year I have

[1:16:17] been able to make so many friends

[1:16:19] through the community,

[1:16:23] which has been incredibly positive

[1:16:25] for me seeing as I only came to this

[1:16:26] district

[1:16:28] last year .

[1:16:30] it has allowed me to make a lot of

[1:16:31] connections and engage in activities

[1:16:32] outside

[1:16:34] of school. My entire team

[1:16:35] from this year was formed by children

[1:16:37] from spanish immersion in my grade

[1:16:39] . We do a lot of things in spanish

[1:16:40] immersion and

[1:16:43] my favorite is

[1:16:44] spanish immersion social studies,

[1:16:45] because it takes a class that I normally

[1:16:46] wouldn't find challenging and

[1:16:49] adds an extra layer to

[1:16:51] where I can learn a new language and

[1:16:52] engage with peers in

[1:16:55] that language. We write essays and

[1:16:56] learn about

[1:16:58] social studies, which allows me

[1:17:00] to stay on track with other friends

[1:17:01] who aren't in spanish

[1:17:02] immersion throughout the curriculum

[1:17:04] ,

[1:17:05] but also challenged me and teach me

[1:17:07] a new language. Thank you.

[1:17:13] >> thank you

[1:17:15] all so much for having me, as well.

[1:17:19] I am currently in ap spanish. This

[1:17:20] is

[1:17:22] my fifth year and

[1:17:25] I think spanish is so valuable

[1:17:28] and I think it's even

[1:17:30] more valuable to me and I'm very interested

[1:17:31] in international relations

[1:17:34] and I think now more than ever ensuring

[1:17:35] that students

[1:17:37] have access to his

[1:17:39] incredibly important and I think learning

[1:17:40] spanish allows that

[1:17:43] to happen.

[1:17:45] we learn spanish through a lens of

[1:17:46] cultural learning first where

[1:17:49] we engage with cultural material

[1:17:52] and perspectives that are different

[1:17:53] from ours,

[1:17:54] which can seem so far away from us.

[1:17:55] for example, to

[1:17:58] recognize black history month

[1:18:02] experience in latin america, which

[1:18:04] has been so valuable to me

[1:18:07] and it is something

[1:18:08] that I can recognize would not have

[1:18:09] learned otherwise if it weren't for

[1:18:10] that class.

[1:18:16] we are also vulnerable and it's something

[1:18:18] we are learning for the first time

[1:18:22] . You develop the

[1:18:23] skills and a new language altogether,

[1:18:25] so we have to recognize that we not

[1:18:26] going to do

[1:18:28] it perfectly.

[1:18:31] taking through every single one of

[1:18:32] those

[1:18:33] classes and I develop first and foremost

[1:18:34] in my spanish classes.

[1:18:43] >> you are also

[1:18:44] very well spoken and it's clear that

[1:18:46] you are spending a lot of time communicating

[1:18:47] so well in

[1:18:49] english and I'm sure in spanish, as well.

[1:18:58] >> any of you intend

[1:19:01] on pursuing language in college?

[1:19:04] >> I want to keep doing it and

[1:19:07] learn more

[1:19:10] and go to places and speak a lot of spanish.

[1:19:18] >> I would love to continue spanish in

[1:19:19] college, especially since by the end

[1:19:20] of

[1:19:21] high school I will have enough credits

[1:19:22] to minor in spanish at a college I

[1:19:23] choose

[1:19:25] to go to because of the

[1:19:27] amount of classes I will be able to take

[1:19:28] starting with spanish four

[1:19:32] next year and ap spanish

[1:19:35] . I think that allows me

[1:19:36] to create a broader idea for what

[1:19:38] I will

[1:19:41] do in college.

[1:19:45] >> very similar experience. I had

[1:19:46] an opportunity to gain so many credits

[1:19:48] by take spanish classes from spanish

[1:19:50] three to ap spanish

[1:19:57] . I take it would be a great opportunity to

[1:19:59] continue my learning and not

[1:20:01] lose all of this work I put in.

[1:20:02] >>

[1:20:03] good luck to all of

[1:20:05] you. You are very impressive.

[1:20:14] >> [ applause ]

[1:20:17] >> we will now

[1:20:19] move on . Before I go on, I do want

[1:20:20] to

[1:20:23] note that director

[1:20:26] and will move on to comments.

[1:20:29] we do have some comments.

[1:20:32] we have some

[1:20:34] --I will just read off the names for

[1:20:35] the individuals

[1:20:38] who have written testimony.

[1:20:40] there are a number of people who submitted

[1:20:43] testimony in support of music or performing

[1:20:47] arts programs.

[1:20:50] apologies if I miss pronounce

[1:20:53] her name.

[1:20:56] and hadley, emily child,

[1:20:59] elaine, brookline ,

[1:21:02] ted cranes, sarah,

[1:21:05] sarah lindley

[1:21:11] and kiersten.

[1:21:13] three people submitted testimony regarding it.

[1:21:23] >> we have now some people

[1:21:26] for in person testimony

[1:21:29] . I will call you out

[1:21:35] and we will start with henry.

[1:21:47] >>

[1:21:49] hello. My name is henry. I am a junior

[1:21:53] at lake oswego high school and I'm

[1:21:54] here

[1:21:55] to talk about the impact that the

[1:21:57] lohs program has had on me throughout

[1:21:59] my high school experience.

[1:22:01] I joined last year when I was a sophomore.

[1:22:11] I did it anyway and

[1:22:13] I was placed in what our school calls

[1:22:14] laker choir,

[1:22:17] which is our beginning choir.

[1:22:20] I knew no one going into and have

[1:22:23] no idea what to expect. Little did

[1:22:24] I

[1:22:25] know that it would be the best choice

[1:22:26] in my life and one

[1:22:27] of my favorite classes that I will

[1:22:29] ever take. While it was difficult,

[1:22:31] having fewer in music was a great entry

[1:22:32] to me and

[1:22:35] talked about ground zero.

[1:22:41] I probably would have dropped

[1:22:44] the class.

[1:22:47] that would impact my life so significantly.

[1:22:50] I met some of my

[1:22:51] favorite people and best friends from

[1:22:52] choir that I otherwise would have

[1:22:53] never met.

[1:22:59] from all of that preparation, I was able

[1:23:01] to join a cappella and I was just

[1:23:05] in passion for music there was

[1:23:08] and

[1:23:10] I didn't know people were so into

[1:23:11] music

[1:23:13] like that. That year, we went on to play

[1:23:14] in

[1:23:17] the a cappella set and it

[1:23:20] was just beautiful.

[1:23:23] that would have

[1:23:24] been something possible without having

[1:23:25] each and every one of us going through

[1:23:26] different stages.

[1:23:32] on top of being a cappella, I was

[1:23:33] a

[1:23:34] department assistant for this year's

[1:23:35] choir and it was a

[1:23:38] --crazy to see the spark

[1:23:41] in young people and the passion that

[1:23:42] they

[1:23:43] get for music . It would be devastating

[1:23:44] to see that be

[1:23:47] taken away. Overall,

[1:23:50] a family and a place to feel and it

[1:23:51] gets school

[1:23:53] and where I found where I was

[1:23:59] .

[1:24:02] >> [ applause ]

[1:24:14] >> hello.

[1:24:17] I'm a soft bar here

[1:24:20] at lohs and I'm here to express my

[1:24:23] concern

[1:24:28] affecting our choir programs but as

[1:24:29] a student involved in different choir

[1:24:30] classes,

[1:24:31] I have experienced the value and importance

[1:24:32] of our program.

[1:24:35] not just for me, but the countless

[1:24:36] students who participate

[1:24:38] every year. When I

[1:24:40] first started, I was someone who primarily

[1:24:41] focused on ap classes with rigorous classwork

[1:24:44] as that is what what the culture

[1:24:47] told us to do. I

[1:24:49] believe that electorates were fillers

[1:24:50] and something that

[1:24:52] was extra and didn't matter in the

[1:24:53] long run. As I pushed

[1:24:56] myself academically,

[1:24:58] I realized that hard classes and burying

[1:24:59] myself in books did it mean

[1:25:01] that I would have a productive future

[1:25:02] if I didn't have something I loved

[1:25:03] in

[1:25:04] my schedule and pushed me to keep

[1:25:05] going every day

[1:25:12] being both my motivation and balance

[1:25:14] for my life at lohs. The way we should

[1:25:15] view classes

[1:25:16] is not just another elective with

[1:25:17] a certain number of students signed

[1:25:18] up for each

[1:25:19] class, but a program that helps build student

[1:25:20] skills and confidence. Each level

[1:25:21] introducing

[1:25:23] kids to music leading them for

[1:25:26] intermediate choir all the way to

[1:25:27] a cappella

[1:25:28] experiencing the most dynamic and asked

[1:25:35] advanced pieces. A select group of

[1:25:36] students who have

[1:25:37] a profound passion for this beautiful program.

[1:25:39] although it's

[1:25:40] a group of smaller numbers, we shouldn't

[1:25:42] view it as a burst, but

[1:25:44] as skill. It is almost as if telling

[1:25:45] a child

[1:25:46] with no football experience jumped

[1:25:48] straight into the nfl.

[1:25:51] it is unrealistic and unfair.

[1:25:53] the different classes providing valuable

[1:25:55] opportunities to grow, it can lead

[1:25:57] to some

[1:26:00] feeling disengaged or bored and others overwhelmed.

[1:26:02] beyond skill building, peer support

[1:26:06] a tightknit

[1:26:07] community that is diverse and rare

[1:26:09] too many electives here.

[1:26:13] we have artist to athletes to mathematicians

[1:26:14] and scientists and a community that rings

[1:26:16] communities together based on different

[1:26:18] interest instead of pushing

[1:26:19] them away to one hobby and academic

[1:26:24] interest classes

[1:26:27] clashes with

[1:26:28] another. I urge you to consider these

[1:26:30] cuts as

[1:26:33] more

[1:26:34] than just a class, but a home for

[1:26:36] me and my peers. Thank you for your

[1:26:39] time and consideration.

[1:26:48] >> I'm a senior at

[1:26:51] lohs and I have been in choir

[1:26:54] for all four

[1:26:55] years. It is a unique environment

[1:26:57] and always has been.

[1:27:00] my days are filled

[1:27:01] with tense classes and impending doom

[1:27:02] for the next test I take and preparing

[1:27:03] for the next

[1:27:04] challenge ready to rear its ugly head.

[1:27:05] within the difficult and trying environment

[1:27:09] is

[1:27:10] a rare bubble of choir. I savable,

[1:27:11] because it feels like I have walked

[1:27:12] into a

[1:27:15] different world.

[1:27:18] our teacher has taken this

[1:27:21] room into a safe

[1:27:22] and engaging space to create beautiful

[1:27:24] music. Some say best in

[1:27:27] the state.

[1:27:29] it is clear how much he puts to not

[1:27:30] only the

[1:27:31] musical side of the program, but the

[1:27:33] community. Through my four years in

[1:27:34] choir,

[1:27:35] I have been a member of three, but

[1:27:36] the one I would like to focus on

[1:27:38] as some have focused on was choir

[1:27:39] and a group of

[1:27:42] all ages. This is a

[1:27:45] small class and for

[1:27:46] a freshman like me back in 2021 out

[1:27:48] of covid,

[1:27:50] I wouldn't have been ready for anything else.

[1:27:54] it was

[1:27:55] very scary to walk back into a choir room

[1:27:57] and I had no idea what to expect.

[1:27:58] this

[1:28:00] was not imperative for my

[1:28:01] growth as a singer, but interesting to

[1:28:03] the

[1:28:04] community of lohs and meeting amazing

[1:28:06] people. I find

[1:28:08] myself grateful for this 12 person

[1:28:09] group and it was inspiring to watch

[1:28:12] our improvement and growth. I have completely

[1:28:15] bonded with success and truly believe

[1:28:17] that every woman she spent with the

[1:28:18] class of any size

[1:28:20] is important not just our a cappella

[1:28:21] choir. Without

[1:28:24] smaller classes

[1:28:25] , connection, learning and growth

[1:28:27] is lost. The things we learn

[1:28:30] translates directly to things that

[1:28:31] succeed in

[1:28:33] the larger mixed voice choirs.

[1:28:38] increasing success over the last three years.

[1:28:39] I understand

[1:28:44] results-based analysis and sing success

[1:28:45] over the past

[1:28:48] few years, I

[1:28:49] needed to understand that this was

[1:28:50] not random or lucky, but a long-term

[1:28:51] vision and

[1:28:53] goal behind community building, understanding

[1:28:54] and connection between every single

[1:28:55] student of

[1:28:57] our program that led to the

[1:28:59] second-place finish out of 2024 osa competition.

[1:29:03] impressive growth within myself

[1:29:06] and choir and a koran

[1:29:09] social level. There is something

[1:29:11] beautiful happening every single day

[1:29:15] and hour

[1:29:18] and we would be wrecking

[1:29:19] the safe space for so many valuable

[1:29:20] citizens, students and pioneers of

[1:29:21] our community.

[1:29:24] thank you.

[1:29:35] >> my name is dylan and I'm a junior at

[1:29:41] lake oswego high school and I have

[1:29:42] been in choir since my

[1:29:43] freshman year at lohs. I did it all

[1:29:45] throughout middle school and

[1:29:47] understand how much it would grow

[1:29:48] until I got to the choir.

[1:29:51] I joined our choir freshman year

[1:29:54] and lasted me

[1:29:55] throughout choir and I wouldn't think

[1:29:57] our lives have

[1:30:03] been met or intertwined if

[1:30:04] it wasn't for the class. Travel choir

[1:30:06] was eye-opening to me when I was able to

[1:30:07] sit at

[1:30:08] our first concert and watch perform

[1:30:11] . I remember they had a piece. I don't

[1:30:12] remember what it was called,

[1:30:14] but they are all in bright colors

[1:30:15] and seeing these older groups such

[1:30:16] as

[1:30:17] a cappella was so inspiring and made

[1:30:18] me know that I wanted

[1:30:20] to stay and work my way up to the

[1:30:21] most advanced choir

[1:30:24] . This year is my junior year and

[1:30:25] I'm part of

[1:30:26] an a cappella, which I'm infinitely

[1:30:27] grateful for.

[1:30:31] my sophomore year, emitted into choir,

[1:30:33] which was one of the best things that

[1:30:34] could've happened. I

[1:30:36] spent a lot of time working on

[1:30:39] learning music

[1:30:40] theory, rhythms and sight reading

[1:30:41] that helped me prepare and audition

[1:30:42] and make my way into

[1:30:45] a cappella . Each year, my experience

[1:30:46] has been

[1:30:47] unique and helped me grow in its own

[1:30:48] individual way. Freshman year, I was

[1:30:51] soft-spoken and

[1:30:54] was not able to try out

[1:30:56] for a solo without breaking down from

[1:30:57] anxiety and I wasn't able to talk

[1:30:58] in class.

[1:30:59] I would never have been here and I

[1:31:00] owe that to choir.

[1:31:03] by the end of my sophomore year, I

[1:31:04] tried out for solos

[1:31:05] and I was in a small group that performed

[1:31:06] at our end of your concert as

[1:31:08] part of our one of our mash ups, which

[1:31:09] was a fun song

[1:31:12] to sing.

[1:31:14] I learned skills from that small and

[1:31:15] supportive choir and I don't remember

[1:31:16] how small,

[1:31:17] but smaller than a cappella this year

[1:31:19] and both experiences have

[1:31:22] helped me grow an insane amount.

[1:31:27] I believe that choir is not only there

[1:31:28] to teach someone there music

[1:31:29] theory, rhythm or sight reading. It

[1:31:31] is able to

[1:31:35] help social skills immensely and I

[1:31:36] can't help but feel that this is my

[1:31:37] favorite place

[1:31:38] at school and one of the places that

[1:31:39] feels most like home even though it's

[1:31:41] at school, which I don't look forward

[1:31:43] to most days.

[1:31:48] I know d.a. For travel choir and watch

[1:31:49] the young and small choir

[1:31:50] improve on music makes me realize

[1:31:51] how important that your was. That

[1:31:52] is the importance

[1:31:54] of different levels of choir depending

[1:31:55] on readiness and skill

[1:31:56] set. There is a place for everyone

[1:31:58] in choir

[1:32:04] . I

[1:32:05] am forever grateful for the memories

[1:32:06] I made throughout the years, including

[1:32:07] my trips, retreats and every

[1:32:08] concert that has been special and

[1:32:09] inspirational. Each year has been

[1:32:10] an experience I will never

[1:32:11] forget. I hope in a few minutes that

[1:32:13] you are able to see how much

[1:32:14] the choir can impact one student and

[1:32:16] how much it has the potential to

[1:32:19] impact others.

[1:32:20] >> [ applause ]

[1:32:28] >> hello.

[1:32:30] it's a little more nerve-racking right here.

[1:32:33] my name is claire and I'm a senior at

[1:32:37] lohs. I have done choir

[1:32:38] all four years and before middle school,

[1:32:40] too.

[1:32:43] I have

[1:32:44] been part of four requires pretty

[1:32:45] trouble, bel canto, a cappella and

[1:32:47] I guess this year I'm doing dollies,

[1:32:49] which is a four person quartet

[1:32:52] of girls

[1:32:55] and windjammers.

