[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