[0:00] p.m..

[0:01] We're going to move on to agenda item two, welcome and comments.

[0:11] We have two people who submitted written testimony, Faith

[0:17] and Dean, regarding declaration to acquire real property.

[0:23] And also new people who have submitted a request

[0:28] for in-person testing.

[0:31] Is Oscar here?

[0:33] Please come up to the front.

[0:40] If you wouldn't mind sitting in that chair --

[0:44] that way the microphone will catch your voice.

[0:50] >> That makes sense.

[0:54] >> Just give us one -- >> I apologize.

[0:57] >> You are perfectly fine.

[1:02] Thanks for your patience while we get the technology

[1:07] sorted. (inaudible)

[1:39] >> It is recording our sound. (inaudible) I don't want to stop

[1:52] it.

[2:12] [inaudible conversation]

[2:41] >> You can see it?

[2:43] >> Okay.

[2:44] So we can go ahead?

[2:46] Okay.

[2:47] Wonderful.

[2:48] Yeah.

[2:49] If you wouldn't mind saying your name.

[2:55] >> It's not like the first thing I state my name.

[2:58] I don't state my name immediately but I will.

[3:01] The church is not just a place where

[3:05] Christians gather to worship come a play and learn.

[3:07] It's also a place for fellowship and a place of refuge.

[3:11] My name is Oscar and I'm a student at the high school,

[3:15] just over two Summers ago I accepted Jesus Christ

[3:18] as my Lord and Savior.

[3:20] The church has always been a refuge for me.

[3:22] After a long heavy week I can go to church and just rest

[3:30] in God's presence.

[3:32] I read from a news article and spoke with a church leader.

[3:38] I learned that Southlake Church is

[3:40] dedicated to serving the community.

[3:43] They have proven that by partnering with Wesleyan

[3:46] school districts come a family empowerment

[3:49] center by donating over 300 backpacks and school supplies

[3:53] to families in need.

[3:55] They were one of a couple organizations that helped.

[3:59] The church is willing to provide free parking for the students.

[4:04] The school district used to pay so that students could

[4:08] park there but then the church is going

[4:10] to provide parking for free.

[4:13] I also learned that the district doesn't need the church

[4:18] building, because through a bond measure

[4:20] it can build a new building to help

[4:23] expand the program supporting students with disabilities.

[4:27] Southlake Church is looking to strengthen their relationship

[4:30] with the school district, because working together

[4:34] is better.

[4:36] Students want Southlake Church and the community --

[4:41] the decision of the school board also affects students from

[4:48] places like Oregon City to Westland and --

[4:52] because those students from these districts that attend

[4:55] Southlake Church.

[4:56] I would like the school board to rethink and take back

[5:00] the decision to take the church building by eminent domain.

[5:04] Thank you.

[5:06] >> Thank you.

[5:14] >> Next we have Dean regarding the -- property.

[5:20] Maybe I'm a little easier to get to the table this time.

[5:25] Good evening.

[5:26] I am Dean.

[5:29] Thanks for allowing us this time to share with you.

[5:32] I want to follow up on a word we used two weeks ago, negotiation.

[5:36] I now realize we may have been using that word in two

[5:39] different ways two weeks ago.

[5:41] When the board authorized the condemnation for intimate,

[5:45] negotiation meant negotiating acquisition price, terms

[5:48] and transfer of property.

[5:50] When Pastor Simon's, Jeff Martin and I spoke to you,

[5:53] and when dozens of other members wrote to you,

[5:56] we meant something different.

[5:57] We meant collaboration.

[5:58] How can the District of South work together

[6:01] to serve the students in the community?

[6:04] That's part of the reason we are excited about that location

[6:07] Pierre might this distinction matters.

[6:09] Before the August 10th meeting of its own free will and before

[6:13] eminent domain was formalized, South Lake has already

[6:16] authorized and agreed -- at no charge.

[6:22] Jim and Athletic use -- while remaining at church on that

[6:29] property.

[6:30] So for tonight I have two requests.

[6:33] First, will this board direct the district

[6:36] to begin a genuine collaborative discussion with a Southlake,

[6:40] separate from negotiations over acquisition?

[6:43] We know that's confidential and it's not something --

[6:46] and the ask or the discussion is what student and district needs

[6:50] can we meet together without the school district taking

[6:54] the property?

[6:56] And -- I'm asking -- there's some things you may ask

[7:03] and discuss -- it seems to be a little bit of a surprise.

[7:08] Gym and athletic use -- we generally have our activities

[7:13] in the evenings and on Sundays.

[7:18] Classroom and program space -- during those days.

[7:23] And other property uses.

[7:25] And cost.

[7:26] And I say this hint only because I'm not authorized to negotiate,

[7:29] but our history is one of serving at no cost,

[7:34] providing facilities, people, resources and things that cost

[7:38] us money but that's what we do.

[7:41] And how would the facility in a joint use

[7:47] be valuable for the students of the community?

[7:50] What possibilities have been explored?

[7:51] What happens next?

[7:53] At least one board member said there's an opportunity

[7:56] for partnership here.

[7:57] We agree.

[7:58] Past assignments called it collaboration

[8:01] and not condemnation.

[8:04] Let's test that before -- and as I said last time, ultimately,

[8:12] policy and direction -- here with this board.

[8:16] It's not originated with your staff and attorneys.

[8:20] You direct a leadership.

[8:22] Collaboration is still in your hands.

[8:24] Thank you.

[8:30] [applause]

[8:31] >> Thank you.

[8:32] Next we have Ben Adams regarding the cell tower.

[8:42] >> Board, I'm not here to talk about the cell tower which is

[8:44] a surprise to everyone.

[8:47] And your last meeting, you guys voted unanimously

[8:50] to eminent domain the church property across the street.

[8:54] And I find --

[8:57] I find it actually ironic because in the same room

[9:01] you guys read a land acknowledgment where

[9:04] you say that we regret that we are on stolen land

[9:08] and amongst other things, that land acknowledgment says

[9:12] our community regrets and goes on to describe terrible things

[9:15] and specifically the forced removal of people from land.

[9:20] So if we go look at the definition for eminent domain,

[9:23] it's a legal power of the government

[9:25] to seize private property without the owner's consent.

[9:28] That is stolen land.

[9:31] The same thing that you guys take a declaration

[9:34] that you regret happening.

[9:35] So it was either wrong then or it's wrong now,

[9:38] but to go eminent domain a church who is here pleading

[9:42] for partnership, which is something else this board

[9:45] constantly values and talks about,

[9:47] partnership with community and -- now you guys vote to take it,

[9:52] to steal land, which is what this community says they are

[9:56] against.

[9:56] It's in every school building.

[9:59] What about the kids that go to that school?

[10:04] Those kids go back there when their church is taken away

[10:07] and they have to be in classes there.

[10:09] How traumatizing is that for those students?

[10:11] It's something this board takes seriously.

[10:15] I'm also interested in why this is now, given

[10:17] that veterans have been there for 50 years.

[10:20] Somebody could try the eminent domain years ago.

[10:23] Is it the school board doesn't want to fight a $200 LDS

[10:27] community and they'd rather fight an independent church?

[10:30] I'm not sure.

[10:32] If you put this in the bond instead a community like us,

[10:35] we'd like to imitate domain a church and pass a bond,

[10:39] do that -- (inaudible).

[10:41] I'm asking you as a neighbor, I'm not

[10:43] affiliated with that church and I don't go there

[10:45] but I am a neighbor.