[1:32:58] like my other classmates,

[1:33:01] I want to let you

[1:33:02] know how crucial it is for the success

[1:33:04] in the whole program. Choir is a

[1:33:07] collaborative thing

[1:33:12] and it's a lot about trust and trusting

[1:33:13] yourself and

[1:33:14] others and feeling comfortable making

[1:33:15] mistakes and learning from those mistakes.

[1:33:19] the smaller tightknit

[1:33:22] groups, it's easier

[1:33:23] to get to know people. She gets to

[1:33:25] know you and without

[1:33:27] the bonds created in those early classes,

[1:33:31] it's

[1:33:33] so crucial to the success of a cappella.

[1:33:34] it's not even funny.

[1:33:37] next weekend, I

[1:33:38] think you forgot to set the timer

[1:33:40] by the way. I'll

[1:33:43] keep it short. Next weekend

[1:33:46] , the windjammers

[1:33:49] will be splitting up and going

[1:33:52] to all mea district

[1:33:55] competition and

[1:33:57] I will let you know that I'm not worried about

[1:34:01] our success at all.

[1:34:02] I think we will do really well, because

[1:34:04] I know my classmates

[1:34:06] so well and we have worked together

[1:34:07] since freshman year

[1:34:08] and I trust them to do well. They

[1:34:09] make me feel comfortable to bring

[1:34:10] my best

[1:34:13] every day. I

[1:34:14] have been with them since freshman

[1:34:16] year, so it's an easy place

[1:34:19] to succeed

[1:34:21] and at the competition, she will be

[1:34:22] connecting us and it's all on

[1:34:24] our own. It is this foundation that

[1:34:25] we have been

[1:34:26] building since freshman year and it's

[1:34:28] so important, because

[1:34:34] we wouldn't be building

[1:34:35] these communities or relationships

[1:34:36] with each other and wouldn't be trusting

[1:34:37] ourselves to come in together

[1:34:40] or to sing well together.

[1:34:44] every piece of the choir program is

[1:34:46] important and I learned so much from

[1:34:49] my time

[1:34:51] in the trouble choir and bel canto.

[1:34:52] I've made some

[1:34:53] friends and creating the success in

[1:34:55] a cappella and I don't think we

[1:34:56] would be as successful as a choir

[1:34:58] without these younger choirs.

[1:35:01] thank you so much for listening to

[1:35:02] us

[1:35:04] today. We really appreciate it.

[1:35:07] >> [ applause ]

[1:35:12] >> now, for something completely different,

[1:35:13] we have kelsey.

[1:35:21] >> there are two of us and you can

[1:35:22] boot me if you want

[1:35:25] to, but --okay. Good.

[1:35:28] go.

[1:35:29] >>

[1:35:30] my name is kelsey and I'm a parent

[1:35:31] of three boys

[1:35:34] entering the lake oswego school district

[1:35:35] and

[1:35:37] I'm very excited to be here .

[1:35:40] I'm here to talk about the bond measure

[1:35:41] and

[1:35:42] the goal for me is to get it passed.

[1:35:43] the first issue I see is

[1:35:46] that your website indicates

[1:35:48] very low approval for the past funds

[1:35:52] in the first phase has 59%

[1:35:55] and phase two indicated 54%

[1:35:58] and phase three ,

[1:36:01] I think you'll have a razor thin margin

[1:36:02] on

[1:36:04] this one.

[1:36:06] one, because of the post-pandemic

[1:36:07] world that changes in the

[1:36:09] federal of what's going on at the

[1:36:10] federal level. Of course, inflation

[1:36:11] and

[1:36:13] tax coming.

[1:36:15] we also have a boater issue and challenge.

[1:36:18] the south side of the lake has had

[1:36:19] their schools improve and we

[1:36:21] have that are likely maybe not voting

[1:36:22] for it

[1:36:28] , so

[1:36:30] we really have to get the community

[1:36:31] to rally together, which brings me

[1:36:32] to the second

[1:36:33] issue, which is the fact that there

[1:36:34] is a choice between updating school

[1:36:35] versus lake grove

[1:36:36] with the cost of lake grove being

[1:36:40] 40 million more in bond funding,

[1:36:43] which is not

[1:36:45] financially responsible from my perspective

[1:36:49] and I know a lot of voters are voting

[1:36:50] no based

[1:36:51] on that . Your job is elected board

[1:36:52] officials is

[1:36:55] to be funding of the money

[1:36:57] to ensure that these schools get filled.

[1:37:01] these schools are in different

[1:37:05] desperate need of upgrades. This is

[1:37:07] not a turf war and I'm not here to

[1:37:08] argue

[1:37:09] neighborhoods, but just numbers on paper

[1:37:10] and this board is making

[1:37:13] a bad decision

[1:37:16] to update

[1:37:17] and unsympathetic to the parents.

[1:37:19] I am.

[1:37:23] I think it's when the

[1:37:26] school was shut down.

[1:37:27] I'm here today to talk about the tax

[1:37:29] of that assessment.

[1:37:32] >> a chair

[1:37:34] of the neighborhood association and

[1:37:38] did a presentation and we had

[1:37:41] several people

[1:37:43] bring up things from the community

[1:37:44] that were not

[1:37:45] board members. One of those that you

[1:37:47] mean to say that we

[1:37:50] could have --it could be

[1:37:53] $40 million less

[1:37:55] if we didn't do lake grove and we

[1:37:56] just did

[1:37:59] the repair, so

[1:38:03] I asked tony for some information

[1:38:05] and exact numbers

[1:38:08] and he was

[1:38:11] not able to get back to me.

[1:38:14] I

[1:38:15] am very community oriented and I am

[1:38:17] chair of the watershed council

[1:38:20] and on the park board and

[1:38:23] I want the bond measure to pass,

[1:38:25] but will we get comments from people,

[1:38:28] $40 million more and if you translate

[1:38:29] that

[1:38:32] into tax return

[1:38:35] property tax,

[1:38:36] then it will be like $250 for the

[1:38:38] 500 thousand dollar home

[1:38:41] evaluation, so

[1:38:44] if it's $1 million,

[1:38:47] it will be the $500

[1:38:49] multiply that times 10 years as someone

[1:38:53] --forest hills will want to pay

[1:38:56] $5000 to fix

[1:38:59] lake grove.

[1:39:01] that is a question to be asked and thank.

[1:39:05] >>

[1:39:10] if you stick around, we will have

[1:39:11] a resolution

[1:39:14] on it.

[1:39:15] >> okay. Sounds good. >>

[1:39:18] that is all of our comments from our

[1:39:20] patrons, so we will move to the

[1:39:23] consent agenda .

[1:39:24] >> I would like to

[1:39:25] make a motion to approve the consent

[1:39:26] agenda

[1:39:29] as presented.

[1:39:30] >>

[1:39:32] is there a second?

[1:39:33] >> thank you, bills.

[1:39:35] all in favor?

[1:39:38] the agenda is approved.

[1:39:41] now, we move on to

[1:39:43] item 5.0 ,, from student representatives

[1:39:47] .

[1:39:50] march is

[1:39:52] women's history month and a time to celebrate

[1:39:57] multiple contributions and enduring

[1:39:58] legacy in our schools and beyond.

[1:40:00] tonight's resolution reflects our

[1:40:02] commitment to acknowledging the valuable

[1:40:05] impact of achievements and

[1:40:08] supporting uplift

[1:40:11] . Did you have something you

[1:40:14] wanted to say, as well?

[1:40:17] >>

[1:40:20] I invited two students from lake ridge

[1:40:23] high school. Lexi

[1:40:26] is a philanthropy director and

[1:40:35] is a leader of

[1:40:36] our period club, so I invited them

[1:40:38] to read the resolution with us and

[1:40:39] share about some

[1:40:40] of their activities.

[1:40:41] >> thank you

[1:40:42] for having us.

[1:40:44] >> would you like us to

[1:40:47] --. Of course. My

[1:40:50] name is kim and I'm a senior at lakeridge

[1:40:53] high school. My club

[1:40:56] --

[1:40:59] basically our mission is to combat against

[1:41:02] menstrual property

[1:41:05] and promote

[1:41:08] menstrual equity.

[1:41:11] also, destigmatize

[1:41:14] periods in our local and

[1:41:17] global community.

[1:41:20] basically, the way that we do that

[1:41:21] is

[1:41:23] we do . Are product drives

[1:41:26] , as well as period

[1:41:29] kit making parties.

[1:41:51] in portland. We are also a chapter

[1:41:53] of

[1:41:55] the period organization which is in port

[1:41:56] land. And

[1:41:58] actually tomorrow we are having a

[1:41:59] guest

[1:42:00] speaker event during lunch. So we

[1:42:03] are going to have two representatives

[1:42:05] come and

[1:42:08] speak about

[1:42:11] how to get

[1:42:13] more involved in menstrual advocacy

[1:42:14] in oregon.

[1:42:15] >>

[1:42:17] and sorry. My name is lexi. I

[1:42:20] am a junior. Me and my best friend

[1:42:23] are directors at lake ridge. We

[1:42:26] are in charge of everything at

[1:42:29] lake ridge including gold week

[1:42:32] and pink week

[1:42:33] that highlights breast cancer awareness

[1:42:34] and pediatric awareness. We planned

[1:42:35] the

[1:42:38] week for that. Our main job is

[1:42:40] blood drives. We host them with red

[1:42:41] cross. We

[1:42:43] have one march 5th if you want to

[1:42:46] donate blood. It is at the lds church. That

[1:42:47] is our

[1:42:50] big

[1:42:53] thing. I am part of abc,

[1:42:56] asb, obviously and alongside that

[1:42:58] I am active in sports and very active

[1:42:59] with trying to

[1:43:01] get people to come to sports, I feel

[1:43:02] that is

[1:43:05] a very big thing in

[1:43:07] our community. Not enough support

[1:43:08] for

[1:43:14] women's sports. I am

[1:43:15] passionate about people to support

[1:43:16] women athletes, cross-country and

[1:43:19] swim that are my favorite sports.

[1:43:20] >>

[1:43:21] we

[1:43:22] do have a resolution. I think we will

[1:43:23] just go around and

[1:43:26] read it and

[1:43:29] maybe you can each read different

[1:43:32] paragraphs and go around.

[1:43:33] >> okay. Want

[1:43:35] to start?

[1:43:36] >> yep. >> where as the

[1:43:37] advocacy

[1:43:38] efforts of the national women's history project

[1:43:41] led to an annual observants

[1:43:43] of women's history month. Which highlights

[1:43:44] the contributions

[1:43:47] of women to events in history and

[1:43:48] contemporary society and celebrated

[1:43:50] during march in the united

[1:43:53] states.

[1:43:54] >> where as women of

[1:43:55] every background have historic contributions

[1:43:56] to growth and strength

[1:43:58] of our society in recorded and unrecorded

[1:43:59] ways

[1:44:00] >>

[1:44:02] where as despite the contributions

[1:44:05] the role of women in

[1:44:07] history has been overlooked in teaching,

[1:44:08] labor, business and other

[1:44:10] sectors

[1:44:11] >> where as the 2025 theme

[1:44:12] for the national

[1:44:14] women's history month is

[1:44:16] moving forward together, women educating

[1:44:17] and inspiring generations which highlights

[1:44:20] the essential role of women

[1:44:23] in education and mentorship

[1:44:25] and how they inspire future generations

[1:44:26] to inspire future change.

[1:44:27] >>

[1:44:29] where as women have been leaders in

[1:44:30] not

[1:44:31] only securing their own rights of

[1:44:35] suffrage and exactly

[1:44:38] opportunity but also in the

[1:44:40] movement, emancipation movement, disabilities

[1:44:41] movement and the modern

[1:44:43] civil rights movement.

[1:44:44] >> where as

[1:44:45] for

[1:44:47] generations women resolved conflicts

[1:44:48] in their

[1:44:50] homes,

[1:44:53] schools, communities and they rejected violence

[1:44:55] as counterproductive and want to establish

[1:44:56] respect, justice and

[1:44:58] reduce conflict as the surest way

[1:44:59] to peace

[1:45:00] >> where

[1:45:02] as this year

[1:45:04] we have seen magnified strength and brilliance

[1:45:05] that

[1:45:07] women have made and the way discrimination

[1:45:08] is part

[1:45:11] of all women's lives. So

[1:45:14] many women, nurses,

[1:45:16] aids, cleaners, grocery workers, doctors,

[1:45:17] agriculture workers, teachers,

[1:45:19] classified staff and more where on

[1:45:23] the frontlines getting us through

[1:45:25] multiple crisis.

[1:45:26] >> where as additional

[1:45:27] education is needed to

[1:45:28] increase the knowledge of all citizens relative

[1:45:29] to contributions

[1:45:32] of women and girls to

[1:45:37] development of education and the larger society.

[1:45:43] >> now, therefore, be it resolve. Lake

[1:45:44] oswego school district will celebrate

[1:45:46] month of march as women's history

[1:45:47] month

[1:45:50] and encourage our public

[1:45:53] schools to infuse instructional learning activities

[1:45:54] to incorporate the contributions

[1:45:56] of women throughout the school year.

[1:45:57] >>

[1:45:58] all right. Thank you very much. [ applause ]

[1:46:11] .

[1:46:12] >> I will

[1:46:14] move to adopt women's history month

[1:46:18] resolution.

[1:46:19] >> I will second. >>

[1:46:21] thank you. All right, all in

[1:46:23] favor. And women's history month resolution

[1:46:30] is adopted. Thank you very

[1:46:31] much. Other comments?

[1:46:32] >> I wanted

[1:46:33] to start off by saying I

[1:46:35] was not able to find any representatives

[1:46:38] for the resolution. But I want to

[1:46:41] say the culture of feminism and women's rights

[1:46:43] is very, very present at lake oswego

[1:46:45] high school. I never had a

[1:46:48] history class where we

[1:46:51] did not talk

[1:46:52] about susan b. Anthony, tubman, wells, parks, all

[1:46:56] of the key figures in the movement

[1:46:57] that

[1:46:58] developed suffrage to what it is today. There

[1:47:00] is

[1:47:02] a general culture of respect and acknowledge

[1:47:03] for women's

[1:47:06] rights throughout history

[1:47:07] throughout the school. In terms of

[1:47:09] students forecasting has

[1:47:12] been the big thing going on. Forecasting

[1:47:13] classes next year. Kids are scrambling

[1:47:15] to see what classes

[1:47:18] they can get who

[1:47:19] signs up first, winner-takes-all. Second

[1:47:21] semester is going strong and

[1:47:24] the most significant thing going

[1:47:27] on currently is tomorrow we

[1:47:30] are hosting an assembly

[1:47:31] for our late teacher mario perry. I

[1:47:33] personally had him

[1:47:35] two years as my history teacher. I

[1:47:36] loved the man. He was

[1:47:37] loved by everybody at the school. We

[1:47:39] all keep him

[1:47:41] in our hearts and our prayers. And

[1:47:42] on

[1:47:44] march 2nd at 2:00 in the auditorium

[1:47:48] there will be a memorial

[1:47:50] service for him as well.

[1:47:51] >> okay. >>

[1:47:52] to

[1:47:54] like kind of fall after what john

[1:47:56] said. I also like agree with, like, the culture

[1:47:57] around women

[1:47:59] and supporting them it is very strong

[1:48:00] at our

[1:48:01] high school. I really love that. Secondly,

[1:48:03] something that I have been hearing

[1:48:06] a lot

[1:48:08] of along with forecasting is concerns

[1:48:09] with what

[1:48:11] classes aren't going to be available

[1:48:12] to take next

[1:48:14] year. People are worried about their teachers

[1:48:15] and like who they

[1:48:17] will not be able to see and take classes

[1:48:18] from. So,

[1:48:20] I know that is a big concern and everyone

[1:48:23] has been talking about it and they

[1:48:26] don't exactly know what is happening. I

[1:48:27] don't either. There

[1:48:29] is just a lot of talk about that and

[1:48:32] people are worried about certain classes that

[1:48:33] are more,

[1:48:35] like, like the choir student said,

[1:48:39] the smaller class sizes that

[1:48:40] are typically smaller and advanced. It

[1:48:42] takes a longer time

[1:48:45] to get to those class es. I

[1:48:47] know people are worried about classes

[1:48:54] like that and those teachers as

[1:48:57] well.

[1:48:58] >> okay, we will go

[1:49:00] on now to our board

[1:49:03] business. We have another

[1:49:06] resolution. It is classified school employees week

[1:49:12] resolution. Classified appreciation week is next

[1:49:18] week.

[1:49:19] >> I was looking around for

[1:49:20] you

[1:49:21] >>

[1:49:22] it is a packed room.

[1:49:23] >>

[1:49:24] I appreciate you.

[1:49:25] >>

[1:49:26] thank you. Thank you. Yes. As we approach

[1:49:27] classified appreciation

[1:49:29] week. An opportunity to come together and

[1:49:30] honor

[1:49:33] the incredible contributions of

[1:49:36] our classified employees and

[1:49:38] their unwavering dedication and hard

[1:49:39] work. Creating a inclusive

[1:49:41] and supportive community for all of us. It

[1:49:42] is with

[1:49:44] deep gratitude I am inviting the board

[1:49:45] to join

[1:49:48] me in reading

[1:49:53] the resolution in their honor. So

[1:49:54] we will

[1:49:56] begin.