[10:47] I am right next an adjacent to school property.

[10:49] I think you have a duty to this community to not do this.

[10:53] They are begging for collaboration

[10:54] and that's what this just district is about.

[10:56] That's why people move here is because the school board does

[11:00] stuff like this. (inaudible) and eminent domain a church --

[11:11] I urge you to not do that.

[11:16] >> So thank you to everyone who brought testimony this evening,

[11:20] both in person and in writing.

[11:23] The board values hearing from our community

[11:26] and carefully considers all input shared.

[11:29] As chair, I respond on behalf of the board

[11:33] and acknowledge all written testimony.

[11:35] We do not engage in dialog during in-person testimony.

[11:40] Please note your perspectives are valued

[11:44] and help inform our work permit for those here in person,

[11:48] you're welcome to stay and serve the remaining of the meeting

[11:51] or depart at your convenience.

[11:53] We will move on then to agenda item 3.0, consent agenda.

[12:03] >> I will move to approve consent agenda as presented.

[12:07] Thank you.

[12:10] >> I will second.

[12:14] >> Any discussion?

[12:18] >> All in favor?

[12:24] >> Aye.

[12:25] Motion passes.

[12:26] We'll move on to agenda item 4.0, board business climate

[12:30] policy and program agenda and agenda item 4.1, the lens

[12:35] review.

[12:35] I believe we have some guests joining us today

[12:40] to come up from the Lake Oswego Sustainability Network.

[12:51] >> Thank you for having us.

[12:52] Several of us, Stephanie and I both served

[12:57] on your board committee that helped

[12:59] develop the sustainability tool for decision making.

[13:04] And we're happy to see the sustainability remained

[13:07] in your strategic plan and that it is still important.

[13:11] We're happy to see that you're interested in trying

[13:15] to use this tool for your decision making.

[13:18] So in a moment of maybe rashness we said O, will help do that.

[13:24] And Doctor Shelley said okay.

[13:26] So here we are.

[13:28] I'm Dorothy Attwood, president of the Lake Oswego

[13:32] Sustainability Network.

[13:33] My background is in geology, hydrogeology in the last 20

[13:37] years of my profession was in sustainability

[13:39] and doing sustainability training

[13:41] to all sorts of different organizations.

[13:43] I also have Ruth here, a teacher of many years.

[13:53] >> Pre-K through eighth.

[13:55] >> And then Stephanie Wagner who serves on our board,

[13:59] as well as has done -- do you want to say a few words?

[14:05] >> Yeah.

[14:06] My background -- I got really involved in natural resource

[14:11] preservation and restoration has been my main thing.

[14:15] I was executive director of Friends of Dry Creek

[14:18] and supported Education, environmental and outdoor

[14:21] education and did my career for eight years as a program

[14:26] director -- working with graduate students.

[14:33] So I have a really good background in education and have

[14:39] a profound feeling in my heart for how we need to have

[14:44] our children and our communities -- (inaudible).

[14:51] >> So instead of you sitting here listening to us,

[14:53] we have an interactive, fun, exciting thing --

[14:57] three things we would like to accomplish.

[15:02] And Mary has our slide deck.

[15:05] There we are.

[15:06] And then the next slide -- what is sustainability?

[15:11] Sustainability is a pretty big word.

[15:14] It's squishy.

[15:14] We wanted to invite the staff who's here

[15:18] as well as the board to do an interactive exercise

[15:21] and Stephanie will lead you with.

[15:23] Then we'll practice.

[15:25] How are we going to implement this?

[15:28] We will focus on a couple scenarios around it

[15:32] two of the main jobs come at reviewing

[15:35] budgets and curriculums.

[15:37] We have a couple scenarios.

[15:39] We'll practice and see how that goes.

[15:41] And then think about what would be next steps?

[15:45] What went well and what could help

[15:46] and how could we improve this process?

[15:48] So I'll pass this off to Stephanie.

[15:54] >> As an educator you know (inaudible).

[15:59] That means a different thing to all of you.

[16:01] So we want to do an exercise that gives us a chance

[16:04] to kind of find some common ground before we go on

[16:07] with the other part.

[16:09] So what you have with you are some big sticky pads and pens.

[16:17] I want you to write on that sticky pad --

[16:21] in pretty big writing -- on three different sheets.

[16:35] >> You can take one --

[16:37] [laughter]

[16:44] >> Thank you for asking.

[16:44] I appreciate that.

[16:45] I want you all to take three sheets

[16:49] and write one idea that you have,

[16:51] a phrase or a word that represents sustainability

[16:54] to you.

[16:55] When you finish writing those three separate, each of you

[17:00] is going to have three separate pieces of paper

[17:03] with a word on it or a phrase.

[17:06] Then I'm going to want you to come up here

[17:07] and I want you guys together to start organizing those.

[17:11] Some of you will think the same way and some will have other

[17:15] things --

[17:16] I want you to take those sticky notes

[17:19] and then start organizing them.

[17:26] (inaudible) does anybody have questions?

[17:30] >> We are including staff.

[17:32] I just gave Stewart his. (inaudible)

[17:38] maybe I'm in no comment you can't Google sustainability.

[17:46] It has to be from your head.

[17:48] Three things.

[18:23] >> I already messed up.

[18:27] [background chatter]

[18:34] >> This wall right in here. (inaudible)

[18:44] [laughter]

[19:03] [background chatter]

[19:22] >> Phrases are good. (inaudible) If you see something

[19:29] that's similar comment put it next to something

[19:30] that's similar.

[19:38] >> Love the planet?

[19:39] Maybe we can --

[19:47] >> I don't do anything with one word.

[19:50] [laughter]

[19:53] >> This is too much.

[19:54] >> You can do phrases.

[20:04] >> Phrases.

[20:05] I'm writing phrases.

[20:24] [laughter]

[20:26] [inaudible conversation]

[22:12] I am a grouper.

[22:16] [laughter]

[22:19] >> So whoever put temperature here --

[22:22] we can bring temperature with -- because that's part

[22:26] of the earth.

[22:27] So we'll bring that one in.

[22:32] And preserving resources.

[22:38] And what we're thinking about common these are natural

[22:41] resources -- and these other things that aren't just based

[22:47] in the natural world, right?

[22:52] It doesn't cause harm.

[22:57] What do we have here?

[23:01] Changing behavior --

[23:17] [inaudible conversation]

[23:24] >> So what do you guys see around here as far as --

[23:27] as far as definition? (inaudible)

[23:36] >> It appears that there's more aggregation around the typical

[23:38] ideas around renew, reduce and recycle that we think of.

[23:42] When we think of sustainability. (inaudible)

[23:47] >> That's a good thing.

[23:50] And those are definitely actions that we take.

[23:55] Anybody else see anything else?

[24:00] Anything else that sticks out to them? >> (inaudible)

[24:05] >> It does definitely have an earth environmental focus.

[24:15] >> They also seem to be a lot Of ideas and less policy

[24:23] for direction, if that makes sense.

[24:27] >> Right.

[24:28] So if you're going to take a look at sustainability,

[24:31] the definition of sustainability --

[24:36] how you define how we're going to take care of --

[24:43] and when we talk about the earth,

[24:46] in my mind it's not just our natural resources.

[24:49] We are a part of this system.

[24:53] We are an integral part of this system.

[24:56] And we have had an impact and we have changed that system.

[25:00] Change is not all bad.