[1:49:57] >> where as the education of youth

[1:49:58] is

[1:50:00] essential to the

[1:50:04] future of our community, state, country and

[1:50:09] world and classified employees of

[1:50:11] the backbone of our public education

[1:50:12] system.

[1:50:13] >>

[1:50:15] and, where they

[1:50:18] work directly with students, educators, parents,

[1:50:21] volunteers, business partners

[1:50:22] and community members and.

[1:50:23] >> classified

[1:50:24] employees report the smooth operation

[1:50:25] of offices, safety and maintenance

[1:50:27] of buildings

[1:50:30] and property and

[1:50:32] the safe transportation, healthy nutrition

[1:50:33] and direct construction of

[1:50:36] students and.

[1:50:37] >> where as our

[1:50:39] community depends and

[1:50:40] trusts classified employees to serve

[1:50:42] students and.

[1:50:43] >> I do

[1:50:48] not have access to the document.

[1:50:51] [ laughter ]

[1:50:52] >> where as classified

[1:50:54] employees with their

[1:50:57] diverse talents and true

[1:50:59] dedication nurture students throughout their school

[1:51:00] years

[1:51:01] >> and therefore,

[1:51:03] the end rules, the lake

[1:51:06] oswego school board directors proclaims

[1:51:07] march 3rd

[1:51:09] to 7th, 2025,

[1:51:10] to be classified school employee week and.

[1:51:11] >>

[1:51:12] further resolve that

[1:51:15] the

[1:51:18] lake oswego school board of directors

[1:51:19] encourages

[1:51:20] everyone to join in recognizing the dedication

[1:51:21] and

[1:51:24] hard work of these

[1:51:25] individuals.

[1:51:26] >> all right. Again. Thank

[1:51:28] you for representing. Thank you very much. Thank you. [ applause ]

[1:51:57] [ applause ]

[1:51:58] >> thank

[1:52:00] you.

[1:52:01] >>> we will

[1:52:03] now move on to -- oh, sorry,

[1:52:05] motion to approve the resolution.

[1:52:06] >>

[1:52:07] I move to

[1:52:11] adopt the classified school employees week resolution.

[1:52:15] that mr.

[1:52:18] bills.

[1:52:19] >> second. >> all in

[1:52:21] favor. And that motion and resolution is

[1:52:25] approved

[1:52:26] and adopted.

[1:52:27] >>> I am 6.2. Superintendent's

[1:52:28] update.

[1:52:29] >> members of

[1:52:31] the board. I am

[1:52:34] going to start with

[1:52:35] what we were talking about. I can

[1:52:36] completely understand it is scary

[1:52:37] for

[1:52:38] students and for staff to not know

[1:52:40] what is going on. I

[1:52:43] can say that we started

[1:52:44] our reduction enforce notices to our employees

[1:52:46] in the district. That is

[1:52:49] going to continue over the

[1:52:50] next three weeks along with transfers. So,

[1:52:52] sometimes

[1:52:55] they, we base all of

[1:52:57] our reductions on seniority and so

[1:53:01] sometimes a school has a lot

[1:53:04] of

[1:53:07] new people to their

[1:53:08] team, they might lose too many so

[1:53:10] they will transfer them to

[1:53:12] another school to get it covered t.

[1:53:13] is

[1:53:14] confusing and it takes a long time

[1:53:16] to get through

[1:53:17] it. We want individual conversations with

[1:53:19] every person that is affected

[1:53:20] and make sure that they understand

[1:53:22] their recall rights. What

[1:53:24] happens when you are reduction enforced

[1:53:25] there

[1:53:28] are for 27 months you can get

[1:53:29] your job back if someone retires,

[1:53:31] leaves, moves, we want to

[1:53:33] make sure we can explain everything

[1:53:34] to everyone. Those things will be

[1:53:37] more public I think in the next few

[1:53:39] weeks. Obviously we want to have the conversations

[1:53:42] with the people being affected first. I would

[1:53:46] also want to stay I am still

[1:53:47] very worried about the state's budget

[1:53:52] and what is going to happen with

[1:53:55] that there are a lot of unknowns

[1:53:56] with the federal government and budgets

[1:53:58] that people count on if

[1:54:00] we don't have it any more can effect

[1:54:04] us in education. I

[1:54:05] am worried about that. John wallin

[1:54:07] and I will

[1:54:08] meet with senator. We were invited

[1:54:10] to come

[1:54:11] down and discuss our particular situation here

[1:54:13] in lake oswego with him. I am

[1:54:15] looking forward to that. I also want

[1:54:16] to thank the

[1:54:19] whole community who written letters

[1:54:20] to our legislatures and talked about

[1:54:22] additional funding

[1:54:23] for not only education but special education. Keep

[1:54:25] those letters coming in. I think

[1:54:28] they make a big difference and I

[1:54:31] appreciate it. Then I want to

[1:54:34] go

[1:54:35] to charter schools house bill 3024. Requires

[1:54:37] me

[1:54:39] twice a year to talk about students

[1:54:40] going to charter schools in

[1:54:43] you have over

[1:54:44] 3% of your student population and trying

[1:54:46] to go

[1:54:47] to charter school you can deny them

[1:54:49] access. We do not

[1:54:51] have that. We have about 80 students

[1:54:52] it is a

[1:54:54] little over 1% of our population. Does

[1:54:55] not really

[1:54:57] effect us. And remember the numbers

[1:54:58] are only

[1:55:01] good as people reporting

[1:55:03] to us. It may be off, either way.

[1:55:04] >>> we have this

[1:55:07] weekend we had a ton of

[1:55:10] weekend events. Really fun ones,

[1:55:13] actually. The black student

[1:55:15] union festival on saturday and then

[1:55:16] western heritage on sunday. Both of

[1:55:19] the events were so fun. I really

[1:55:21] enjoy today and so did skat. Sometimes

[1:55:22] he

[1:55:25] gets to go to things and he does

[1:55:28] not know. He loves

[1:55:31] these ones. Food, booze, music,

[1:55:34] guest speakers. It was

[1:55:36] really, really well done. The black

[1:55:37] student unions, snell, who you

[1:55:40] all know, did a great job planning

[1:55:43] that

[1:55:45] event. It was in, she worked with

[1:55:46] the --we

[1:55:48] had other students there from another

[1:55:49] school and different adults. So that was

[1:55:50] fun

[1:55:52] to have a

[1:55:55] lot of people there. It was

[1:55:58] great. Then they had traditional

[1:55:59] indian dancing, irish dancing. Lots

[1:56:01] of food. It

[1:56:04] was just, there were kids everywhere. It

[1:56:06] was downpouring outside and all of

[1:56:07] these

[1:56:08] people having a blast. Fun. Great

[1:56:10] job to everyone

[1:56:12] who helped plan all of those. Performing

[1:56:16] arts

[1:56:19] we do

[1:56:22] have a musical coming up february 28th-marchth

[1:56:25] 8. They are fantastic. Please

[1:56:28] go to them. I think you are

[1:56:29] going --march 8th. They are fantastic. I

[1:56:31] think

[1:56:34] you are going to

[1:56:36] love it. Another february 27th, 28 and

[1:56:37] two shows

[1:56:39] on march 1st. If you are looking for

[1:56:40] something to

[1:56:43] do, be amazed by our

[1:56:44] student performers. A lot of them

[1:56:46] are in choir and use

[1:56:49] those skills to

[1:56:51] perform and to entertain the community. Construction. A

[1:56:52] ton of construction

[1:56:54] going on all of the time. The first

[1:56:58] one I want to talk about,

[1:57:01] lorac. It is

[1:57:04] not done yet but getting near

[1:57:10] completion.

[1:57:13] it is not done yet. The

[1:57:15] pools are filled with water and that

[1:57:16] is a

[1:57:18] really good sign. Everything is getting

[1:57:19] last minute

[1:57:22] finishes and they are starting up the

[1:57:23] heating systems, the

[1:57:25] plumbing, all of the things they

[1:57:31] need to check to make

[1:57:37] sure and then the review. They need

[1:57:39] to make sure they are safe. That is

[1:57:40] where we are at right now. It

[1:57:43] is going to be soon. We will keep

[1:57:44] you

[1:57:46] posted. There will

[1:57:49] be a

[1:57:51] ribbon cutting at some point. We are

[1:57:52] all excited. Lake oswego

[1:57:55] middle school is going

[1:57:57] as plan. It is ahead of school. If

[1:57:58] you just look

[1:58:00] at it, you definitely can see there

[1:58:01] is a building

[1:58:04] there from country club. The two story

[1:58:06] class room structure topping out. And

[1:58:07] they

[1:58:10] have done so much with concrete

[1:58:13] and masonry and it

[1:58:16] is coming along which is so exciting. Hvac

[1:58:17] upgrades. We

[1:58:19] are trying to get all of it for

[1:58:22] the equipment

[1:58:25] right now for the air-conditioning. So,

[1:58:27] we are anticipating that summer insulation

[1:58:28] to

[1:58:31] make sure those

[1:58:33] things will get cleaned before school

[1:58:34] starting. And hardware and

[1:58:36] part of our ongoing safety and security

[1:58:37] is assessing

[1:58:39] all of the door hardware. Some of

[1:58:40] the doors in

[1:58:42] the older buildings they have different hardware

[1:58:43] to make it

[1:58:46] hard to lock them from the inside. We are

[1:58:49] replacing those. And, right now

[1:58:52] they are doing a complete assessment

[1:58:56] of all in the district.

[1:58:57] >> and

[1:58:58] then our new pool filled pool over

[1:58:59] here, we

[1:59:01] do have a design to convert the pool

[1:59:05] into multiuse space. We are

[1:59:06] really excited about that. It is intended

[1:59:08] to

[1:59:09] decommission a pool, fill it in. Install

[1:59:11] a gym floor

[1:59:13] over the main section of it. We will

[1:59:15] need to get lighting upgrades and

[1:59:17] interior finishes that just to

[1:59:20] make it into a space that we can

[1:59:23] use. And, we also will

[1:59:26] have some repairs to

[1:59:28] the exterior and painting. It is going

[1:59:29] to be a

[1:59:30] larger project. We think we can get

[1:59:32] it in

[1:59:35] a way we can

[1:59:37] use it. Sooner than later.

[1:59:38] >> science

[1:59:39] classrooms. We have round

[1:59:41] two at both of our high schools

[1:59:43] preparing for this summer and the

[1:59:44] contractor is

[1:59:47] on board which makes it

[1:59:50] easier than last year. We

[1:59:52] are excited about that executed efficiently. And

[1:59:53] then

[1:59:55] at the middle school we had the garden

[1:59:56] nearly

[1:59:57] complete. Whether it is finished they will have

[1:59:59] a green lows

[2:00:00] and a learning garden as well. That

[2:00:05] is going to

[2:00:06] be very exciting. Kindergarten. At

[2:00:08] there

[2:00:09] time, 248 kindergartners enrolled

[2:00:10] for next year. Actually we were up

[2:00:14] a little bit from the year

[2:00:16] before. But now we are down. Anybody

[2:00:17] knows

[2:00:20] any

[2:00:26] 5-year-olds out there get

[2:00:29] them enrolled. 59t-k.,

[2:00:32] you have first registered for kindergarten transition. 11th

[2:00:35] through the 14th. A small

[2:00:38] program that allows them to see who

[2:00:40] they will be around and see the building

[2:00:41] I think that

[2:00:44] is nice

[2:00:47] for the transition into

[2:00:49] school. Then lastly we had sro's role

[2:00:50] in immigration

[2:00:52] enforcement. I want to make sure I

[2:00:53] let everybody know that

[2:00:55] I discussed it with the police chief

[2:00:56] and he noted

[2:00:59] to me that state law forbids sros

[2:01:01] any of the officers to help with or

[2:01:04] assist with federal agencies in the enforcement

[2:01:05] of

[2:01:08] immigration law. That is the

[2:01:10] only reason they would be there. To

[2:01:11] make

[2:01:12] sure everybody feels better about

[2:01:14] that. Sro on campus does not

[2:01:17] mean they help ice and take a student

[2:01:20] out of our building. That

[2:01:22] would not happen. That is all.

[2:01:23] >>

[2:01:24] yes.

[2:01:25] >> would you

[2:01:26] remind me how

[2:01:28] we are funding the conversion of the

[2:01:29] pool? What

[2:01:32] size gym are

[2:01:35] we talking about? Full size

[2:01:38] gym.

[2:01:39] >> it should be. Basketball court. You

[2:01:40] can

[2:01:41] put tables in there. It is a big space

[2:01:42] you can use

[2:01:43] it any way you want to. I would say

[2:01:44] big

[2:01:47] use would be as a gym.

[2:01:48] >>

[2:01:50] and how, money?

[2:01:51] >> it is funding. >>

[2:01:52] is

[2:01:53] it part?

[2:01:54] >> it is

[2:01:56] part of a

[2:01:58] bond that happened already. We are

[2:01:59] using the

[2:02:01] floor from lj. Recycled the floor

[2:02:02] to use

[2:02:05] it over here.

[2:02:06] >> that

[2:02:08] is great.

[2:02:09] >> yes. >>

[2:02:11] it is

[2:02:15] sustainable.

[2:02:16] >> any other questions

[2:02:17] for dr. Schiele?

[2:02:18] >>

[2:02:20] a lot going on.

[2:02:21] >>

[2:02:23] can

[2:02:26] we

[2:02:30] get lake oswego middle school done

[2:02:35] --

[2:02:36] >> I think

[2:02:38] the

[2:02:41] pool will

[2:02:44] be next couple months.

[2:02:45] >> let's

[2:02:47] bring mr.

[2:02:50] vandenberg up for the bond development committee

[2:02:53] recommendation.

[2:02:54] >> hi. >> I will

[2:02:58] put this on the list, too. Furniture.