[25:03] We're not looking at this in a way of going back.

[25:06] But we are looking at this as people said, that we need to --

[25:14] so how do we go ahead and when you

[25:19] think about how we look at this, how do we

[25:26] think about sustainability?

[25:28] So when I say sustained, it just means to keep going.

[25:38] So sustain is just keep going.

[25:42] So we want to keep it going.

[25:47] What are the actions that we need to take?

[25:51] To make sure that that system doesn't cause problems?

[25:57] So that we don't all of a sudden have --

[26:03] so right here with young people who are going to have to deal

[26:07] with the changing climate because of actions that

[26:11] we've taken -- so how do we think about what those impacts

[26:18] are?

[26:18] So that we can mitigate some of these impacts

[26:24] without causing problems to other people?

[26:29] So that's pretty much the classic definition

[26:34] of sustainability.

[26:37] And what I think is so important is you go through this and --

[26:43] what is mean to you?

[26:48] As you go through that, thinking about how important it is --

[26:58] (inaudible).

[27:01] I think it can be something that is just

[27:04] a way of thinking of things and a way of being connected

[27:10] and connection is a huge part, a way

[27:14] of being connected that helps us with decisions

[27:17] and think about what we are doing.

[27:20] And that also helps our kids grow up being connected

[27:24] and connected to the natural world and to each other

[27:27] and socially and economically, that we can allow that change

[27:33] but in a way that is not -- (inaudible) such an impact that

[27:42] will make it hard for all of -- so how do you guys feel about

[27:50] the definition?

[27:51] Do you want to take what I just talked about?

[27:55] That's a pretty tall order.

[28:00] >> I like what you said about -- the word sustain which is

[28:04] preserving what we have so it can last and not --

[28:11] not going to this austere place.

[28:16] Having to live a subsistence life --

[28:22] living fulfilling lives and so forth.

[28:26] >> We are an integral part of this planet.

[28:29] We have developed some pretty amazing lifestyles here.

[28:33] We don't want that to go away but we want to make sure that --

[28:38] that we're not destroying what allows us to do that.

[28:42] How do we get that balance and how do we think about it?

[28:51] >> Building on that, it's not just sustaining --. (inaudible)

[29:12] >> I just want to make a couple of observations.

[29:14] One is economics is out there all by itself.

[29:18] And in many of the traditional sustainability definitions

[29:24] they say it's a three legged stool or there's three aspects

[29:29] and one is the environment which you've captured here

[29:32] and one is society which is woven

[29:36] into a lot of these thinking about the future,

[29:39] and changing behavior.

[29:40] The third piece is economics.

[29:42] We have to have a robust climate resilient economy to also

[29:47] have a sustainable future.

[29:49] And the future aspect is important

[29:53] and that's captured well here.

[29:57] >> And your high school students that are starting to --

[30:05] (inaudible) that can lead away from our constant growth model?

[30:11] There's other amazing models out there we can think about.

[30:16] How to sustain and keep our society going.

[30:19] The one thing I wanted everyone to --

[30:24] everyone that comes out of the school district is --

[30:28] we are not here separate from it.

[30:32] We are an integral part.

[30:36] And holding that truly in your heart that you're part

[30:40] of the system -- (inaudible) there's a reciprocity

[30:46] because that sustains -- and we give back to that system.

[30:53] So as we think about how we go as a school district --

[30:59] and leadership as a school -- and the district can give

[31:06] towards having a developing that concept of understanding --

[31:14] if we truly understand that principle people will naturally

[31:19] go towards --.

[31:21] So thank you for helping me build a definition

[31:25] and I'm going to turn it over to Dorothy.

[31:29] >> Can I ask something really quick?

[31:30] That was super helpful Stephanie and I almost

[31:34] wonder if, because I love that, the civic engagement come

[31:40] with the belief and all of this being founded

[31:43] in democracy and civics it's actually

[31:45] what we're talking about.

[31:47] But I think we have a branding problem with the word

[31:50] sustainability because that is not where it started.

[31:53] It starts with trees and plants and reuse and recycle.

[31:58] Because that's what we've been focused on.

[32:00] And the brand and the word is and --

[32:04] I don't think it's known -- we don't talk about this economic

[32:10] piece.

[32:10] We talk about we save money with -- all those things.

[32:15] But what you're talking about is civics.

[32:18] We have stepped away -- we haven't connected those to.

[32:22] Sustainability is a political you're over here --

[32:28] so how do we rebrand it to what you're talking about?

[32:31] Because that's what I think -- the sustainability lens is just

[32:37] a civics lens.

[32:40] >> That's where we want to connect when you're done with

[32:43] this is think about how do we integrate that.

[32:47] How do we do that branding?

[32:52] >> Perfect.

[32:57] >> I think where we've seen sustainability most so far is

[33:00] in our -- programs.

[33:03] >> Absolutely.

[33:05] Choosing materials in --

[33:12] >> I just want to ask something quickly.

[33:14] You made the comment about austerity and not necessarily

[33:20] having to have that be a piece of sustainability.

[33:23] But as we listen, the three pillars

[33:27] were reduced, recycle and reuse.

[33:32] >> The three pillars of sustainability are if you do it

[33:36] in Nike words, people come a planet come a profits.

[33:39] In the three E's it's environment, equity, economy.

[33:45] >> Colloquially speaking I think we as people think of reuse,

[33:50] reduce, recycle.

[33:51] We're thinking about the reduced.

[33:54] That's the piece that I think is the harder piece

[33:56] to sell come the less palatable piece to sell.

[33:59] But we can sustain I keep -- of what we're trying to keep by its

[34:05] definition is not renewable.

[34:07] So the austerity reduction I feel like has to be the part

[34:14] we don't like to say out loud but to be honest we have to.

[34:20] >> And I think in my mind, the austerity --

[34:23] austerity can maybe look -- have to give something up.

[34:29] And we can do all that with just doing the --

[34:35] and that goes back into like -- you can actually think about how

[34:43] we develop balance with maybe less stuff but kids nowadays who

[34:50] are out -- and that is not austerity.

[34:57] That's an awareness that we want to reduce a little bit.

[35:02] So I agree.

[35:03] It takes a >> We've got to move on because we

[35:10] are told we have 45 minutes.

[35:12] [laughter] And we were told that you guys are chatty.

[35:16] So now we're going to apply this scenarios.

[35:19] So definition is there.

[35:22] We're going to work in small groups of 2 to 3 and we'd like

[35:27] to mix up -- and mix staff and -- so there will be 11 of you.

[35:36] And so there will be three groups of three

[35:39] and one group of two.

[35:41] There will be a staff person in every group and then --

[35:46] and we're going to use your -- sustainability framework lens

[35:55] which is sort of wordy.

[35:58] So we would like -- put underlines in.

[36:03] So you're going to use this and let's get you guys in groups.

[36:09] Stand up. (inaudible) So two people go over there.

[36:22] And then you go over here and a couple people go over here.

[36:35] So wait.

[36:46] [inaudible conversation] I think we have 11.

[37:05] So we need one group of --

[37:12] >> Okay.

[37:15] [inaudible conversation]

[37:52] >> And what do you have?

[37:53] And you have a scenario?

[37:56] So you get curriculum.

[37:58] Okay.

[37:59] So think about this.

[38:01] Don't fret about it.

[38:03] The first question of the Citi --

[38:10] don't make it too hard on yourself.

[38:14] You're going to apply it perfectly

[38:18] but think about how you would apply

[38:21] these questions to the scenarios that you've been given.