[2:03:02] chair wallin, members of the board

[2:03:03] thank

[2:03:04] you for having me here tonight. I

[2:03:05] am here with members

[2:03:06] of our bond development committee

[2:03:08] that I will have come

[2:03:11] up shortly after I

[2:03:14] give a little context. They

[2:03:17] worked thoughtfully to put together

[2:03:18] these

[2:03:19] recommendations over the last year,

[2:03:20] probably more in some cases. You

[2:03:23] know, we have been having these

[2:03:26] discussions for a very long

[2:03:29] time. So, to start about a decade

[2:03:30] ago we set

[2:03:32] out

[2:03:34] to put together a chairfully planned

[2:03:35] 3-phase program

[2:03:38] to improve

[2:03:41] all of our schools. To create sustainable

[2:03:42] and inspiring spaces

[2:03:44] that support our students as a source

[2:03:45] of pride for

[2:03:46] our entire community. In the beginning

[2:03:47] we were looking at

[2:03:50] our buildings and we knew we had a

[2:03:51] lot to

[2:03:52] do. The buildings had not been touched

[2:03:53] for a very long

[2:03:56] time. We set out to make these improvements

[2:03:59] and replace one of our schools. That

[2:04:01] school was lake ridge middle school. As

[2:04:03] we

[2:04:06] get into our second phase we

[2:04:09] are now looking at our

[2:04:11] third phase. When completed will touch

[2:04:12] every school

[2:04:15] bringing improvements, we are

[2:04:17] tackling the highest priority projects,

[2:04:19] protecting our investment, where necessary, replacing

[2:04:21] outdated buildings that are

[2:04:22] beyond repair with modern designs

[2:04:24] that

[2:04:25] meet the needs of our future generations. So,

[2:04:27] one of the things

[2:04:29] that we have been talking about and

[2:04:30] we heard a lot

[2:04:33] about is why are we looking at a

[2:04:36] bond program when we have these

[2:04:39] budget challenges. It is a fair

[2:04:40] question. The reason is clear. Bond

[2:04:42] funding

[2:04:44] legally restricts us to capitol improvements. These

[2:04:48] are replacing all of the broken

[2:04:50] things in our buildings. Replacing

[2:04:51] facilities and infrastructure needs. They

[2:04:54] can not be

[2:04:56] used for salaries, utilities or other operating

[2:04:57] expenses. However,

[2:05:00] in covering some

[2:05:03] of the larger expenses we

[2:05:06] do

[2:05:09] help operating funds

[2:05:12] for things like technology and infrastructure, major

[2:05:13] repairs. Relieves pressure on the operating

[2:05:15] budget. For example, you

[2:05:18] think about last year's ice

[2:05:21] storm. We closed a school

[2:05:23] for several weeks. We had to relocate

[2:05:25] kids, operating budgets were effected in

[2:05:27] doing so. Protecting our

[2:05:29] schools where we have these more frequent

[2:05:30] weather events is

[2:05:36] important for us as we move

[2:05:39] forward. We don't

[2:05:42] do this alone. Along the

[2:05:45] way we have our citizen

[2:05:47] oversight committees, bond development

[2:05:48] helps

[2:05:50] us, long-range facility planning, all

[2:05:51] community-lead groups help us at

[2:05:54] every step of the way. As we get

[2:05:57] into our programs we have

[2:06:00] oversight both from community as

[2:06:03] well as staff as well

[2:06:06] as outside consultants. We

[2:06:07] have frequent audits that occur. So

[2:06:09] we are, we have

[2:06:11] a strong commitment to our fiscal responsibility. As

[2:06:12] we

[2:06:15] are guided by the school board

[2:06:17] and dedicated citizen committees these

[2:06:19] groups are deeply engaged ensuring

[2:06:21] every step along the

[2:06:23] way aligns with our shared vision. So,

[2:06:24] let's talk

[2:06:27] about what we accomplished so far. Phase

[2:06:29] one is nearly complete. We just talked

[2:06:30] about the last project,

[2:06:32] the pool. It is coming in. We are

[2:06:33] going

[2:06:36] to be swimming

[2:06:39] any day now. But, our flag

[2:06:42] ship project, rebuilt lake ridge

[2:06:45] middle school. You recall they

[2:06:47] had structural issues. Project was

[2:06:48] very

[2:06:51] successful. Replaced

[2:06:54] broken systems throughout the

[2:06:57] district. These

[2:06:59] include mechanical systems, plumbing

[2:07:00] systems, internet, technology, electricity. We

[2:07:02] add invasion spaces at our elementary

[2:07:06] schools as

[2:07:09] well as our middle schools and stem

[2:07:12] and cte classrooms at our

[2:07:14] high schools. We enhanced safety and

[2:07:15] security, provided

[2:07:18] seismic resiliency to all of

[2:07:21] our schools as

[2:07:22] well as additional infrastructure. Phase

[2:07:24] two, come

[2:07:27] is in progress, we completed

[2:07:30] river grove elementary school that

[2:07:31] opened this

[2:07:32] year. To thunderous applause to the neighbors

[2:07:33] that do not have to experience

[2:07:35] the construction anymore but also the

[2:07:36] students able

[2:07:38] to go into their new beautiful elementary

[2:07:39] school,

[2:07:42] our first elementary school that has been

[2:07:43] completely

[2:07:45] replaced

[2:07:48] in quite a long time. Right

[2:07:51] now we are building lake oswego middle

[2:07:52] school. We

[2:07:54] completed our first two phases

[2:07:57] of palisades world language

[2:07:59] school. Complete renovation of the building. As

[2:08:00] we

[2:08:03] proceed we will be

[2:08:05] adding ongoing accessibility to our playgrounds,

[2:08:07] enhancing garden spaces, upgrading

[2:08:09] our science classroom in phase one

[2:08:10] it

[2:08:12] has occurred and

[2:08:15] ongoing safety and security for

[2:08:18] structure updates. Where are we

[2:08:21] in this phase three? We met with

[2:08:24] long-range facility planning that

[2:08:25] starts the basis of

[2:08:26] what we have done and looking out

[2:08:27] what we need to

[2:08:30] do looking out to the next five, 10,

[2:08:33] 15 years. That work was started

[2:08:36] in november of '23. Concluded a year

[2:08:37] later

[2:08:38] in september '24. At which time the

[2:08:39] school adopts the long

[2:08:42] range plan

[2:08:45] and a bond development committee

[2:08:47] is formed. Our bond development committee has been

[2:08:48] at work for

[2:08:53] about a year and completed their recommendations.

[2:08:57] so, our next step is to have

[2:09:00] me invite a

[2:09:03] few of our members up. Courtney,

[2:09:12] andrew

[2:09:21] will join me.

[2:09:22] >> thank you for the

[2:09:25] opportunity to present to you

[2:09:26] our recommendations to the 2025 bond. The

[2:09:28] bond represents the

[2:09:30] final phase of the three-part plan

[2:09:34] and fulfills our commitment to build functioning

[2:09:37] schools to enable our

[2:09:40] students to graduate

[2:09:41] and be career and college ready. The

[2:09:43] bond set to expire this

[2:09:44] year the new measure will replace them

[2:09:46] and there will be

[2:09:48] no tax increase. I hope that is a

[2:09:49] selling

[2:09:51] point and we will now walk you through the

[2:09:55] four categories

[2:09:58] that will complies

[2:10:01] the 2025 bond proposal. We

[2:10:04] start off with

[2:10:06] category one that is essential work. We

[2:10:07] must

[2:10:10] complete priority

[2:10:12] one and two repairs. The report out

[2:10:15] lines itemized list of the projects. Based

[2:10:18] on an update to the facilities condition

[2:10:22] conducted at the beginning

[2:10:24] of this process. The bond will allow

[2:10:28] losd to complete the

[2:10:29] needed large-scale replacements to

[2:10:31] address safety hazards, accessibility

[2:10:32] issues and

[2:10:34] to fix failing infrastructure

[2:10:37] in our schools. This includes items

[2:10:40] such as finished

[2:10:41] roofs, siding, floor coverings, hvac

[2:10:42] systems. With these repairs in place

[2:10:43] the school

[2:10:45] buildings will be able to function

[2:10:47] and help us educate future generations

[2:10:49] for decades to come. It

[2:10:51] is is also our responsibility to do

[2:10:52] everything

[2:10:55] that we can to keep kids safe

[2:10:58] in case of emergencies. So, this

[2:11:00] bond will make our schools safer by

[2:11:01] updating

[2:11:04] out dated fire alarms

[2:11:05] at every school. Strengthening security

[2:11:09] through the insulation of camera,

[2:11:10] door hardware, and secure

[2:11:13] glass. Then I

[2:11:16] will move

[2:11:18] on to category two.

[2:11:19] >> category two. We

[2:11:20] propose

[2:11:24] this, replacing our two oldest elementary

[2:11:31] schools. These new buildings

[2:11:33] like our new junior high and river

[2:11:35] grove will support best practices

[2:11:37] and education. They will include break

[2:11:39] out spaces for small group work, updated

[2:11:42] gym and music spaces and invasion

[2:11:43] labs. As we

[2:11:46] have done with the other new

[2:11:48] buildings and the updates we made

[2:11:49] to

[2:11:52] our current buildings

[2:11:53] we will incorporate sustainable energy-efficient

[2:11:55] design that will realize

[2:11:58] cost saving over time with

[2:12:01] lower energy bills and repair costs. We,

[2:12:04] again, with our new buildings will

[2:12:05] meade immediately occupancy standards

[2:12:07] for seismic safety to keep

[2:12:10] our students safe

[2:12:12] in the event of a catastrophic seismic

[2:12:13] event

[2:12:16] and a place for community to

[2:12:19] gather during an event or emergency. And

[2:12:22] relief to

[2:12:23] the surrounding neighborhoods improving

[2:12:25] parking lots, and traffic

[2:12:28] flow,

[2:12:31] part of the plan as well.

[2:12:32] >> we

[2:12:34] also need to address

[2:12:37] the capacity needs for

[2:12:38] our current programs. There are three

[2:12:40] kind of big parts that we

[2:12:43] are going to look at. The

[2:12:46] first is the career

[2:12:48] and technical education and stem places

[2:12:49] they need

[2:12:52] to be expanded and repurposes to

[2:12:55] provide our students with the essential experiences

[2:12:57] for career and college that we have

[2:12:58] heard so much

[2:13:01] about throughout all of our many meetings. It

[2:13:03] is essential for everybody to have

[2:13:04] something

[2:13:07] that they can take with

[2:13:08] them. Similarly the community transition

[2:13:10] program needs a permanent home that

[2:13:13] is close to work opportunities and

[2:13:14] public transportation so

[2:13:16] they can continue to develop the

[2:13:18] life skills and experience necessary for

[2:13:19] their future success. And

[2:13:22] then finally, we

[2:13:24] will need additional classrooms at palisades

[2:13:25] elementary that was built in

[2:13:28] 1959 to

[2:13:31] meet

[2:13:33] the needs of the current spanish,

[2:13:34] mandrian classes

[2:13:37] needed

[2:13:40] to support a full functioning

[2:13:43] elementary school.

[2:13:44] >> now we

[2:13:46] go to category

[2:13:48] four, consolidating district services. Our

[2:13:49] central office and facilities warehouse

[2:13:52] are in poor condition and not

[2:13:55] equipped to house district wide

[2:13:57] services. The administration building

[2:13:58] in particular was

[2:14:01] bluntly assessed as a high need structure

[2:14:02] in critical

[2:14:04] condition. Currently we are using

[2:14:07] the operating budget to rent

[2:14:13] out space. To address this we propose repurposing

[2:14:16] uplands to have all in one district-owned

[2:14:17] property. Doing

[2:14:19] so will not only

[2:14:20] create greater efficiencies it will save

[2:14:24] the district money in the long-term.

[2:14:25] >>

[2:14:26] I just want

[2:14:29] to add one other point to

[2:14:30] that. 10 years ago, 15 years ago,

[2:14:32] I don't know,

[2:14:35] wherever I first started

[2:14:37] this many, many years ago. Updating

[2:14:38] this

[2:14:39] building and administrative services

[2:14:41] has been on the radar of

[2:14:44] the long-range bond committees

[2:14:47] from the beginning. I think

[2:14:48] we prioritized the education buildings,

[2:14:50] of course we did as

[2:14:52] we continue to do. These offices house

[2:14:53] people

[2:14:56] and infrastructure that are

[2:14:58] critical to the successful functioning

[2:14:59] of our

[2:15:01] district. Combining all in one building will

[2:15:02] enable our

[2:15:05] administrators to serve our

[2:15:06] students more effectively than they

[2:15:08] do already. So, I just

[2:15:11] want to say that. It has

[2:15:13] been on the radar for awhile. And

[2:15:16] needs to be done in this bond.

[2:15:17] >>

[2:15:20] our final slides of

[2:15:22] this. In one pie chart slows the proposed

[2:15:23] allocation of

[2:15:25] the bond funding across all of these priorities

[2:15:26] and

[2:15:28] on behalf of the bond development

[2:15:31] committee I respectfully ask you consider these

[2:15:32] recommendations when crafting the bond

[2:15:35] measure to present to the

[2:15:36] lake oswego voters in november of

[2:15:38] 2025 and we thank

[2:15:41] you for your support for

[2:15:42] this process. I thank you for the

[2:15:44] support for this

[2:15:46] process that you provided for the

[2:15:47] last 10 years and

[2:15:48] we are happy to answer questions.

[2:15:49] >>

[2:15:50] I want to thank you

[2:15:52] in particular for all of your work.

[2:15:53] >>

[2:15:54] thank you.

[2:15:55] >> and all

[2:15:56] of the bonds you have been a critical part

[2:15:57] of it. All

[2:15:59] of you, thank you for serving

[2:16:02] and

[2:16:03] providing such great recommend ations. It

[2:16:05] is challenging and I think you

[2:16:08] crafted a package that,

[2:16:11] you know, for my perspective

[2:16:14] does not increase our taxes for

[2:16:17] our taxpayers, it is

[2:16:19] efficient as mr. Vandenberg pointed

[2:16:20] out. We

[2:16:21] heard about budget issues with our

[2:16:23] operating budget

[2:16:24] but this is a separate issue. However,

[2:16:26] if we do not

[2:16:29] address the things

[2:16:30] that you are talking about with the

[2:16:32] bond we will have to use

[2:16:34] our general fund budget to pay for

[2:16:35] these things. These

[2:16:37] are things that are critical to do

[2:16:38] and

[2:16:44] can only be done in a

[2:16:50] bond. Thank you.

[2:16:51] >> I wanted to

[2:16:53] ask andrew

[2:16:56] and erin. You have been through

[2:16:59] a lot. After going through the

[2:17:02] process did you get what you

[2:17:05] expected?

[2:17:06] >> yeah, I think that

[2:17:08] it has been new, like a fully new experience

[2:17:11] for myself, I was

[2:17:12] on the long range facilities planning. And

[2:17:14] now the bond

[2:17:17] development. It has

[2:17:18] been a really interesting experience

[2:17:20] to go through all of the steps

[2:17:23] and looking at not only what

[2:17:25] we want for neighborhood schools but

[2:17:26] what all of the schools need

[2:17:29] and what we really need to do to kind

[2:17:32] of serve the district as a

[2:17:35] whole. And, I know that there has

[2:17:36] a

[2:17:37] lot of feelings about who, you know, should

[2:17:38] be getting

[2:17:41] what or what is

[2:17:44] the most important piece but

[2:17:46] really I am impressed with how the

[2:17:50] board and other members

[2:17:51] have been open to constructive dialogue. Not

[2:17:53] everyone agreed all of the time but

[2:17:56] we really were

[2:17:59] able to come to a

[2:18:01] good conclusion to get what we could,

[2:18:02] you know, to

[2:18:04] the best of the ability as we did have

[2:18:05] a certain amount

[2:18:07] of funds to really make sure that

[2:18:11] every student is going to be served

[2:18:13] in an efficient way and I think the district

[2:18:14] will be in

[2:18:17] a great place after

[2:18:20] this gets passed and the

[2:18:23] work continues.

[2:18:24] >> I have really valued

[2:18:25] this board throughout the whole process. That

[2:18:26] was the first thing that brought

[2:18:29] me into all of this. The meetings you

[2:18:30] all

[2:18:31] had. The open house that you had,

[2:18:32] the information

[2:18:34] that you shared it was really valuable

[2:18:35] in

[2:18:38] informing my thoughts about this coming

[2:18:39] into

[2:18:41] the bond committee. And the bond

[2:18:44] committee process being as open

[2:18:47] as transparent and communicative

[2:18:50] as

[2:18:52] well. I email a lot. Appreciate you. And,

[2:18:53] it is

[2:18:56] really helpful to have people

[2:18:59] from across different

[2:19:02] parts of our community,

[2:19:03] different geographic areas, different

[2:19:05] interest areas it puts a human face

[2:19:07] on all of this. As we move into the

[2:19:08] next phase to continue to

[2:19:11] put a human face on all of the

[2:19:14] interests will

[2:19:16] be incredibly important as well as

[2:19:17] compromise. I

[2:19:20] think for me as

[2:19:23] a palisades parent it was good to

[2:19:26] see commitments made

[2:19:29] there

[2:19:31] and commitments kept. That was important. And to

[2:19:38] see the stem projects, those have

[2:19:39] been great. And

[2:19:41] it has been good for us. I think our

[2:19:42] recommendations

[2:19:44] are going to be helpful for you

[2:19:46] in deciding what the final project looks like. Of

[2:19:47] course

[2:19:50] that is still down the road. Good

[2:19:51] luck to

[2:19:53] you as you get us to

[2:19:56] the next stage.

[2:19:57] >> we heard some commentary

[2:19:58] this evening I

[2:19:59] know I am getting a lot more

[2:20:01] feedback. Maybe it is my demographic. But

[2:20:02] run

[2:20:05] through a little bit

[2:20:08] of the reasoning for, we heard from the

[2:20:09] group

[2:20:11] this evening

[2:20:12] for another $45 million school. Just,

[2:20:14] run through just a

[2:20:17] little bit of the assessment of what the

[2:20:20] group came to a

[2:20:23] conclusion. On

[2:20:25] why rebuilding two elementary schools?

[2:20:26] >>

[2:20:27] well, I

[2:20:29] think, this community really values

[2:20:30] its neighborhood schools and

[2:20:32] we heard that loud and

[2:20:36] clear from every

[2:20:37] member of the community. Not just

[2:20:43] one particular school. And I think

[2:20:50] there is a value there to have kids

[2:20:54] walk to school, to have the community, it

[2:20:56] is a cohesive thing and we have to

[2:20:57] rebuild

[2:21:00] this building

[2:21:03] that has to

[2:21:06] go and where, even if we

[2:21:07] moved everybody uplands we would have to

[2:21:09] rebuild this building. I am

[2:21:11] not sure it is apples to apples.

[2:21:12] >>

[2:21:15] I will add one thing. From

[2:21:17] a building perspective. I don't like

[2:21:18] to compare

[2:21:20] the buildings necessarily but based on

[2:21:24] the age of the

[2:21:26] building. Lake grove needs to be demolished. It

[2:21:27] will

[2:21:30] not last as long

[2:21:32] as a school like the uplands facility or

[2:21:36] a facility like the

[2:21:37] uplands facility. Regardless, lake

[2:21:39] grove needs

[2:21:41] to be demolished and rebuilt into something. From

[2:21:42] my

[2:21:43] perspective helped really wrap my

[2:21:45] head around why things

[2:21:48] need to happen at each

[2:21:50] of the sites the way they are. I think

[2:21:51] it

[2:21:53] is important to keep that in mind

[2:21:54] for the two oldest schools

[2:21:56] that when you get down into the dirt

[2:21:57] you are

[2:21:58] getting kind of to the point that

[2:22:00] you can not

[2:22:03] take it much

[2:22:04] further without a complete replacement.

[2:22:05] >>

[2:22:06] so, for me,

[2:22:09] I know that this has been widely

[2:22:10] discussed topic about lake grove should

[2:22:12] stay where

[2:22:15] it is or moved. And I

[2:22:18] think that being --I am not only a

[2:22:20] lake grove parent but I grew up in

[2:22:21] lake

[2:22:23] grove. My family lived in lake grove since

[2:22:24] the '70s. My

[2:22:26] kids will not be there anymore. That

[2:22:30] is still an important part of our

[2:22:32] community, having that lake grove

[2:22:33] elementary school. It

[2:22:36] is the, the city was built around

[2:22:38] the school. Addition alley, I think

[2:22:39] there is no other

[2:22:42] place

[2:22:46] in the lake grove neighborhood --

[2:22:48] additionally,

[2:22:50] I think there is no other place in the

[2:22:51] lake

[2:22:53] grove neighborhood to put it. It is

[2:22:54] a gathering

[2:22:56] sight. If that building goes there

[2:22:57] is nowhere to go. My

[2:23:00] hope when the school gets rebuilt

[2:23:01] and

[2:23:03] it is going to be, no doubt

[2:23:06] as amazing as river grove, if there

[2:23:07] is

[2:23:08] an emergency we can work with the

[2:23:09] city and have

[2:23:11] it as an available space. Right now

[2:23:12] there is

[2:23:13] nowhere to go in lake grove. Whether

[2:23:15] we had the ice storm people had

[2:23:18] to figure out

[2:23:21] how to get from lake

[2:23:24] grove to downtown lake oswego for

[2:23:25] a

[2:23:26] warming center. That is not just something people

[2:23:29] can do. Lake grove is a walkable area that

[2:23:32] really if that is an available space

[2:23:33] it is easy

[2:23:36] for everyone to get to. And, you

[2:23:38] know, over by lake ridge, city hall

[2:23:41] has, you know, for downtown lake oswego. I

[2:23:42] just think

[2:23:45] that not only is it important for the

[2:23:47] community as a learning institution

[2:23:50] and neighborhood school that the city was

[2:23:51] built

[2:23:54] around I think it is a huge community

[2:23:55] asset. And I

[2:23:57] think that it is just really important

[2:23:59] that we maintain neighborhood schools and

[2:24:00] have

[2:24:06] that for the community as a

[2:24:09] whole.

[2:24:10] >> I was on

[2:24:11] the committee, too. Something that

[2:24:12] was helpful

[2:24:15] for us in

[2:24:17] our conversations as well was the

[2:24:18] community polling that we did. And

[2:24:21] I think we talked about it in

[2:24:24] our last meeting

[2:24:25] with you. What consistently polled

[2:24:27] the lowest. No offense to you

[2:24:30] guys, but it is

[2:24:33] the admin building. So, if you are

[2:24:34] to knockdown

[2:24:36] an elementary school and you

[2:24:39] want to rally a community around

[2:24:42] a vote, a bond, it is kind of, you know,

[2:24:45] rebuild from the

[2:24:47] ground up an elementary school, a community

[2:24:48] center,

[2:24:51] an emergency hub, all of this

[2:24:54] stuff or rebuild from the ground up similar

[2:24:57] who knows apples

[2:25:00] to apples money. A

[2:25:02] brand-new shiny admin building. I

[2:25:03] don't

[2:25:06] know. Having those, we have the upland building

[2:25:08] for something, I agree that it seems

[2:25:09] like a

[2:25:12] no-brainer to put all of those things

[2:25:13] in all

[2:25:15] one building but that is another

[2:25:17] discussion. The polling, the open

[2:25:18] house information. We

[2:25:21] took all of that stuff into account. We

[2:25:24] had a lot of good conversations around

[2:25:25] it.

[2:25:26] >> yes. >>

[2:25:27] one final

[2:25:30] point

[2:25:33] I was going to say -- [inaudible] one

[2:25:36] of

[2:25:39] the things we looked

[2:25:40] at was geographic spread. The area

[2:25:42] of

[2:25:45] highest need

[2:25:48] it is the lake ridge community. So,

[2:25:54] removing --

[2:25:55] >> I

[2:25:56] should note, too, how we discussed

[2:25:57] all of this. We

[2:26:00] are one part

[2:26:03] in a longer broader process. And,

[2:26:05] as tony mentioned the schools were

[2:26:06] determined to

[2:26:10] be presented to the

[2:26:12] committee as in need of replacement. So,

[2:26:15] you can see this, when you approach

[2:26:18] the matter of do we replace these

[2:26:22] facilities that was taken as

[2:26:24] a give in for this committee. Our

[2:26:25] recommendation

[2:26:28] is based on the assumption that

[2:26:29] both of these will be replaced.

[2:26:30] >>

[2:26:31] thank you very much. And

[2:26:34] I want to say that, you know,

[2:26:37] it is

[2:26:38] a very large piece of property. And

[2:26:40] there is

[2:26:43] potential use for some

[2:26:45] of the other piece of property. And,

[2:26:46] you know,

[2:26:49] I really appreciated tony

[2:26:54] how you opened the presentation with contectualizing

[2:26:55] it

[2:26:58] is a process and

[2:27:01] the making for decades. And

[2:27:03] so that was really helpful and, and

[2:27:04] you know,

[2:27:07] I really, really

[2:27:09] appreciate all of your work. Coming

[2:27:13] together, making, you know,

[2:27:14] having these conversations. And, you

[2:27:16] know, I am excited

[2:27:19] then to look to

[2:27:22] the future

[2:27:25] of getting the bond passed.

[2:27:26] >>

[2:27:28] during the bond process or the bond

[2:27:30] committee process, tony, we moved

[2:27:31] from a

[2:27:34] $220 million bond

[2:27:35] figure to a $235 million bond figure. For

[2:27:37] those that did not

[2:27:39] track it weekly as we did, can you

[2:27:40] talk

[2:27:43] a little bit

[2:27:46] about where that extra $15 million

[2:27:49] it came from and what valves it

[2:27:51] opened up to get programming and projects

[2:27:55] into the

[2:27:56] bond or into the recommendation?

[2:27:57] >>

[2:27:58] yes. Stewart would be able to speak to

[2:28:01] it more than I could but

[2:28:04] as we talked to financial analysts that

[2:28:06] we work with and really honed in on

[2:28:07] the amount

[2:28:09] they were able to provide us with

[2:28:10] a

[2:28:13] more detailed dollar value that we were

[2:28:15] able to achieve. As we achieve that

[2:28:16] knowledge of the amount of

[2:28:19] that we could get to it really

[2:28:21] just kept chipping away at the highest

[2:28:25] priority items

[2:28:28] that we have

[2:28:29] on the evergrowing, never-ending list of

[2:28:31] things. Able

[2:28:34] to put it together in larger projects. Think

[2:28:37] about what they need to

[2:28:40] be and how

[2:28:43] to achieve those items on

[2:28:46] the list and

[2:28:48] be sustainable moving forward.

[2:28:49] >> yes,

[2:28:50] I

[2:28:52] mean

[2:28:54] having sat in the meetings on the

[2:28:55] board, what

[2:28:58] I saw with the extra $15 million it

[2:28:59] avoided the more difficult choices,

[2:29:01] I think, added some

[2:29:03] of the finer points.

[2:29:04] >> yes >> that

[2:29:06] the community was really struggling

[2:29:07] with, competing

[2:29:10] value demands. So I think we

[2:29:13] were fortunate to find

[2:29:15] ourselves in that position. In one

[2:29:16] sense

[2:29:19] doing that hard mental figuring and decision-making

[2:29:22] early to then realize wait

[2:29:24] we can do more than that.

[2:29:25] >> went

[2:29:26] a

[2:29:28] long way to make the recommendation

[2:29:31] capture as much as it does

[2:29:32] >>

[2:29:33] especially around the large projects.

[2:29:34] >>

[2:29:35] yes. It

[2:29:36] solidified that for us.

[2:29:37] >> I have

[2:29:38] to follow

[2:29:40] up that question with a question. We

[2:29:43] are looking at

[2:29:46] really uncertain times and, I

[2:29:47] know we always talked contingencies of 20%

[2:29:49] and I

[2:29:54] think we are talking higher contingencies. What

[2:29:55] would drop off

[2:29:58] of the list if, if it turns out that building

[2:29:59] is

[2:30:01] going to be a little more unpredictable?

[2:30:02] >>

[2:30:03] we

[2:30:04] are not going to make that happen. Certainly

[2:30:07] not going

[2:30:09] to make that happen.

[2:30:10] >> I applaud

[2:30:11] you. What you

[2:30:16] did with the last bond was

[2:30:21] remarkable. Purchase ahead and kept

[2:30:22] things in the budget.

[2:30:23] >>

[2:30:25] we are not shy about waiting. We canceled

[2:30:27] projects and waiting for the following

[2:30:28] year. During the

[2:30:31] pandemic we weathered the storm. We

[2:30:32] went

[2:30:34] in with normal contingencies going

[2:30:37] into the 2021 program as we

[2:30:40] were working through

[2:30:43] the 2017 bond program. And

[2:30:46] as pandemic hit and

[2:30:48] major volatility and materials and equipment,

[2:30:49] labor scarcity, we are

[2:30:52] able to kind of navigate through it

[2:30:53] just

[2:30:55] by feeling out the market, you know,

[2:30:58] we have some of our friends here from the

[2:31:01] county. All of our colleagues around us we

[2:31:02] talk. I talk

[2:31:03] to all of the other school districts,

[2:31:05] we have

[2:31:07] a great pool of contractors. We have

[2:31:10] great momentum with our bond programs. In

[2:31:11] 2017 and

[2:31:14] I mentioned this before,

[2:31:17] where we would get three people

[2:31:18] participating, three contractors participating on

[2:31:19] a bond. We have about 18 that showed

[2:31:22] up to look at our little pool conversion

[2:31:23] program

[2:31:26] over here. We got

[2:31:27] a really good audience. Contractors

[2:31:29] around here know

[2:31:32] who we are and how we work. I

[2:31:34] mentioned it before, we paved the

[2:31:36] way for them. No pun intended. Get

[2:31:38] the permits and

[2:31:41] make it as easy as we can to

[2:31:43] be as successful as we want ourselves to

[2:31:46] be. It is all translates into competitive

[2:31:47] pricing

[2:31:48] and better delivery. You can see it

[2:31:50] happening across the street right

[2:31:52] now. In addition to that, you know, we

[2:31:54] look at global trade, things that

[2:31:56] are impacting if it

[2:31:58] is wars or terrorists or things like that. We

[2:31:59] experienced

[2:32:01] all of this. It is not necessarily

[2:32:02] new. We feel

[2:32:04] like we built in the safety valves. And,

[2:32:05] if

[2:32:06] there is more that can be done we

[2:32:08] have a list

[2:32:10] of things to do in addition to this

[2:32:11] that we will

[2:32:14] come back to the school board to permission

[2:32:17] on how we want to proceed on some

[2:32:20] of those priorities.

[2:32:21] >> I have

[2:32:23] so say, I have

[2:32:26] faith it will

[2:32:29] be faithfully executed

[2:32:30] >>

[2:32:32] I appreciate that we

[2:32:35] never talked about having a gym space. The

[2:32:38] whole team put together extra

[2:32:41] money

[2:32:42] and extra resources to add things. I

[2:32:49] am confident in you as well.

[2:32:50] >> l

[2:32:53] I do want to

[2:32:55] give opportunity for more opportunities

[2:32:56] for

[2:32:58] other to comment. We will take this

[2:32:59] as an information item

[2:33:01] and have it back at our next meeting

[2:33:02] and we will

[2:33:05] vote on it and then the proses

[2:33:08] from there is maybe, I don't

[2:33:11] know, maybe you can talk about

[2:33:14] the

[2:33:16] next, what happens after that?

[2:33:17] >> sure.

[2:33:22] upon adoption of the board at which

[2:33:25] would be you giving the district permission to

[2:33:26] move forward and

[2:33:29] putting this on

[2:33:32] the november 2025 ballot

[2:33:33] that would officially kickoff our

[2:33:38] two campaigns. The district runs

[2:33:41] the education information campaign,

[2:33:43] and, our citizen committee organizes

[2:33:44] the citizen campaign. And the

[2:33:46] way that I describe it as the district

[2:33:47] can provide

[2:33:48] all of the information and tell you what

[2:33:50] is on the

[2:33:51] bond, the citizen campaign can ask

[2:33:53] you to

[2:33:55] say yes to the bond. So, very pleased

[2:33:59] to say that we have

[2:34:02] our campaign chair in the audience

[2:34:05] there. She has volunteered to

[2:34:07] lead our effort. I will say it was

[2:34:08] a pleasure to ask

[2:34:10] her to do this because rarely do you

[2:34:11] get to go to someone

[2:34:13] and ask them to be the claire and

[2:34:14] say I have

[2:34:17] a whole team

[2:34:20] of people ready to help you. Including

[2:34:21] courtney

[2:34:22] and miles and erin and andrew. Everyone

[2:34:23] who has been part

[2:34:25] of the process before really wants to

[2:34:29] see this third phase come through.

[2:34:30] >>

[2:34:31] citizens

[2:34:32] are listening and they want

[2:34:35] to get involved you will provide

[2:34:36] information?

[2:34:37] >> absolutely. We will

[2:34:38] start the, as soon as people

[2:34:40] know exactly what it is they are campaigning

[2:34:43] for, they are ready to come over and

[2:34:44] get with us

[2:34:47] and meet and start

[2:34:49] the work. Just from a timing standpoint, people

[2:34:50] should think about the remainder

[2:34:53] of the school year is getting

[2:34:56] organized. It

[2:34:58] will be meeting with neighborhood

[2:34:59] associations, different groups around

[2:35:02] the town to get, you know,

[2:35:04] continue with the education. It is

[2:35:05] lining up volunteers

[2:35:07] and doing the work over the summer and

[2:35:08] then

[2:35:11] come the fall it is really a

[2:35:14] blitz for

[2:35:16] the campaign and the marketing.

[2:35:17] >>

[2:35:20] what

[2:35:22] is the percentage you need?

[2:35:23] >> 50.01%. I

[2:35:24] like to shoot

[2:35:26] for

[2:35:29] the stars. You know, go for

[2:35:32] broke.

[2:35:33] >> I

[2:35:37] am confident in our community.

[2:35:38] >>

[2:35:39] me., too.

[2:35:40] >> thank you

[2:35:43] for your service.

[2:35:44] >> thank you. Thank

[2:35:50] you.

[2:35:59] >>> well, the moment that

[2:36:04] we have all been waiting for. 6.4. Clackamas

[2:36:11] esd local service plan

[2:36:14] presentation.

[2:36:15] >> thank

[2:36:16] you, chair wallin and members of the

[2:36:17] board. Good to

[2:36:20] be here with you

[2:36:23] this evening. I am the

[2:36:24] superintendent for clackamas. There

[2:36:26] is our annual meeting to present

[2:36:29] to you our plan for providing services

[2:36:33] to our local 10 school districts

[2:36:35] in our region. Before I tap into that. I

[2:36:39] want to introduce a

[2:36:41] few people. Board chair, linda brown. I

[2:36:42] think you

[2:36:45] recognize her. She

[2:36:46] has spent time in this building. Do

[2:36:48] we

[2:36:49] need a new admin building?

[2:36:50] >> did

[2:36:51] we need

[2:36:54] it when she was here?

[2:36:55] >> she

[2:36:57] was listening it

[2:36:58] was a necessity.