[38:28] You have about ten minutes, five minutes now.

[38:33] >> Are we reporting back at the end of it?

[38:41] >> Sounds good.

[38:42] >> What was hard what was easy.

[38:45] >> These are two different scenarios.

[38:49] [inaudible conversation]

[43:53] >> A minute to wrap up.

[43:54] We're just trying to get your brain cells going.

[44:02] [inaudible conversation]

[45:07] >> So who had curriculum?

[45:08] Okay.

[45:10] Just -- what was hard what was easy?

[45:17] Before you say anything, I love the fact that you guys got

[45:21] into discussing --.

[45:24] I absolutely loved (inaudible).

[45:29] Thank you.

[45:31] Okay.

[45:32] So the curriculum scenario, the district has been --

[45:38] how can the sustainability -- the board's level?

[45:44] Not the answer necessarily.

[45:47] What -- (inaudible)

[45:54] >> So I think the hard part was limited to the adoption process

[45:59] of the curriculum.

[46:01] So in that regard we look at things

[46:03] like having materials be all digital.

[46:08] And then presented to us and we talked about -- a d r type --

[46:19] where boards are being exposed to best practices all over

[46:24] the world and -- and being able to do that virtually obviously

[46:31] -- those are a couple things.

[46:41] >> You did warn me that --

[46:45] >> We definitely talked about how in social studies,

[46:49] that's the place for the civics components.

[46:53] Sustainability.

[46:55] And setting that foundational understanding and then we also

[47:02] talked about --

[47:03] I guess we got a little beyond adoption

[47:06] and we started to talk about how we would incorporate

[47:12] diverse voices, like looking at differences in the built

[47:15] environment even here, you have areas

[47:19] where you have a lot of greenery and trees

[47:23] and you have other areas where you have less so.

[47:25] You can look at your own community

[47:29] and bring in voices from Lake Oswego

[47:33] to illuminate the lessons.

[47:38] >> Yeah but even here -- like the appealing thing is always

[47:44] to go to Portland but even here within our community,

[47:48] there are lessons to be learned.

[47:52] >> Now we hear about the landscape equipment.

[47:57] >> Well this was easy because we have done it.

[48:01] But if we were to contemplate it,

[48:05] it was an easy decision to make when we started

[48:08] to go from this to this.

[48:10] And it was helpful to revisit all these questions,

[48:16] just so you have it -- it's a way to be transparent and make

[48:20] clear why your decision making is coming from,

[48:23] so be reflected back like oh, it would be great to ask publicly

[48:29] instead of just saying it's a great idea, let's do it.

[48:32] But we did look at it from a perspective also of it's

[48:36] hard under limited resources or with limited resources

[48:40] to just do a wholesale swap out.

[48:44] So that's the plan and -- so that is part of the decision

[48:48] making.

[48:49] We didn't ask questions necessarily

[48:51] but it was part of the decision making was okay, we do this now

[48:56] and as they die and go out we buy and bring them in.

[49:01] So that we are future forward and taking action now but not

[49:05] spending all the money now and --

[49:09] and then that's being a good Steward to students because we

[49:13] might lose something else that's important.

[49:19] So that kind of thinking but it happens really quickly

[49:24] like somebody said, they answered all the questions.

[49:29] >> Can I add something?

[49:32] I really love the fact that you said be good --

[49:37] one of the things when you are leaders and helping develop that

[49:42] kind of sustainable mindset is being explicit.

[49:46] So when you make decisions, thinking about how

[49:50] you're explicitly -- with other people,

[49:54] whether budget decisions or other things,

[49:58] that you explain why and you explain how it's working under

[50:03] that kind of sustainable development.

[50:06] I just want to comment.

[50:14] >> How about this group?

[50:15] Anything to add?

[50:18] >> The big one we were thinking about adding from the second

[50:21] point, how does this empower students to be stewards

[50:24] for our shared resources, bringing this into a push

[50:28] in for specifically double Dutch we talked mostly about the high

[50:31] school civics classes but also branching down to the elementary

[50:35] and middle level of how this could be as part of both

[50:38] their civics and current events this is a real scenario

[50:41] the district is working with right now.

[50:44] What do you guys think?

[50:46] What are your interpretations?

[50:48] And then bringing that back up, or whether that's for classes

[50:52] or for Laila and I and whether that be then --

[51:01] >> So we want to do this so you can --

[51:04] you have this tool and let's use it.

[51:07] What you do it a little bit differently?

[51:10] What are the next steps?

[51:15] What might you want to do this in your --

[51:20] and then you've got a whole district, schools, principals,

[51:25] students and staff -- nutrition, faculty.

[51:30] Yeah.

[51:36] [laughter]

[51:37] oh

[51:38] >> We are a team.

[51:43] >> They're so knowledgeable about this.

[51:45] I think sustainability is kind of exciting because it's

[51:48] a huge challenge for our future generations

[51:50] and our world's going to be a lot different.

[51:53] I think when you look at the schools that you've built,

[51:57] those are beautiful schools.

[51:59] There's no austerity there.

[52:00] It's just a different way of doing things.

[52:03] As we move forward, how do we operationalize

[52:08] the sustainability lens at the board level?

[52:11] This is the current lens and I know

[52:13] that Mark has been working on the streamlined version.

[52:20] But with your decisions going forward, what

[52:24] are you going to do with this lens?

[52:28] How is this going to be incorporated?

[52:36] >> These two just said like -- it's already part

[52:38] of the board's DNA, like the sustainability lens --

[52:43] the shorthand thinking.

[52:47] And what needs to be explicit about it --

[52:53] a light bulb moment if that's the teach part.

[52:56] And that's the we need people -- so they can follow along --

[53:02] and it's not just the board and staff --

[53:08] other people can then apply and operationalize it.

[53:14] >> And Spencer said it can go all the way down to the student

[53:18] level.

[53:19] And he brought that to the board level if necessary.

[53:24] And then how can we roll this out to district level decisions?

[53:30] There's a school level, department level --

[53:35] what are your thoughts?

[53:37] So the board is not the only -- to make decisions.

[53:48] >> The example that Mary Kay kindly gave me credit for is

[53:50] our superintendents -- but I say that because the operations,

[53:57] that's not the board -- there's two different things.

[54:00] What does deliberation look like that's public facing to be

[54:04] explicit which I really like that word,

[54:06] and what does that mean to our agendas or our processing of it,

[54:12] versus how do we make these practices that somebody like

[54:17] Doctor Sheely practices so well and quickly,

[54:20] but creates a learning space for others --

[54:24] what does that look like in expectations for our leaders

[54:27] of the schools and our student leaders to be practicing,

[54:31] so it does become second nature but also what becomes second

[54:34] nature is the transparent reflection of it?

[54:37] Not just the doing of it but then that we share with people

[54:41] why we are doing it?

[54:44] >> We'll make decisions -- but we're not being explicit.

[54:49] We have a framework where we're saying

[54:51] this is why we are doing it.

[54:53] And from a sustainability point of view,

[54:57] this is why this is good or these are the considerations --

[55:02] I think we do sometimes get criticized more

[55:05] for making a decision.

[55:07] Why did you make that decision?

[55:11] >> The word operationalize -- (inaudible) as well

[55:16] as institutionalized.

[55:17] How do you institutionalize that practice?

[55:23] Leadership clubs -- there's a lot of opportunity for how you

[55:33] can take one of your four core --

[55:38] foundations and your strategic plan --

[55:41] how do you get that into the DNA of -- with a shared model?

[55:50] >> From an operational standpoint -- in the Handbook.

[55:56] We've created a handbook this summer and so now the lens is

[56:01] in there saying -- on anything you do from a parent club

[56:07] standpoint.

[56:08] The checks and balances side of it is if someone's coming

[56:14] requests -- you spend money on something,

[56:17] part of the decision making -- and not just at a board level.

[56:27] (inaudible) so people know okay, before I do this request,

[56:33] I know they're going to ask these questions.

[56:43] >> Any other -- so we kind of developed a new more robust

[56:49] definition of sustainability and then we applied the model.

[56:55] We talked about how it can branch out

[56:58] into all aspects of the district and how it should

[57:02] be looked at consistently.

[57:05] Anything else to share?

[57:09] >> Thanks for the opportunity to do this and we'd love to --

[57:12] on the shared journey -- (inaudible) To think about how

[57:30] we are building out -- so not just saying the sustainability

[57:37] lens -- and reflect and think about what it means,

[57:42] because I think that's -- maybe I'm absolutely.

[57:48] I definitely agree.

[57:50] I think these are big questions and sometimes we get overwhelmed

[57:55] by the broadness of them and practice and examples and --

[58:04] it's really helpful light bulb moments.

[58:06] I heard that word, kind of go off and people

[58:11] start to learn how to use it to.

[58:16] >> And how do we celebrate when somebody --

[58:26] (inaudible) And then how would we roll that out, how --

[58:39] or how do we celebrate with the kids accomplishment when they

[58:44] clear an area of your campus -- so thinking about as board

[58:51] members two, how -- that doesn't have to cost money and stuff

[59:00] but -- and helping to build that commonality --

[59:05] and then as we're doing that, how --

[59:13] okay I'll share just one more thing.

[59:19] The sustainability network has given us award to a graduating

[59:25] senior the last three years and I had a little luncheon --

[59:31] I invited all the recipients.

[59:33] We had half which was three but the other three --

[59:39] it was a really great thing for them to share what they were

[59:43] doing --.

[59:46] I think we didn't do too badly.

[59:50] Thank you.

[59:51] Thank you so much for joining us.

[59:56] This is wonderful.

[59:58] I enjoy just getting up and moving around.

[1:00:01] Please.

[1:00:10] >> Oh sure.

[1:00:14] [inaudible conversation] >> All right.

[1:00:57] So we will continue on in our agenda, agenda item 4.2,

[1:01:03] policy K and a, immigration enforcement on district

[1:01:12] property, and then that's a new policy, first reading,

[1:01:19] and then administration regulation of KNA-AR*1)

[1:01:28] interactions with immigration enforcement which is also new,

[1:01:32] first review.

[1:01:34] >> The policy KNA -- interactions with immigration

[1:01:41] enforcement. (inaudible) in response to the Senate bill 1538

[1:01:51] and 1534 and House Bill 4079 which requires districts

[1:01:55] to adopt this policy -- by September 30th.

[1:02:07] But we did just get this one and it's basically --

[1:02:12] that we're notifying everyone -- a person who's going to be --

[1:02:51] [inaudible conversation]

[1:02:58] >> Should we take action in the work session?

[1:03:01] >> You can take action.

[1:03:07] >> This is where in the board -- >> I got you.

[1:03:21] >> Do you have the sense -- the required notice section --

[1:03:27] says notice to be provided to students --

[1:03:30] where they are confirmed to be on school property.

[1:03:36] That seems to be real time.

[1:03:40] Bam well, real time would be letting kids know if we had --

[1:03:49] on site.

[1:03:51] >> Like a p announcement?

[1:03:55] >> Or it could be a PA announcement.

[1:03:58] Probably the easiest would be the PA.

[1:04:04] >> I think the notice has to be reasonably received like

[1:04:07] an email to the students in real time.

[1:04:10] So it just seems --

[1:04:19] >> The good thing about this is -- and they can't do anything.

[1:04:25] I will say we've had all of that --

[1:04:32] we have trained people to do that and --

[1:04:35] we've never had anybody come on site.

[1:04:39] But we have been prepared for it in case.

[1:04:45] >> I'm just going to add that R --

[1:04:49] very similar to any kind of event --

[1:05:00] >> This sounds like -- like we have to say --

[1:05:04] there does need to be an announcement.

[1:05:06] It makes me nervous not knowing -- down in Salem --

[1:05:12] I understand the intent and then the impact

[1:05:14] would be real negative consequences.

[1:05:16] And I'm just like -- >> It comes across the PA and --

[1:05:25] >> I think it's how do you manage that and is that

[1:05:29] something that can happen until the two district staff get

[1:05:37] to the location?

[1:05:38] Because the office staff can't do anything,

[1:05:41] so then they are calling HR -- and then do they wait to notify

[1:05:49] staff or students and then the rumors start?

[1:05:52] I can just see there being a real issue with telling

[1:05:55] the whole -- the rumors that start flying in all the cell

[1:06:01] phones that aren't supposed to be used.

[1:06:04] >> I mean -- >> When it happens on school property,

[1:06:09] since we've been fortunate it hasn't happened on our school

[1:06:12] property yet.

[1:06:13] But it's very traumatizing.

[1:06:16] That expectation to tell anybody -- but it can also stir up --

[1:06:24] for students who might have a --

[1:06:26] I don't know.

[1:06:27] I'm curious what the debate was.

[1:06:33] >> We're fortunate because we've not had this happen here

[1:06:36] and have had limited exposure to it.

[1:06:38] Immigration authorities are not waiting at the office

[1:06:41] or district administration or -- so for it to be meaningful,

[1:06:49] we need to have that awareness -- so again,

[1:06:54] we don't have the opportunity to manage the situation as much

[1:06:59] as we would like.

[1:07:01] So I am concerned about that.

[1:07:07] >> They should not be allowed to go into the school building.

[1:07:12] They would kind of have to sit there and wait.

[1:07:19] (inaudible) If you are worried about that an --

[1:07:40] >> I think -- yes, that's a horrible scenario.

[1:07:43] Probably the more common is the O,

[1:07:46] they are here for you or for so, even though --

[1:07:51] even though there's no factual basis for that.

[1:07:53] And that kind of becoming that -- yeah.

[1:07:57] It's a sticky situation.

[1:08:00] There's no easy or clean way to do it.

[1:08:05] It just gives me a little pause.

[1:08:08] >> I appreciate that we need to get this done.

[1:08:11] I would be interested what -- is doing right now

[1:08:15] because doesn't Portland immigration probably have

[1:08:17] the most experience with this?

[1:08:18] I'm wondering how it's operationalized there.

[1:08:24] Would?

[1:08:27] >> Can I also piggyback off of a point that you made earlier,

[1:08:32] and also something that Doctor Shealy had said,

[1:08:35] and by having them wait in the vesicle,

[1:08:38] I think that's what the policy is having them do but also kind

[1:08:42] of along your line of the first person that sees that,

[1:08:45] I guarantee whether they're staff or students,

[1:08:48] they're not keeping that to themselves.

[1:08:50] That's an out of ordinary event that stirs up some panic

[1:08:55] and then at least in my mind there's

[1:08:57] the scale of do you let people know exactly what's happening

[1:09:01] or what's going to cause the least panic?

[1:09:04] And create the best outcome for the situation?