[2:36:59] >> and rick larson

[2:37:00] and

[2:37:03] lynn mills

[2:37:06] who are with me. Before I jump

[2:37:08] into our local service plan that is

[2:37:09] included in the

[2:37:10] packet. It is this blue piece here. This

[2:37:12] is the actual document

[2:37:15] that you are taking

[2:37:16] action on. Everything else will be

[2:37:17] information. Before I jump into that I

[2:37:21] want to express a few

[2:37:24] thank yous beginning to your

[2:37:26] superintendent who is valued member

[2:37:30] of our chief

[2:37:32] administrators group that meets monthly. And

[2:37:33] we share

[2:37:35] challenges and address them together

[2:37:36] and she makes

[2:37:37] valuable contributions to that group. I

[2:37:39] am glad she say

[2:37:42] part of it. Also

[2:37:48] want to call out lakesha washington. She

[2:37:50] helped us through a selection process

[2:37:54] for a new

[2:37:57] a.I. Specialist position funded through

[2:38:00] a grant from clackamas regional network. Excited

[2:38:02] about that. Excited to share with

[2:38:05] you what comes with it as well. In

[2:38:06] your local

[2:38:09] service plan document if you look

[2:38:12] at pages 10 and 11. Inside that

[2:38:15] local service plan we call

[2:38:18] out several other lake oswego

[2:38:19] school district professionals that

[2:38:24] meet with their regional

[2:38:26] colleagues that are facilitated. We really

[2:38:27] appreciate their compliment with

[2:38:29] this work with their peers across

[2:38:30] the county. Last but

[2:38:32] not least I would be remiss not to

[2:38:36] recognize you as a school

[2:38:38] board. We missed school board appreciation

[2:38:39] month last

[2:38:41] month. We appreciate the work you

[2:38:42] do all year long. We

[2:38:45] know it requires a great deal of dedication

[2:38:47] and time and we appreciate what you

[2:38:48] share and the impact that you

[2:38:51] have not just here in

[2:38:57] lake oswego but on public

[2:39:00] education as a whole. As a gesture

[2:39:03] we brought a new packet of our

[2:39:06] student artwork from our 2024 regional

[2:39:08] art show that is featured in a set

[2:39:09] of note cards

[2:39:15] we left for you at your desk. I do

[2:39:17] want to mention the local service

[2:39:18] plan

[2:39:20] is required by law. It is developed

[2:39:21] annually. We

[2:39:24] begin developing

[2:39:26] it with our advisory groups. They

[2:39:27] provide feedback on emerging

[2:39:30] trends and needs

[2:39:32] and we adjust the plan annually. It

[2:39:33] does

[2:39:36] cover or reflect all of our

[2:39:39] services inside

[2:39:40] there. It reflects a very productive partnership

[2:39:42] and all 10 of

[2:39:44] the school districts that we serve. It

[2:39:45] including resolution services that

[2:39:48] are those things that are paid

[2:39:49] for and offered by all districts. And

[2:39:51] then,

[2:39:54] those are in the

[2:39:56] areas of special education, technology,

[2:39:57] data, teaching, learning,

[2:40:00] as well as direct revenue

[2:40:03] that can then be back or applied

[2:40:05] to esd services of your choice. It

[2:40:06] covers

[2:40:09] contract and grant services. It is

[2:40:10] a

[2:40:12] broader category. Those are paid for

[2:40:15] by multiple state and federal sources. Or

[2:40:18] districts that request them. Those

[2:40:20] include areas like early learning,

[2:40:21] student

[2:40:24] support services, a lot

[2:40:25] of special programming, technology, teaching

[2:40:27] and learning services. This

[2:40:30] has been a

[2:40:32] review and approved by the clackamas

[2:40:33] chiefs group. Where it

[2:40:36] goes first and

[2:40:39] then it is approved by the

[2:40:42] clackamas board of directors and

[2:40:43] brought to here for your review. We

[2:40:45] hope you will take

[2:40:48] action to approve it. I brought

[2:40:50] other items as well that I want to

[2:40:51] make

[2:40:54] sure I share with you. Fiscal or annual

[2:40:55] fiscal report in your packet. There

[2:40:57] are copies

[2:40:59] of all school districts annual report. But

[2:41:00] I do

[2:41:03] want to address a few highlights

[2:41:06] from lake oswego. It

[2:41:09] does represent more than

[2:41:11] $5.9 million worth of total services. More

[2:41:12] than

[2:41:14] $900,000 increase over the previous

[2:41:15] year. It

[2:41:18] also reflects more than $2.2 million

[2:41:21] in revenue funneled directly to you. That

[2:41:24] is about 100,000

[2:41:27] increase from the previous year. It

[2:41:28] reflects

[2:41:30] vibrant part tiership

[2:41:33] and supporting nurses and

[2:41:36] coups lers. Addressing

[2:41:38] mental health needs, providing early

[2:41:39] mental services and

[2:41:41] helping students with very complex

[2:41:42] needs. Providing a range

[2:41:45] of data

[2:41:48] and technology support and improvements

[2:41:51] in enhancement of instruction

[2:41:54] especially literacy, math, stem and cte. We

[2:41:55] hope

[2:41:57] the format of that is helpful

[2:42:00] to you. And really, it

[2:42:04] gives

[2:42:07] you better context how they

[2:42:08] collaborate with you. We would welcome

[2:42:10] your feedback if there is

[2:42:12] a way to make the report more useful

[2:42:13] for you

[2:42:14] in the future. The other document

[2:42:16] is the

[2:42:17] annual report. Looks like there. All

[2:42:19] in. And there

[2:42:22] is just information piece for you. It

[2:42:24] does cover a roughly one-year period

[2:42:25] from

[2:42:27] fall of '23 through fall of '24 and

[2:42:28] uses data

[2:42:31] and story telling to

[2:42:33] provide more information about what

[2:42:35] exactly clackamas usd does and we hope

[2:42:37] also that it

[2:42:39] is helpful to you. And if you would

[2:42:42] like to see certain issues or information included

[2:42:45] in future reports we would love to

[2:42:46] hear about

[2:42:49] that from you as well. Last

[2:42:52] but not least I

[2:42:53] snuck in another document. It is this. Seems

[2:42:55] like

[2:42:57] a timely thing to do. If you attended

[2:42:58] our

[2:43:01] december breakfast this was

[2:43:04] prepared for that event. And on

[2:43:06] the backside it includes our 2025

[2:43:07] legislative

[2:43:10] priorities agreed to by our

[2:43:11] school superintendents in this area. And

[2:43:13] knowing that you

[2:43:15] are all doing your own advocacy work

[2:43:16] in the state house these days,

[2:43:18] I wanted to make sure you had that available

[2:43:19] and

[2:43:22] let me know if you want additional

[2:43:25] copies of

[2:43:27] this, they are available. You can let

[2:43:28] dr. Schiele know. With that I

[2:43:31] will pause to see if you have

[2:43:34] questions.

[2:43:35] >> and

[2:43:40] questions?

[2:43:41] >>

[2:43:46] I should note --

[2:43:49] >> the packages get

[2:43:51] better every year. I love the comparisons by

[2:43:52] each district. There is really

[2:43:55] one of my favorite ones to go through. I

[2:43:56] read

[2:43:58] them for a few years. Thank

[2:44:00] you. Appreciate it. It is nice to

[2:44:01] see your

[2:44:04] board. This is the most that you

[2:44:05] ever brought in. Three of them. That

[2:44:07] is

[2:44:10] half of the

[2:44:11] group, isn't it?

[2:44:12] >> yep. >> do you

[2:44:13] have, is there anything you

[2:44:15] can share with the priorities and

[2:44:16] the

[2:44:19] status? We received emails now and then but

[2:44:20] if

[2:44:21] you have anything to say about the

[2:44:22] completion

[2:44:24] and how things are going?

[2:44:25] >> well,

[2:44:28] I think it was mentioned earlier

[2:44:31] tonight with specifically

[2:44:33] with relation to special education

[2:44:34] funding. That

[2:44:37] bill is moving along.

[2:44:40] to raise the

[2:44:43] cap of .

[2:44:44] >>

[2:44:46] moving?

[2:44:47] >> removing. >> raising, sorry. Not

[2:44:48] removing. Raising. Thank

[2:44:49] you.

[2:44:50] >>

[2:44:52] I heard removing, also.

[2:44:53] >> yes. Raising. Raising. So

[2:44:54] that is moving forward. Through the

[2:44:55] process. I

[2:44:58] would say some of our

[2:45:01] other issues are still

[2:45:02] in the sausage-making process. And

[2:45:04] very

[2:45:06] much embedded in the overall budget. Which

[2:45:07] is what we

[2:45:10] are expecting to hear from the

[2:45:12] co-chairs the first week of march.

[2:45:13] >>

[2:45:14] the

[2:45:15] revenue update comes this week?

[2:45:16] >>

[2:45:17] yeah. Yeah. I think the

[2:45:19] thing that is looming

[2:45:21] over all of that conversation and

[2:45:22] certainly in our

[2:45:24] weighs and means committee is trying

[2:45:25] to anticipate what is happening at

[2:45:28] the federal level and how it

[2:45:29] will effect the overall-state budget

[2:45:31] that trickles down into

[2:45:34] our school budgets and our

[2:45:36] district budgets.

[2:45:37] >> so, do you have

[2:45:38] any sense on --

[2:45:40] there is a lot of passive revenue

[2:45:41] that

[2:45:43] we get. Is that

[2:45:45] from the state budget throwing to

[2:45:46] the school

[2:45:49] district to you?

[2:45:50] >> this, this

[2:45:52] is covering just the state oregon

[2:45:53] state school fund. There report. We

[2:45:55] have other funds that

[2:45:58] we receive some of which

[2:46:01] are federal. But, but I would make

[2:46:04] clear, though, is that oregon state school

[2:46:05] fund,

[2:46:07] the state's general fund has a large

[2:46:13] amount of federal funds embedded in there. Is

[2:46:16] is relying on federal funds. Some

[2:46:17] federal

[2:46:18] funds.

[2:46:19] >> so, if you were projecting which

[2:46:20] you

[2:46:22] may not

[2:46:25] want to project .

[2:46:26] >> I don't. >> --

[2:46:27] if

[2:46:28] you went to washington, d.c. To come

[2:46:29] in and talk to the

[2:46:30] feds about special education funding and

[2:46:31] the mandates that were put

[2:46:33] through in the '70s and this does

[2:46:34] not sound like this is

[2:46:37] going to be a year that, I mean there

[2:46:38] has been little hope

[2:46:40] but I would say there is a no hope

[2:46:41] year

[2:46:43] for it.

[2:46:44] >> I am

[2:46:46] not willing

[2:46:49] to say no hope.

[2:46:50] >>

[2:46:52] okay. Sunday night, I chair

[2:46:53] brown was there with me. I don't know

[2:46:55] if any of you were there. There

[2:46:58] was a town hall

[2:47:00] and nearly 2,000 people showed up. There

[2:47:01] were

[2:47:04] a lot of

[2:47:06] stories and questions and angst. The

[2:47:08] hope there

[2:47:10] is there are rules of law and there

[2:47:11] are court challenges to

[2:47:14] come of the things and it takes

[2:47:17] time

[2:47:20] for those things to

[2:47:22] actually happen. And, he was encouraging

[2:47:23] citizen involvement

[2:47:24] and paying attention. But no answers.

[2:47:25] >>

[2:47:26] I have

[2:47:32] no answers. [ laughter ]

[2:47:34] >> no answers. This is an action item. >> I will make a motion to approve the clackamas esd local

[2:47:36] service plan as presented. >> I will second.

[2:47:39] >> thank you for your services.

[2:47:47] >> yes. Absolutely. All in favor

[2:47:51] of the motion. The motion passes. >> thank you very much.

[2:48:04] >> thank you. We will move on item 6.5, educational data dr. Luzaich

[2:48:07] and mr. Bailey.

[2:48:08] >>

[2:48:10] I am

[2:48:13] going

[2:48:16] to

[2:48:20] speak for mr. Bailey today.

[2:48:21] >> okay. >>

[2:48:25] okay.

[2:48:26] >> members of the board

[2:48:28] I will go through the

[2:48:29] high school graduation data. It is

[2:48:34] a little

[2:48:36] confusing because of the 2021cohort. It starts

[2:48:37] with

[2:48:39] freshman. That is why that is there. [low audio ]

[2:48:49] >> here are a few

[2:48:51] rules. When they come into the school that

[2:48:52] is

[2:48:53] their school. Unless they transfer

[2:48:55] to another public school

[2:48:58] or outside of the state

[2:49:01] or public school

[2:49:03] they are our student. When you look

[2:49:04] at drop out

[2:49:06] rate that is where it comes from. They

[2:49:07] may

[2:49:09] go to a different school and we don't

[2:49:13] know where they went and

[2:49:14] they are still on our books. That

[2:49:16] is why it is

[2:49:19] important to track them and where

[2:49:21] they are going. For obvious reasons.

[2:49:22] >>

[2:49:23] it

[2:49:25] talks about class 2020

[2:49:28] our grad

[2:49:31] rates over the last few years

[2:49:34] --

[2:49:37] this last year we had parent

[2:49:43] creek. It is a residential

[2:49:46] home, they are

[2:49:49] rebuilding their site. So they

[2:49:52] are using

[2:49:55] that space right

[2:49:57] now for incarcerated youth they become ours. That

[2:49:58] is the

[2:50:01] data that you will see here. The next

[2:50:04] one. So, we

[2:50:07] did have in this

[2:50:10] cohort. 26 non-graduates in losd out of the

[2:50:13] 655 total

[2:50:16] student

[2:50:19] that is what

[2:50:22] we had from the other schools.

[2:50:28] 33 non-graduates. Out of

[2:50:31] 64. Hard to compare. We put a different

[2:50:32] section

[2:50:33] of students there. What is interesting

[2:50:36] after this next year, actually, harmony will

[2:50:37] come out

[2:50:40] of the graduation rate they will be

[2:50:43] identified as their

[2:50:46] own

[2:50:48] district and parrott creek will move

[2:50:52] back. So, our

[2:50:55] three year

[2:50:58] trend data and total

[2:51:00] population shows 95% rate. That is

[2:51:01] our

[2:51:04] grad

[2:51:07] rate. If you look

[2:51:10] at

[2:51:13] lake ridge high school it

[2:51:16] is at 95%. So, our

[2:51:22] population is increasing and continues to increase. [low audio ]

[2:51:31] we

[2:51:37] polled asian, black, hispanic,

[2:51:46] multi-race. And then the

[2:51:52] next group is students, special education

[2:51:55] and english learners, of the

[2:51:58] 13 students 100% of our english learners

[2:52:00] graduating. That is fantastic and

[2:52:01] our special education rate

[2:52:04] continues to go up. I will also say

[2:52:07] that we have all of

[2:52:10] this data with harmony

[2:52:11] and parrott creek.

[2:52:12] >> still going

[2:52:13] up?

[2:52:14] >> still going up. >>

[2:52:15] yes. Still going up. I think we talked

[2:52:16] a lot

[2:52:18] about that over the years. It supports

[2:52:20] that we have put

[2:52:21] in place for high school and support

[2:52:25] centers and not only for students

[2:52:29] --all students made a huge

[2:52:32] increase in our graduation rates

[2:52:33] over the last four years. We have

[2:52:35] a lot to be proud

[2:52:38] of. There

[2:52:41] is obviously still work

[2:52:44] to be done.

[2:52:45] >>

[2:52:46] shifting to elementary as you know. The

[2:52:49] diagnostic assessment is something

[2:52:50] that

[2:52:53] we use. Standards based. It is formative,

[2:52:55] gives us an indicator where students

[2:52:56] are in their

[2:52:58] process. The data that we slowed tonight it

[2:53:02] is data we see annually. It does

[2:53:08] reflect end of the year

[2:53:11] standards.

[2:53:14] and

[2:53:15] tracking the performance for third

[2:53:17] and fourth

[2:53:20] grade and work with

[2:53:23] the state assessments

[2:53:26] for the test. So, the bold is

[2:53:29] what we are focusing on and let

[2:53:32] you see where they are

[2:53:34] in the fall. Talk about the diagnostic to where

[2:53:35] the skills are

[2:53:38] for the end of the year. Seeing

[2:53:41] where they moved them up and so there

[2:53:43] is where we are at for the middle

[2:53:44] of

[2:53:46] the school year, our assessment window closed

[2:53:47] on the

[2:53:48] 31st of january. Whether you start

[2:53:50] to look at 75% of

[2:53:53] our students who are

[2:53:56] already on track to pass end

[2:53:58] of the year standards and demonstrate proficiency. We

[2:53:59] have a

[2:54:01] half year left and based on the momentum

[2:54:02] we

[2:54:04] would like to see that momentum continue

[2:54:05] as we

[2:54:07] are going in towards the springtime. So,

[2:54:11] we had a 6-7

[2:54:13] year investment in literacy. As you

[2:54:14] are all

[2:54:17] aware

[2:54:18] of. We got new curriculum, structured

[2:54:20] literacy. A lot

[2:54:23] of

[2:54:25] professional development and seeing

[2:54:26] that momentum continue and

[2:54:29] we have a really dedicated group

[2:54:31] of teachers and specialists and principals working

[2:54:32] together

[2:54:35] to help move our

[2:54:37] kids through. Then we had a pandemic. So

[2:54:38] here

[2:54:41] you can see by grade level again

[2:54:44] we kind of want to bold those data

[2:54:45] points

[2:54:47] for this year. You can see also

[2:54:50] where we were in the past two

[2:54:52] years. Grade level by grade level. As

[2:54:53] you know

[2:54:55] research indicates the third great

[2:55:01] performance is an indicator. I will

[2:55:02] look at

[2:55:04] that again in math I want you to look

[2:55:05] at

[2:55:07] the third great group doing well. Yellow

[2:55:08] decrease and

[2:55:10] the reds decrease more. What we are

[2:55:11] seeing is hopefully we are

[2:55:14] seeing the

[2:55:16] reds turn to yellows and yellows to

[2:55:17] turn to green

[2:55:19] as we are moving through. Seeing a

[2:55:20] nice

[2:55:22] jump in kindergarten. Some of the

[2:55:23] practices, observations

[2:55:26] and

[2:55:29] getting feedback it is

[2:55:31] incredible in kindergarten. With dr.

[2:55:32] schiele and

[2:55:35] graduation rates it all

[2:55:36] starts in kindergarten. August, 11th

[2:55:38] through the 14th. Welcome them in

[2:55:39] for that little eight hour program. We

[2:55:41] do see

[2:55:44] data that we want to improve. So,

[2:55:45] if

[2:55:47] we look at our student groups

[2:55:49] this is our this year's data from

[2:55:50] fall to winter

[2:55:52] and breaking it down by different student

[2:55:53] groups. You can see

[2:55:56] that once we have them, they move. Whether

[2:55:59] they are ours, and we get them in

[2:56:01] the classrooms we are providing the

[2:56:04] structure. You will see it trend. Does

[2:56:05] not matter, they get

[2:56:07] what they need. Does not matter if

[2:56:08] they are

[2:56:10] a language learner or a student experiencing

[2:56:11] a disability or students that

[2:56:14] need more. We will find a way to get

[2:56:15] it to them

[2:56:16] and see that needle move. There is

[2:56:17] where you can

[2:56:20] really see how the buckets are changing from

[2:56:21] red

[2:56:22] to yellow and yellow to green. So,

[2:56:23] you might even

[2:56:26] see in the yellow some of the neighbors look

[2:56:27] the

[2:56:29] same. When you look at where they

[2:56:30] came from

[2:56:32] that is where yellows

[2:56:35] are former reds and moved into the

[2:56:36] green zone. In

[2:56:38] math, here are the

[2:56:40] scores that you will see. Again, growth

[2:56:41] going from

[2:56:44] fall to winter. And, notice overall

[2:56:45] it

[2:56:46] just feels lighter than our scores

[2:56:47] in reading. Some of that

[2:56:50] comes from the need for

[2:56:53] discreet math concepts

[2:56:55] that have not been taught yet. Not

[2:56:56] exposed to some

[2:56:59] of the end of the year content idea. This

[2:57:01] is midyear. Should see acceleration

[2:57:02] of that.

[2:57:03] >> sorry to interrupt. I

[2:57:04] want to

[2:57:05] make sure it is

[2:57:08] clear for common who might be watching. These

[2:57:11] numbers when you say are on track

[2:57:14] it

[2:57:17] is not that they are on track

[2:57:20] --let me ask a question. Are they

[2:57:23] assessed at end of year standards

[2:57:24] at this

[2:57:26] point in time? Or is this a

[2:57:29] reflection of you are progressing

[2:57:31] at the rate we want toy progress?

[2:57:32] >>

[2:57:33] this is the

[2:57:36] end

[2:57:38] of the year standards. When you see

[2:57:45] 63.

[2:57:48] how to

[2:57:54] work the number sense. That is

[2:57:57] coming. And if you come

[2:58:00] up short it is not fair

[2:58:06] to the study neent thank you.

[2:58:12] student. And

[2:58:14] 63% or on their way to the level at

[2:58:18] the end of the year. 63%

[2:58:19] are at the academic level grade level

[2:58:21] based on end of

[2:58:24] the year assessment as of the

[2:58:25] day of the assessment?

[2:58:26] >> correct. >>

[2:58:27] is there a spring

[2:58:28] assessment as well?

[2:58:29] >> yes, there

[2:58:30] is.

[2:58:31] >> could

[2:58:33] you describe what

[2:58:34] is the assessment entail? What is

[2:58:36] kind of the --

[2:58:39] what does it involve for a

[2:58:40] student?

[2:58:41] >> online assessment. We

[2:58:42] start with

[2:58:43] iready back during the pandemic. We

[2:58:45] wanted something that

[2:58:46] we could measure how students were doing

[2:58:48] at home. They were

[2:58:51] assessed at home by their parents. The

[2:58:53] data is reliable. So, once we got

[2:58:54] them,

[2:58:57] we set up the schedule

[2:59:00] with iready and then local

[2:59:02] schools, student specialists and works

[2:59:03] in each classroom what

[2:59:06] support is needed and put it in

[2:59:08] place. There is a protocol for that.

[2:59:09] >>

[2:59:10] is that

[2:59:12] an hour or a day?

[2:59:13] >> it

[2:59:15] can be somewhere in

[2:59:16] 45 minute, one period, some students

[2:59:18] they may

[2:59:20] need more than one. We want to make

[2:59:21] sure

[2:59:24] we

[2:59:27] are trying to

[2:59:30] grab it accurate. Iready showing parents

[2:59:31] assessing at

[2:59:32] home. We want it to be a pie chart. We

[2:59:33] want to

[2:59:35] know what you can see and then we

[2:59:36] can know

[2:59:39] what to do from there. In the

[2:59:41] end we want everyone 20/20.

[2:59:42] >> just

[2:59:43] before you move on. The

[2:59:45] other thing that comes from this

[2:59:48] on one hand these

[2:59:49] are impressive numbers, we don't break

[2:59:51] out that

[2:59:54] green to

[2:59:56] the shade or two above. If we have

[2:59:57] 63% of

[2:59:59] students on or above grade level for

[3:00:00] the purpose of our

[3:00:06] conversation today let's

[3:00:12] say a third of those -- [no audio]

[3:02:23] >> it folds in

[3:02:24] the high-levels of learning and the understanding

[3:02:25] and being

[3:02:27] able to communicate that and have multiple

[3:02:28] representations. Some

[3:02:30] of that is a delivery model that is

[3:02:31] a little

[3:02:32] different for us. There is growing

[3:02:34] pains in that and our

[3:02:37] teachers are doing well in moving

[3:02:39] that forward. Next up is the break

[3:02:40] down

[3:02:42] by our grade levels. Just want to

[3:02:43] highlight

[3:02:46] our third grade. These are the same

[3:02:49] students who performed at 75% winter

[3:02:51] for their reading. You can see that

[3:02:52] because some of this

[3:02:55] is new material, some

[3:02:58] of this is new terminology or

[3:02:59] even some standards-based content they

[3:03:01] have not been

[3:03:03] exposed to yet. We anticipate that

[3:03:04] when

[3:03:07] they receive that between now and

[3:03:08] our spring

[3:03:09] assessment the scores will go up. Notice

[3:03:10] the

[3:03:13] buckets moving from pink

[3:03:16] to yellow and

[3:03:19] then to green. And, next up is

[3:03:21] our break down by student groups. Notice

[3:03:22] where

[3:03:25] we start and then where we can

[3:03:27] do. All groups are moving forward

[3:03:28] at a rate that makes

[3:03:31] us feel like what we are

[3:03:34] doing is effective. So, just so you

[3:03:37] know, also, I meet with each principal. We set

[3:03:40] goals together. Those goals

[3:03:43] are based on metrics tied to the

[3:03:46] state assessment in ela and

[3:03:49] math. And then we are using these

[3:03:50] as some

[3:03:51] of our formative indicators on how

[3:03:52] they are doing. So,

[3:03:55] they set goals for third, fourth and

[3:03:58] fifth grade performance

[3:04:00] based on their historical performance

[3:04:02] and cohort analysis. What can that

[3:04:04] group do and we are

[3:04:07] doing stretchables. We want goals

[3:04:09] to reflect the growth, the academic

[3:04:10] achievement we expect from

[3:04:13] our district and from the

[3:04:15] community and from themselves. So,

[3:04:16] they are obtainable

[3:04:19] but require a lot of strategy. So,

[3:04:22] that is what we meet about regularly. The

[3:04:25] last week I did a one-on-one cycle

[3:04:27] with each principal. We looked at

[3:04:28] the data and

[3:04:30] looked back to review their stair

[3:04:31] case of the leadership

[3:04:34] moves they were going to make in ela

[3:04:36] and math. And then, are you actually

[3:04:37] doing those and if you are doing

[3:04:39] those do you think they are paying

[3:04:40] off and do

[3:04:43] you see evidence in

[3:04:46] this data that reflects that your leadership

[3:04:47] actionable steps

[3:04:48] are paying off. If not, let's talk

[3:04:49] through that. If they are,

[3:04:52] what do you do next? The year ain't

[3:04:53] over,

[3:04:54] right? Let's see what our other colleagues

[3:04:55] are

[3:04:56] saying and do some reflection on that.

[3:05:05] questions?

[3:05:06] >> I

[3:05:08] have a question. Actually a

[3:05:09] couple. For iready, can people, can

[3:05:10] students opt out of it the same way

[3:05:13] they can for state testing?

[3:05:14] >> we

[3:05:15] do

[3:05:17] have a few that opt out,

[3:05:18] their parents opted them out. Typically

[3:05:22] it is not as stressful for elementary

[3:05:23] students. It becomes part of

[3:05:26] the routine of what they are doing. There

[3:05:29] is a component of iready, my

[3:05:30] path, a personalized instruction. So,

[3:05:32] if you used

[3:05:35] the apps before there is an

[3:05:36] online component to iready that allows

[3:05:38] them to

[3:05:41] pick up where they

[3:05:44] left off the

[3:05:46] last master standard. Then, tailors

[3:05:47] kind of computer-adaptive way

[3:05:50] what instruction they need

[3:05:53] next that for

[3:05:55] them, they are used to being on their

[3:05:59] device a few times a

[3:06:00] week. Iready wants 30-45 minutes additional

[3:06:02] work that helps

[3:06:05] them in math. Then we get

[3:06:06] to the diagnostics not as stressful.

[3:06:07] >>

[3:06:08] another question that I have is

[3:06:10] if students are, like, a grade ahead

[3:06:13] in math or something like that, do

[3:06:14] they take the

[3:06:16] test for the level of math they are in

[3:06:17] or their

[3:06:20] grade of math?

[3:06:21] >> it is

[3:06:22] also computer adaptive. So it will

[3:06:23] give them

[3:06:25] more items that they can be successful

[3:06:26] at once

[3:06:29] they mastered those they will

[3:06:32] get more complex. The personalized

[3:06:34] instruction that online instructional component, the

[3:06:35] mypath will continue to rise up and

[3:06:36] it caps out at eighth grade. What

[3:06:38] we find

[3:06:39] is some of our brightest students

[3:06:44] in fifth grade

[3:06:47] they hit a ceiling.

[3:06:48] >>

[3:06:49] okay. Thank you.

[3:06:50] >> iready for six

[3:06:51] or

[3:06:53] seven years.

[3:06:54] >> it started in

[3:06:55] the pandemic. So '21 would be our

[3:06:56] first one.

[3:06:57] >>

[3:06:58] four or five years then.

[3:06:59] >> so prior

[3:07:00] to that

[3:07:02] how did we get this data and

[3:07:05] how quickly could we use

[3:07:07] it and know what the fall, winter,

[3:07:08] bring folks were doing?

[3:07:09] >>

[3:07:11] it was much

[3:07:14] easier in reading because we had

[3:07:17] dibbles. We still have it. That

[3:07:20] and iready are on

[3:07:21] the approved list for dyslexia screener. We

[3:07:23] just now, the data you

[3:07:26] are seeing is the iready

[3:07:29] data. Math it was much more difficult. It

[3:07:32] would be based on the

[3:07:35] unit so then

[3:07:38] if

[3:07:40] the unit assessments yielded students

[3:07:41] that didn't, proficiency model

[3:07:43] would say we took those kids. Felt

[3:07:44] like it was more

[3:07:47] at the end of the unit. Here we are

[3:07:48] getting

[3:07:49] more realtime data how students are performing

[3:07:50] within

[3:07:53] the unit.

[3:07:54] >> so realtime versus delayed are

[3:07:56] we talking a month

[3:07:57] delayed?

[3:07:58] >> yes. It was . >> how much

[3:07:59] can you progress in a

[3:08:02] month or two or three.

[3:08:03] >> it felt

[3:08:05] like more to

[3:08:08] use kind of

[3:08:11] --one that assessment it

[3:08:13] was an autopsy than informative.

[3:08:14] >>

[3:08:15] yes. Checking with

[3:08:16] students here that were not getting

[3:08:17] those assessments as

[3:08:19] quickly for what they were doing. So

[3:08:20] we should

[3:08:23] be seeing, which

[3:08:25] we are seeing, this is pretty phenomenal

[3:08:29] data from

[3:08:31] just fall to winter. I think. It is

[3:08:32] exceptional.

[3:08:33] >> I

[3:08:34] think the real power is with the individual

[3:08:35] student and the

[3:08:37] teacher who is looking at the data,

[3:08:38] right? The

[3:08:40] grade level team that are building

[3:08:41] plans

[3:08:43] around what the data is suggesting. I like

[3:08:44] the secondary

[3:08:47] lens. The health of the district. Not

[3:08:49] the primary purpose of iready. Iready

[3:08:50] is to inform

[3:08:53] the teacher what to do next. Layers

[3:08:56] and layers of dimension in the platform

[3:08:59] that allows a teachtory know

[3:09:01] how to group students --teacher to

[3:09:02] group students to

[3:09:06] tell them what to teach next. It takes

[3:09:08] a lot of time to

[3:09:10] get to that level. We have teachers

[3:09:11] doing

[3:09:14] it.

[3:09:15] >> does every

[3:09:16] district in clackamas county do this?

[3:09:17] >>

[3:09:18] I

[3:09:20] don't think so.

[3:09:21] >>

[3:09:23] and as our district

[3:09:26] embraces a.I. In the

[3:09:29] education system the ability to deal

[3:09:30] with

[3:09:32] that

[3:09:35] and those students and the

[3:09:36] groups accelerates significantly both in

[3:09:38] impact and in reach.

[3:09:39] >> and there

[3:09:40] are

[3:09:41] a lot

[3:09:43] of publishers claiming they can do this. Iready

[3:09:44] was out early

[3:09:46] in a lot of these areas. So when we

[3:09:47] adopted them

[3:09:50] for math that was an advantage for

[3:09:51] us. There are other publishers saying

[3:09:53] we can

[3:09:56] do it too but does not execute the

[3:09:57] same

[3:09:59] way. They are in that

[3:10:02] same pre-a.I. Space. Things are adapting

[3:10:03] to individual

[3:10:05] students. Individualization is

[3:10:08] where we need to go.

[3:10:09] >> do we

[3:10:11] still use --does every student have

[3:10:14] access to --at

[3:10:16] any grade level?

[3:10:17] >> not at the elementary

[3:10:19] level. We don't want teachers or students

[3:10:23] running home to something familiar

[3:10:26] whether iready is with the

[3:10:29] curriculum that we have for k-5. It

[3:10:30] is

[3:10:31] a forcing function. [ laughter ]

[3:10:32] >>

[3:10:35] it seems to be working.

[3:10:36] >>

[3:10:41] yes. Proud of our teachers and staff.

[3:10:42] >>

[3:10:43] thank

[3:10:44] you.

[3:10:45] >> thank

[3:10:47] you.

[3:10:48] >> it was a great

[3:10:52] update. 6.6, amendment to bond sale

[3:11:00] resolution, mr. Ketzler.

[3:11:01] >>

[3:11:03] members of the board. Not

[3:11:04] as exciting as your previous agenda

[3:11:06] item.

[3:11:07] >>

[3:11:09] you can do it. [ laughter ]

[3:11:10] >>

[3:11:12] but it

[3:11:15] is an important step in our bond

[3:11:18] sale that we will

[3:11:21] be having later there

[3:11:24] spring for the

[3:11:26] remaining of our 2021 bond authorization. We

[3:11:30] have an amendment to

[3:11:33] the original bond

[3:11:36] sale resolution that was passed

[3:11:39] in 2022. Under which we

[3:11:42] sold the first, $153 million

[3:11:45] worth of bonds. And since that

[3:11:51] time our

[3:11:54] lead bond council

[3:11:57] has moved to another firm. This

[3:12:00] amendment appoints foster garvey

[3:12:03] as our bond council

[3:12:04] and specifically calls out the authorization

[3:12:06] to participate in the

[3:12:09] state

[3:12:10] of oregon school bond guarantee program.

[3:12:12] we anticipate

[3:12:14] we will have to do that. We have a

[3:12:15] kickoff

[3:12:18] for the bond sale with the

[3:12:19] larger team this morning. There is

[3:12:21] a possibility we

[3:12:24] would not have to

[3:12:25] utilize this credit. But in other

[3:12:27] other particularly, a

[3:12:30] lot of school districts

[3:12:33] are seeing downgrades to

[3:12:35] their bond ratings. So we believe

[3:12:36] we

[3:12:37] are immune from those forces. We will

[3:12:39] not know for sure

[3:12:42] until we

[3:12:44] go through the rating process withstandard

[3:12:48] later this spring which is one of

[3:12:51] the steps in bond

[3:12:54] sale process. This is

[3:12:57] an action item and we

[3:13:00] are looking

[3:13:06] for, requesting your

[3:13:09] approval for this resolution.

[3:13:10] >> you

[3:13:11] point out here --it is transparent.

[3:13:12] >>

[3:13:13] we

[3:13:15] do need it

[3:13:18] as it relates to

[3:13:21] foster garvey. Calling out the

[3:13:24] osbg, it, the authority

[3:13:27] was implicit in the original

[3:13:28] resolution but our financial advisory

[3:13:30] and

[3:13:32] bond council wanted to be more explicit

[3:13:36] in case a question comes up for

[3:13:38] the operators or one of the buyers

[3:13:39] of one of

[3:13:42] our bonds

[3:13:45] in I had that

[3:13:47] authority to do it.

[3:13:48] >> this is the

[3:13:51] same person

[3:13:54] or group that we

[3:13:57] have? When did merser

[3:14:00] close?

[3:14:01] >> they dissolved

[3:14:03] in early 2024. The

[3:14:06] son of the

[3:14:09] original

[3:14:12] founder he retired early

[3:14:15] in

[3:14:18] 2024. Courtney evaluated going and continuing

[3:14:19] the

[3:14:20] family business and just decided it

[3:14:21] was for

[3:14:24] her and to clients

[3:14:27] she served

[3:14:30] to attach

[3:14:33] foster garvey. The bigger

[3:14:35] bond counsel firm. They are a bigger

[3:14:36] firm in seattle and a

[3:14:39] good presence here in

[3:14:42] portland as well.

[3:14:43] >> so can you just walk

[3:14:44] through the

[3:14:45] process leading up to the bond sale? The

[3:14:46] steps

[3:14:48] we are going to go through?

[3:14:49] >> yes. I

[3:14:51] would be happy to. So, the first

[3:14:54] thing that we did was we

[3:14:56] issued a request for proposals for

[3:15:00] underwriters. That was done in january. And,

[3:15:02] then, underwriter is the firm that

[3:15:03] gets

[3:15:04] appointed to market our bonds. And,

[3:15:06] and they have

[3:15:09] to do a good job marketing. One of

[3:15:10] the requirements

[3:15:12] is if you don't sell the bonds

[3:15:15] then you have to

[3:15:17] buy them. So, selection of an under

[3:15:18] writer is an important

[3:15:21] initial step. You want to get a

[3:15:24] team that

[3:15:27] is really good at marketing. The exposure

[3:15:29] enhancing, you know, the investment

[3:15:30] market interest

[3:15:33] that drives down our interest rate

[3:15:36] costs. We have an interest

[3:15:37] in doing to save taxpayer's money

[3:15:39] as well

[3:15:42] as it can

[3:15:44] increase opportunities for premiums

[3:15:45] or reduce discounts that might be

[3:15:48] in the sale at

[3:15:51] any given time. So, we

[3:15:54] have that

[3:15:56] rfp. We selected piper samuel. The

[3:15:57] 800 pound gorilla

[3:16:00] if it will as it relates to

[3:16:02] bond sales for school districts and

[3:16:03] not just

[3:16:06] in oregon but in the

[3:16:08] pacific northwest. And they, they,

[3:16:09] I worked with them

[3:16:12] at least half

[3:16:15] a dozen different

[3:16:18] times of debt offerings

[3:16:21] that I have been with

[3:16:27] them.