[1:09:08] And I think the longer you have them

[1:09:12] and that vestibule waiting, the more tension

[1:09:16] or unnecessary tensions arise.

[1:09:25] >> And I think -- would be interesting --

[1:09:34] >> I don't mean to hold up passing it.

[1:09:35] I just mean to -- how to do it.

[1:09:39] Sounds like this is the language that -- which is what --

[1:09:45] >> And I get their point.

[1:09:49] They're trying to protect students.

[1:09:57] (inaudible) maybe that's what has to happen --

[1:10:07] just so you know, this is -- and this is what you would not be

[1:10:16] doing.

[1:10:16] Kind of like training for a lock down drill or something.

[1:10:21] >> Now we get to train --

[1:10:28] >> There is only one scenario -- and if it was for something

[1:10:36] totally different than immigration.

[1:10:37] So I am not sure how this would happen. (inaudible)

[1:10:57] >> I think to your point, we do have timeline to get approved.

[1:11:00] If we find out or learn what best practices are -- >> Yes.

[1:11:08] >> Yes.

[1:11:09] So doctor Sheely, do you need a motion then tonight to?

[1:11:15] >> (inaudible)

[1:11:25] >> I will move to approve policy K and A as well as KNA-AR.

[1:11:39] >> Thank you.

[1:11:40] Do I have a second?

[1:11:44] >> I will second it but then I have to clarify a point.

[1:11:49] We only passed the policy, not the a r, right?

[1:11:57] >> Correct.

[1:12:01] I mean, we can do it.

[1:12:03] I was just like, do you want to amend it to the thing

[1:12:07] to pass just the policy?

[1:12:09] You guys changed the a r on how you operationalize it and if we

[1:12:13] pass it -- we have to bring it back to us versus if you just

[1:12:18] have a motion -- to be just for the policy,

[1:12:23] then we don't have to deal with the AR.

[1:12:26] It's all in your realm.

[1:12:28] Correct?

[1:12:30] >> She has to take back her second.

[1:12:34] >> So yeah.

[1:12:35] I can revoke my second. >> (inaudible) I would like to make

[1:12:42] a motion to approve the policy -- on district property.

[1:12:50] >> I will second.

[1:12:52] >> Any discussion?

[1:12:57] >> All right.

[1:12:58] So all in favor?

[1:13:05] Aye.

[1:13:08] >> Motion passes.

[1:13:09] Thank you.

[1:13:12] So we'll move on then to item 4.3, Lake Oswego performance

[1:13:17] growth targets.

[1:13:19] Are you >> I am.

[1:13:36] >> Thank you chair.

[1:13:37] And members of the board.

[1:13:40] And thank you Mary Kay.

[1:13:43] Performance growth targets.

[1:13:46] Advance the slide please.

[1:13:48] So this is an information only and this is something new that's

[1:13:54] part of our integrated grants.

[1:13:56] And the state of Oregon has introduced key performance

[1:14:00] growth targets and we look at what

[1:14:03] those are and talk a little bit about it

[1:14:05] and introduce all of those.

[1:14:07] It's part of Bill 141.

[1:14:10] It is to connect -- the reason is to connect long term

[1:14:17] strategies common investments and staffing to student

[1:14:20] outcomes.

[1:14:21] Address overall performance with all students

[1:14:24] as well as address the gaps disparities,

[1:14:28] and then monitor progress over time.

[1:14:31] So there are eight student outcome measures

[1:14:35] that we will be looking at.

[1:14:38] So K-2 -- K-12 attendance.

[1:14:44] Eighth grade math.

[1:14:59] Sorry, ninth grade on track four year graduation,

[1:15:04] five year completion and -- post-secondary readiness.

[1:15:11] The growth metrics will be for all students

[1:15:16] as I said and also for focal group students

[1:15:19] and that growth will need to be more than public students

[1:15:26] to close the gaps.

[1:15:27] And we are looking at four years.

[1:15:31] Next please?

[1:15:33] So this is just a point of interest really.

[1:15:38] As I said, this is new.

[1:15:41] But part of this is that in terms of meeting targets,

[1:15:47] it is that you meet metrics for both.

[1:15:52] So both growth of all and focal group and or you

[1:15:57] could meet a target for one as long

[1:16:00] as you're showing progress towards the other target.

[1:16:04] There are consequences over time if those metrics aren't met.

[1:16:10] So for example, if you or district doesn't meet a metric

[1:16:17] for consecutive years, there is coaching involved and if those

[1:16:24] metrics aren't met for three or more years then there's more

[1:16:28] intensive coaching with over time the --

[1:16:33] we don't expect that to be happening at all,

[1:16:35] is just more a point of interest.

[1:16:40] And this is a reminder.

[1:16:43] We've all seen the focal group students but we'll be talking

[1:16:47] about --

[1:16:48] next slide is going to be the specific growth targets.

[1:16:52] It's just important to just remember the focal group

[1:16:56] students.

[1:16:56] So students experiencing poverty,

[1:16:59] care and homelessness and disabilities --

[1:17:08] Some of these groups we don't have in our district.

[1:17:11] We do have American Indian and Alaska Native and Asian

[1:17:15] students come a Black and African American students come

[1:17:17] a Hispanic, Latino and a students,

[1:17:21] native Hawaiian and Pacific Islander

[1:17:23] and multicultural students.

[1:17:25] And next slide please.

[1:17:28] So these are the targets.

[1:17:32] And it's a little small and I get that.

[1:17:36] Again, this is for information only.

[1:17:39] And this is what Ode will be measuring us against.

[1:17:43] What we're looking at here, for example, with K2 attendance,

[1:17:48] baseline is 420 and 425.

[1:17:52] Notice it's not 2526.

[1:17:56] We don't have actual numbers yet to be

[1:17:59] able to compare so we are using 24 and 25.

[1:18:04] But we set our targets for 26.

[1:18:07] So let's look at K-2 attendance.

[1:18:11] So the baseline, 88.2, is all.

[1:18:17] And our focal group is 83.9.

[1:18:19] And I won't go through all of these but just to talk

[1:18:23] about how to read this.

[1:18:26] And also, I was able to get the similar district information

[1:18:30] so we can compare ourselves.

[1:18:32] So this is where similar districts

[1:18:34] are starting in terms of all students, 79.6 and 72.9%.

[1:18:43] And our targets -- we're just going to look at 26 and 27.

[1:18:47] Our targets are modest and their modest for all of our metrics.

[1:18:54] Partly Ode I think wants us all to start out

[1:19:00] with more modest targets and as we

[1:19:03] are understanding this process.

[1:19:06] Ode is learning about this process and the coaching --

[1:19:11] that's a lot.

[1:19:13] But let's look at ninth grade.

[1:19:17] So notice that we have for our baseline, 24 and 25,

[1:19:22] we have greater than 95 in both all and the focal student

[1:19:29] groups.

[1:19:29] Those numbers of course are higher but just in terms of pure

[1:19:36] --

[1:19:36] looking at grants, we don't talk about higher than 95.

[1:19:41] That's in terms of looking at these metrics.

[1:19:45] It's not necessarily where we are holding

[1:19:49] ourselves accountable to.

[1:19:50] But this is what the state of Oregon

[1:19:53] is holding us accountable for.

[1:19:55] And so that one -- there is no growth reported there.

[1:20:02] If you look at let's say -- graduation --

[1:20:06] the two groups come with all in the focal groups --

[1:20:10] they're really close.