[3:16:36] and and,

[3:16:40] and the time line and, and,

[3:16:42] you know who is responsible for what

[3:16:45] part or parts of all of the different

[3:16:48] steps that are involved with selling

[3:16:52] a bond and we went over some of

[3:16:53] those details. Confirmed some of the

[3:16:55] dates on the

[3:16:57] calendar and we are looking to market

[3:17:01] this bond for

[3:17:03] a sale in early to mid-may? And, one thing

[3:17:06] that they are able to bring to the

[3:17:07] table they see

[3:17:10] who else is out

[3:17:12] in the market and anticipate to sell bonds

[3:17:13] of

[3:17:15] the same time frame and they try to

[3:17:16] structure

[3:17:19] our timing so we are not

[3:17:20] disadvantaged to other sales that

[3:17:22] might

[3:17:24] be taking place at any particular

[3:17:25] time. That

[3:17:28] can help

[3:17:29] maximize the interest in the bonds. And,

[3:17:34] they, they a

[3:17:37] long with financial advisory and

[3:17:40] financial advisory llc, I think,

[3:17:41] they, they kind of cross-checking

[3:17:43] each other's work

[3:17:46] to make sure

[3:17:49] that the district's interests

[3:17:52] are held up

[3:17:55] pfm works in a fid

[3:18:04] fiduciary access

[3:18:07] for us. And the sale and they

[3:18:09] help assess, you know, if the district

[3:18:10] has received fair

[3:18:12] value and that we are okay to move forward

[3:18:13] with

[3:18:14] the closing that would be anticipated

[3:18:16] generally within a week to

[3:18:19] 10 days after the

[3:18:22] date of the

[3:18:25] sale. Under our current

[3:18:27] schedule, we anticipate having this remaining,

[3:18:28] the

[3:18:33] funds from this remaining in late

[3:18:39] may.

[3:18:40] >> any questions? This is an

[3:18:41] action

[3:18:43] item.

[3:18:44] >> I will move to approve

[3:18:45] the amendment to the bond sale resolution.

[3:18:46] >>

[3:18:52] I will second that

[3:18:55] motion.

[3:18:56] >> okay. All in favor

[3:18:58] in the motion. And the motion is approved. Thank you

[3:19:01] very much.

[3:19:02] >>

[3:19:03] all right, thank you. All right. Other

[3:19:04] business.

[3:19:05] >>

[3:19:07] I have a question

[3:19:13] because we had all of the music testimony commentary

[3:19:15] this evening and we are not hearing

[3:19:16] from

[3:19:19] anyone else,

[3:19:22] what does that indicate to us? Is

[3:19:25] there, what was

[3:19:30] the message that suddenly brought

[3:19:34] the musicians here?

[3:19:35] >>

[3:19:37] it would be rumors.

[3:19:38] >>

[3:19:40] it is an organized group. Who,

[3:19:42] where did that rumor come from? How

[3:19:43] do

[3:19:46] we take

[3:19:49] the anxiety level down? Or are

[3:19:52] they duly anxious?

[3:19:53] >> well, I can

[3:19:55] say like I don't think I heard very straightforward

[3:19:57] like what is going to happen. My principal

[3:19:58] said something different

[3:20:01] than two of my science teachers

[3:20:02] for like certain classes and .

[3:20:03] >>

[3:20:04] no one

[3:20:07] knows right now.

[3:20:08] >> yeah. So I really,

[3:20:10] I have been hearing things from students,

[3:20:12] hearing things from teachers, my principal

[3:20:13] and everyone is

[3:20:14] saying different things about which teachers

[3:20:16] are going to not be here and

[3:20:18] which classes we are not going to

[3:20:19] have. Like I

[3:20:21] was saying during my comments. It

[3:20:22] is

[3:20:24] really confusing.

[3:20:25] >> I think that

[3:20:26] when someone is talking about

[3:20:28] what classes are not going to be here. That

[3:20:29] is

[3:20:31] impossible to do before we forecast

[3:20:34] it. That may be

[3:20:37] something that boiled up in

[3:20:38] choir. Okay, people, everybody needs

[3:20:40] to .

[3:20:41] >> and I think what I heard

[3:20:43] is --there is some of the classes are

[3:20:44] small. So

[3:20:46] I think people are putting two and

[3:20:49] two together. It is a small class,

[3:20:50] they are going

[3:20:52] to cut. We have a bunch of

[3:20:54] small classes so .

[3:20:55] >> I do think that is

[3:20:56] something that

[3:20:58] people are saying

[3:20:59] >> and

[3:21:04] we do have some small

[3:21:10] classes -- [low audio]

[3:21:11] >>

[3:21:13] I think that

[3:21:16] is worth communication at this point. That

[3:21:17] seems

[3:21:19] to be a lot of anxiety to

[3:21:22] me for something that is not a definite

[3:21:23] that

[3:21:25] is going to be happening

[3:21:26] >> some kids

[3:21:27] don't

[3:21:28] know that, like smaller

[3:21:31] classes and I know especially upperclassman they

[3:21:34] want to forecast

[3:21:38] for late arrival, early release, free

[3:21:43] periods. At least one

[3:21:45] of my teachers said try to forecast

[3:21:46] for all eight classes

[3:21:49] so the classes exist and then it is easier

[3:21:50] to drop a class

[3:21:52] than it is to add a class, kind

[3:21:54] of. So they are telling people, like,

[3:21:56] that one teacher is telling

[3:21:59] people to forecast

[3:22:00] but I don't think everyone knows that.

[3:22:01] >>

[3:22:02] we don't want people

[3:22:04] to forecast the classes they are not going

[3:22:05] to take. So, I

[3:22:06] think that is a message that needs

[3:22:08] to

[3:22:09] get out there as well.

[3:22:10] >> yes. We

[3:22:12] can continue to say that. It does

[3:22:14] not help that

[3:22:16] 30 kids forecast for class a and some are

[3:22:17] like

[3:22:19] okay, class a, and we put a teacher

[3:22:20] there, spend

[3:22:22] money on it and 15 kids drop out of the

[3:22:23] class. Then I got over

[3:22:26] here I have a class that has 40

[3:22:28] kids in it, I could of used it here

[3:22:30] to make that class more reasonable. Now

[3:22:32] I can't because I

[3:22:33] put it over here. Even though kids

[3:22:35] were not going to take the class

[3:22:38] and drop it

[3:22:39] >> can

[3:22:41] you say class

[3:22:44] size alone is not an

[3:22:46] indicator for a class to be dropped.

[3:22:47] >>

[3:22:49] it sounded to me we can not afford

[3:22:53] a class with 10 students

[3:22:54] >> correct. It looks

[3:22:56] like, choir, there is a class

[3:22:59] of 60. You know what I

[3:23:01] mean? If you have a class that are

[3:23:02] 60 but

[3:23:04] say it is 15 and 60 that actually

[3:23:05] is

[3:23:08] okay. I am looking at that more

[3:23:11] of like the caseload of that teacher. And

[3:23:14] if, if people could be, okay,

[3:23:16] put you in this class. There are all

[3:23:19] of these interesting things to make classes

[3:23:20] bigger than they are.

[3:23:21] >> same for

[3:23:22] math if you have a large math section

[3:23:23] and

[3:23:26] you have, you still

[3:23:28] want to have the advanced math.

[3:23:29] >>

[3:23:30] right.

[3:23:31] >>

[3:23:32] we hope to, we can not have all of

[3:23:33] the levels of math but, whatever. But

[3:23:35] --we

[3:23:38] do want to keep as many

[3:23:41] advanced math classes. Some

[3:23:44] of the classes might

[3:23:46] be smaller.

[3:23:47] >> I don't . >> I don't

[3:23:48] want to drop

[3:23:49] any classes.

[3:23:50] >> if you are looking

[3:23:53] at it. 14 people and you are

[3:23:54] quit.

[3:23:55] >> there are other groups that will

[3:23:56] come in if we

[3:23:59] can even

[3:24:02] out the anxiety and help

[3:24:04] people understand.

[3:24:05] >> with the advanced

[3:24:06] math classes and

[3:24:07] advanced science classes and everything

[3:24:08] else

[3:24:11] you spoke of, don't you

[3:24:14] have connections to

[3:24:17] things like portland community

[3:24:23] college where students and I

[3:24:24] think clackamas college, regular high

[3:24:26] school classes

[3:24:29] to still be pushing their advancement?

[3:24:30] >>

[3:24:32] yes.

[3:24:33] >> okay. >> they do

[3:24:35] but

[3:24:38] technically it goes more to

[3:24:41] advancements. It is not going to

[3:24:42] clackamas community college. Might

[3:24:44] be the case for one or two kids we

[3:24:47] would not have

[3:24:50] a class for one or

[3:24:52] two students. Whether you talk about

[3:24:53] calc 2

[3:24:56] and 1. We do have 90. There are a

[3:24:57] lot

[3:24:59] of those. Those are not the ones

[3:25:02] that you have to worry

[3:25:05] about.

[3:25:06] >> is it

[3:25:07] fair to say today, in late february,

[3:25:08] no decisions

[3:25:10] have been made on which classes will make

[3:25:14] up the curriculum for

[3:25:17] next year? And that will

[3:25:20] not happen until after

[3:25:23] the may

[3:25:25] forecasting shake out is completed?

[3:25:26] >>

[3:25:29] that is true

[3:25:32] for electives. So, yes. But

[3:25:35] we

[3:25:38] have already said, you know, 60

[3:25:39] sections of english for example. We

[3:25:41] already

[3:25:43] said that our class ratios are going

[3:25:47] to be 30. So that means we neat six sections

[3:25:48] here.

[3:25:49] >>

[3:25:50] that is because you know every

[3:25:51] 10th grader is taking english.

[3:25:52] >>

[3:25:53] yes.

[3:25:54] >> right, right, right. >> what

[3:25:55] could happen

[3:25:56] with that is whether you start looking

[3:25:59] at the english teachers who also teach

[3:26:02] english electives, that might be

[3:26:04] where things get fluctuated. We don't

[3:26:05] have

[3:26:07] anybody who wants to take yearbook. Let's

[3:26:08] just

[3:26:11] say there are five kids

[3:26:12] >> just hypothetical. >>

[3:26:14] just a hypothetical. That is usually

[3:26:17] an english teacher that teaches that. Now,

[3:26:20] they will not run yearbook. We would

[3:26:21] not run

[3:26:23] yearbook with five kids, we need to

[3:26:26] see if that english teacher teaches another

[3:26:27] english

[3:26:28] section or a different english elective. This

[3:26:29] year

[3:26:32] we have a ton of advanced readers,

[3:26:33] that

[3:26:34] want to take a reading class. That

[3:26:35] is where

[3:26:38] they have to go. The electives it

[3:26:39] depends

[3:26:40] what the kids forecast for. For the

[3:26:41] most part,

[3:26:44] all of our kids take an english,

[3:26:47] a math, a science. Sometimes

[3:26:50] we have kids

[3:26:53] that take two sciences. So it really

[3:26:54] depends. Only

[3:26:56] thing we have been able

[3:26:59] to determine at this point is core. Elementary

[3:27:00] that

[3:27:02] is all core.

[3:27:03] >>

[3:27:04] just to clarify

[3:27:05] >> forecasting is super important. That

[3:27:06] is how

[3:27:07] we make our decisions every year.

[3:27:08] >>

[3:27:09] just to clarify

[3:27:10] is that at there moment a promise

[3:27:11] I can make to all

[3:27:14] of my student that I know came up

[3:27:17] here.

[3:27:18] >> no promises >> is that something

[3:27:19] that

[3:27:20] I can tell them, we

[3:27:22] don't know electives until forecasting

[3:27:23] is concluded?

[3:27:24] >> yes. >> and I

[3:27:28] just want to echo. For students in

[3:27:32] the forecasting period right

[3:27:34] now. It is important that as a student

[3:27:35] and

[3:27:37] parents of a student that student

[3:27:38] forecasting you try to take

[3:27:41] it as seriously as you possibly can. There

[3:27:43] are sometimes a sentiment that oh,

[3:27:44] I can not be bothered right

[3:27:47] now or I have not looked at the course

[3:27:48] catalog

[3:27:49] or I had a super official meeting

[3:27:50] with my counselor

[3:27:52] because I was not prepared to talk

[3:27:53] about what I wanted to do

[3:27:56] and I will figure it out in the spring

[3:27:57] or

[3:27:58] over the summer and make adjustments

[3:28:00] in the fall. I think

[3:28:02] one of the practical realities is

[3:28:03] that as we

[3:28:05] have pressure to the number of classes

[3:28:06] that

[3:28:09] we can offer

[3:28:11] to the learning community there will necessarily

[3:28:14] also be pressure on the flexibility

[3:28:15] to

[3:28:16] move out of classes, into classes. All

[3:28:18] because three of my

[3:28:19] best friends are taking there and

[3:28:21] now I want to take

[3:28:23] this class. That will be harder to

[3:28:27] do next year. I

[3:28:28] just encourage all students, middle

[3:28:30] school and high

[3:28:32] school to look at your course catalogs, talk

[3:28:33] to

[3:28:35] your counselors, talk to your parents,

[3:28:36] talk to your older siblings,

[3:28:38] get a sense of what the classes are

[3:28:41] like and try to go into forecasting

[3:28:42] if this is what I get

[3:28:44] I will be happy.

[3:28:45] >> that is good to

[3:28:46] hear. I

[3:28:47] think the perspective of quite a few,

[3:28:48] especially

[3:28:50] the choir kids is not that, oh, well,

[3:28:51] there is just not

[3:28:52] enough demand for a class it will

[3:28:54] not happen. It will be

[3:28:57] my third year in a row trying to

[3:28:58] take history but never enough kids

[3:29:00] that sign up. The perspective

[3:29:03] from them is that they see a word

[3:29:05] in the lake oswego newspaper like

[3:29:06] budget cuts

[3:29:08] and think it does not matter if 100

[3:29:10] kids forecast for the class budget

[3:29:12] cuts means it is gone. That

[3:29:14] is what they were more concerned about

[3:29:15] today

[3:29:17] more than a lack of demand.

[3:29:18] >> there

[3:29:19] is

[3:29:20] clearly passionate interest in our

[3:29:21] choir

[3:29:23] programs.

[3:29:24] >> all of our performing

[3:29:25] arts.

[3:29:26] >> yes. >> all

[3:29:27] of them. It is part of what our district needs

[3:29:28] >>

[3:29:29] and

[3:29:30] the reality of it is,

[3:29:31] we are cutting $10 million. Those

[3:29:33] two

[3:29:36] things are going to be competing realities. We

[3:29:37] are not cutting any one thing. It

[3:29:39] just means

[3:29:41] it will be tighter. You will not have

[3:29:42] flexibility to say

[3:29:44] I don't want this now I do, we had

[3:29:47] the luxury for many years of doing. We

[3:29:48] are just

[3:29:50] not going to have it now. Take the

[3:29:51] forecasting

[3:29:53] seriously. We will have classes for

[3:29:54] all kids to take that

[3:29:55] they want to take and that is what

[3:29:57] we are going

[3:30:00] to build our staffing around.

[3:30:01] >> all

[3:30:03] right. It

[3:30:06] is an

[3:30:08] indicator that everything will be

[3:30:09] all right until it

[3:30:10] >>

[3:30:12] do you send confirming emails after

[3:30:15] all of your email? That is a confirming

[3:30:17] email dialogue.

[3:30:18] >> I will tell them

[3:30:19] in whatever level of

[3:30:20] confidence you think I should.

[3:30:21] >>

[3:30:22] I was

[3:30:24] just giving you a hard time.

[3:30:25] >> forecasting

[3:30:26] is really important. I think just

[3:30:27] saying that, if

[3:30:30] you all want choir, just make sure you

[3:30:31] forecast

[3:30:32] for it so when we are doing staffing

[3:30:33] we can say where it

[3:30:35] is going to.

[3:30:36] >> all right. >> and

[3:30:37] it is important for students

[3:30:38] to know there will be other classes

[3:30:39] or other

[3:30:42] resources available if a class they

[3:30:43] really wanted

[3:30:45] does not exist. Especially like the

[3:30:48] ones we were talking about calc3

[3:30:51] or the spanish or

[3:30:54] organic chemistry. There will

[3:30:56] be other options.

[3:30:57] >> all right. >>

[3:30:58] I

[3:30:59] don't foresee us getting rid of any

[3:31:00] one thing like

[3:31:03] that. It will be how many kids in

[3:31:04] the class.

[3:31:05] >>

[3:31:06] thank you

[3:31:07] for asking the question.

[3:31:08] >> yep. >>

[3:31:09] any

[3:31:13] other other business?

[3:31:14] >> all right. If

School Board Mtg.

Agenda

Transcript