[1:20:12] Our growth will be slightly smaller.

[1:20:15] It will be smaller for the focal groups

[1:20:19] and that's because there's less of a gap.

[1:20:24] And I'll give you guys a second to look through this.

[1:20:35] >> When you're looking at -- that point 1% --

[1:20:46] >> (inaudible) or these goals we're setting?

[1:20:50] >> Great question.

[1:20:52] So the way that Ode talks about these targets,

[1:20:56] they talk about setting them in conjunction with each other.

[1:21:01] I believe that was the original intention

[1:21:04] and certainly it is a partnership.

[1:21:09] However, I think the process of meeting with every district

[1:21:16] is set specific targets was more than ODE expected.

[1:21:25] We're looking at modest growth.

[1:21:29] I do believe that we will start looking

[1:21:32] at higher growth in the future but this is more

[1:21:35] where we're starting for now.

[1:21:38] So they do set parameters on how much --

[1:21:44] not how much but how little they grow.

[1:21:47] >> These are all margin of error?

[1:21:49] >> Yes.

[1:21:52] >> Okay.

[1:21:53] So for me, so what this says is how I would interpret this --

[1:22:01] things like ninth grade -- for year graduation, five year --

[1:22:06] we need to keep doing what we're doing and I'm less concerned --

[1:22:11] it could be as much as one student will make a difference.

[1:22:15] But to me, third grade Ela and eighth grade math --

[1:22:24] because while -- they are just unacceptable scores.

[1:22:35] I would want us to be more aggressive there in targets

[1:22:40] than in others.

[1:22:41] I get we're trying to be modest and we understand and know

[1:22:44] there's a lot of reasons why --

[1:22:46] and that kind of stuff.

[1:22:48] I don't think it's as bad as what

[1:22:50] that looks like but they're just the ones that to me require

[1:22:53] the most attention.

[1:22:56] How do we hold the four -- so we don't backslide on those while

[1:23:00] we focus in on -- new revisiting situation.

[1:23:08] >> Post-secondary rating makes me a little nervous with

[1:23:11] the definition -- is AP, IB, dual --

[1:23:17] because not all kids need that.

[1:23:19] It doesn't mean they're not ready

[1:23:20] for post-secondary success.

[1:23:21] So if it's an academic focus that's fine.

[1:23:26] But where's the major to say we are doing career stuff?

[1:23:30] It could be as important.

[1:23:32] It's like I want 100% of our kids doing a career thing or --

[1:23:36] isn't ready for college?

[1:23:38] That's really only measuring the percentage

[1:23:40] that's interested in school after high school, which

[1:23:45] I think it's okay to be at that percentage

[1:23:50] potentially if they're experiencing

[1:23:52] something else in a career or technical career.

[1:23:57] >> Yes, it can -- and Lou Bailey comes in often.

[1:24:04] As a district --

[1:24:06] I want to be clear.

[1:24:07] This is our agreement with the state targets.

[1:24:11] It's not necessarily what we are holding ourselves to.

[1:24:16] So CTE numbers -- we absolutely care about that.

[1:24:23] And we believe that our growth will be higher.

[1:24:27] But this is what we have reported.

[1:24:33] So it's a little bit of a -- this is the process.

[1:24:41] Do we think we can do better?

[1:24:43] Yes.

[1:24:46] >> Do those targets that you are referencing --

[1:24:50] those are in the reports?

[1:24:53] When they do the academic -- that's what I'm talking about.

[1:25:02] >> (inaudible)

[1:25:07] >> What about targets?

[1:25:08] We're talking about how these are relatively small.

[1:25:10] We have a public statement of this is --

[1:25:20] >> Not as a district.

[1:25:23] They are working on each of their own specific goals.

[1:25:32] >> And do we share those?

[1:25:34] >> Not at this level. (inaudible) about what

[1:25:39] their goals are for the year.

[1:25:42] When we bring those here we're talking about --

[1:25:51] (inaudible) it's a little different that way.

[1:25:53] This is all --

[1:25:58] I got you.

[1:26:07] >> When I'm looking at it, there's a big difference between

[1:26:10] -- (inaudible) when I look at it it's trying to make an average

[1:26:16] of it.

[1:26:17] It might seem like you're only trying to go up 0.1.

[1:26:20] Six, seven, eight, nine, ten -- so try to bring it back

[1:26:28] to something more --

[1:26:35] >> I'll keep picking on the post-secondary readiness.

[1:26:38] So for that, we selected the three majors

[1:26:43] that we're going to be AP.

[1:26:47] >> We don't select -- >> And so they told us not to --

[1:26:52] but when we look at post-secondary readiness we can

[1:26:54] say oh, but we also are looking at this.

[1:26:59] >> We could include our CTE.

[1:27:02] >> Is that included -- it's not included in what we reported.

[1:27:06] Having said that, we do -- in front of me at the moment

[1:27:11] but yes.

[1:27:12] >> But we could move forward there? (inaudible)

[1:27:20] >> Yes.

[1:27:20] The number seems low to me.

[1:27:28] >> When I look at the post-secondary --

[1:27:30] I think I'm thinking about rigor we

[1:27:33] can measure against other states.

[1:27:37] That is one of the ones where that would be comparable.

[1:27:44] >> It is definitely the one that --

[1:27:53] [inaudible conversation]

[1:27:54] >> So then you don't want to include CTE?

[1:27:56] Is that what you're saying?

[1:27:58] >> I think it makes sense.

[1:27:59] I get what you're saying but also -- the academic rigor of --

[1:28:08] like there's no point for it to be AP.

[1:28:12] >> This is participation, not -- >> Yeah.

[1:28:21] >> To be counted?

[1:28:26] >> That number 73% is --

[1:28:30] >> I'm sorry.

[1:28:31] Thank you because I wasn't capturing --

[1:28:34] I thought it was taking classes.

[1:28:35] Like the definition -- it looks like classes taken, not passing.

[1:28:41] >> Right.

[1:28:42] You have to have a three in AP or -- sorry,

[1:28:46] 3 or 4 in both AP and -- >> Got it.

[1:28:51] So in which case you wouldn't want to include --

[1:29:04] >> How many kids are --

[1:29:14] >> Yeah.

[1:29:14] I get it.

[1:29:15] So you wouldn't want to necessarily blend it with CT.

[1:29:18] I think that's what I was confused of

[1:29:21] is the name of the measure feels misleading.

[1:29:24] Got it.

[1:29:27] >> Post-secondary is broader than just -- >> Exactly.

[1:29:41] >> And so --

[1:29:42] I'm sorry -- >> Is that the same number that was evaluated by --

[1:29:48] the name and number of students who are taking -- gotcha.

[1:30:00] >> Dual credit would probably --

[1:30:04] I'm just thinking because we don't always get our numbers --

[1:30:07] issued there because our state --

[1:30:11] though with this information they are more inclined --

[1:30:16] >> May be.

[1:30:20] >> Can I ask one more question about the data?

[1:30:23] So if it's 73% of all, it's not all students.

[1:30:27] It's 73% of all students who took the course

[1:30:30] and got a three or above.

[1:30:33] >> So 73% -- yeah, for post-secondary readiness,

[1:30:39] the denominator is fifth year completion.

[1:30:45] >> All students.

[1:30:47] >> In that -- >> So then it isn't measuring them?

[1:30:52] The rigor?

[1:30:53] I was talking about post-secondary readiness.

[1:31:02] (inaudible) all of our kids took an AP or -- and passed it.

[1:31:13] At least one.

[1:31:18] >> Gotcha.

[1:31:28] >> And it is counting -- all students,

[1:31:30] the way that they count -- so that was their denominator.

[1:31:36] So basically -- 70 or 80% of our students -- but then of the --

[1:31:51] of the 27%, those are kids who might have taken it

[1:31:57] but didn't pass and kids who did not take it.

[1:32:00] Got it.

[1:32:03] >> Of that subsection of students, 60% -- >> Right, yes.

[1:32:15] >> That's trying to what I'm get.

[1:32:20] >> And we don't have a number that is -- or pardon me,

[1:32:26] post-secondary -- or career path.

[1:32:33] >> No because a lot of -- >> And it all makes sense.

[1:32:40] >> You could go through and I could --

[1:32:44] find out which kids we could add to that group.

[1:32:49] I wouldn't really say that means their post ready either.

[1:32:55] (inaudible)

[1:33:01] >> I don't even care about --

[1:33:02] I don't care.

[1:33:03] I'm trying to say we -- are ready to be participants in life

[1:33:08] after high school.

[1:33:09] They get a job or they go to college or --.

[1:33:22] So I guess --

[1:33:26] I'm trying to capture the collection of all the way

[1:33:30] students are ready for life after high school.

[1:33:35] Or they are not -- they are making their own job.

[1:33:39] Absolutely.

[1:33:42] But I get the purpose of this is -- >> It's okay.

[1:33:54] This is ODE's work in helping us do our job better.

[1:33:58] >> Great.

[1:33:58] I have a great idea of what will help us do our job better.

[1:34:03] >> Taking.

[1:34:07] >> Yes, so you will see me back next year.

[1:34:12] Talking about how we performed against these measures

[1:34:16] and there will be a lot more information

[1:34:20] about how it's going.

[1:34:23] Looking forward to watching it on video.

[1:34:27] Maybe I'm okay.

[1:34:32] >> Not lost on us.

[1:34:37] [laughter]

[1:34:38] >> We're going to enjoy the time that we have left together.

[1:34:40] Thank you so much.

[1:34:44] >> Thank you.

[1:34:45] And then we will move on to agenda item

[1:34:49] 4.4, school board self-evaluation.

[1:34:54] Director turn it over to you.

[1:34:59] >> Thanks for your patience, colleagues.

[1:35:01] I don't know if you all got a chance to read through .

[1:35:11] But we -- sorry -- navigate Google here.

[1:35:26] Okay.

[1:35:27] So thank you all for putting all your information in.

[1:35:36] I tallied all of these and average them.

[1:35:41] So just so -- so as a scale of 1 to 5 with one being don't know

[1:35:51] and five being we always do the thing.

[1:35:55] And we measured ourselves on all of them.

[1:36:00] Last year I think we didn't do that.

[1:36:02] I think we pre-selected one that we needed to work on.

[1:36:05] We didn't do that this year.

[1:36:08] So we did it on all of them.

[1:36:12] So not only did I look at averages,

[1:36:15] I also looked at how we got those averages.

[1:36:22] So one of the things I will say is

[1:36:26] we were like right in the margins of always.

[1:36:33] So collectively, overall, everything averaged out to we

[1:36:39] do these things either most of the time or always.

[1:36:42] We're pretty consistent.

[1:36:44] So again, we're just slicing hairs here

[1:36:48] in regards to opportunities for improvement.

[1:36:54] So greens are things we all agreed we always do or are out

[1:37:01] of 4.8 which means most of us and you can do the math --

[1:37:08] I think we always do it.

[1:37:10] And some of us think most of the time.

[1:37:14] So those are the greens which I qualified us as.

[1:37:18] Pretty consistent.

[1:37:19] We shouldn't backtrack.

[1:37:21] But maybe not it's not where we focus.

[1:37:24] And then the yellows are where we mostly

[1:37:30] leaned to most of the time and fewer of us

[1:37:35] said we did it always.

[1:37:37] So we can think about what that means

[1:37:42] and if there's an opportunity of improvement there.

[1:37:45] And then there are three Reds or four Reds, sorry.

[1:37:49] And the Reds I called out because they were on the lower

[1:37:56] end, so that first one, 4.2, the way you get there is that almost

[1:38:02] everyone says most of the time and small number --

[1:38:09] a small number say always.

[1:38:11] So we were leaning more towards the four than the five.

[1:38:15] The other three are because at least one --

[1:38:21] there was a bigger range.

[1:38:23] We were at some of the time, most of the time or always.

[1:38:27] So what I indicated as a significant area of focus is

[1:38:32] because the scope was broad enough across our group,

[1:38:35] the scale was -- was anywhere from not consistent or most

[1:38:42] of us landed in the forest.

[1:38:46] We can't prioritize everything.

[1:38:48] So this is where the numbers kind of pointed to

[1:38:51] and where to focus on opportunities

[1:38:53] for self-reflection.

[1:38:54] That is what the color coding looks like and I summarized it.

[1:39:00] So I will stop and see what reflections that brings

[1:39:06] for folks and if this surprises you, interpretations --

[1:39:22] I'm gonna do --

[1:39:28] I'm going to do a quick update as you're doing that.

[1:39:41] >> So the thing that jumps out to me, is --

[1:39:44] particularly in the red -- community engagement

[1:39:48] and communication.

[1:39:51] And my question would be whether that's

[1:39:55] spread is more reflection of interpretation of the question

[1:40:00] and what I mean by that is I can see someone looking at this

[1:40:06] and saying hey, looking at it from a results

[1:40:10] oriented perspective, how effectively this is happening

[1:40:15] versus are we doing it?

[1:40:17] Does that make sense?

[1:40:19] To the extent that we go here from the community, and -- etc.

[1:40:28] That is one way to measure it versus what

[1:40:32] are the other things that we are doing,

[1:40:34] particularly year over year, to achieve that?

[1:40:40] So I was surprised by that.

[1:40:44] That would be a thing where we at least go back or collectively

[1:40:47] are very intentional about it which made me think that it

[1:40:50] might have been a -- impact. .

[1:40:58] Can you say which one -- >> Item three, number 13.

[1:41:09] >> My interpretation -- (inaudible) but I mean,

[1:41:12] I think -- our discussion that we had earlier,

[1:41:17] when we make decisions, do people --

[1:41:24] and also do people necessarily --

[1:41:28] I think people still don't quite understand

[1:41:30] what does a school board do?

[1:41:33] Do we hire and fire the principals

[1:41:36] and all that kind of stuff?

[1:41:39] I think that's the thing that we always come back to is --

[1:41:44] so if I had marked that lower that would be the reason I --

[1:41:50] I could see that perspective.

[1:41:54] >> So in the wisdom of our former colleague, director --

[1:41:59] who advocated if I remember correctly, for more proactive,

[1:42:04] going out to the community and doing our workshops every year

[1:42:07] -- or some kind of training session.

[1:42:10] I guess I take the position that everything --

[1:42:14] almost every interaction we have is --

[1:42:18] like I learned as much on the fly from being in this seat

[1:42:23] and doing what we do and if you pay attention and watch

[1:42:27] the board meetings and the meeting minutes,

[1:42:29] I feel like this is probably not an issue.

[1:42:33] I recognize that's not happening.

[1:42:38] So just trying to balance reasonable expectations with

[1:42:46] outcomes --

[1:42:47] I think putting something all on once a year -- by the public --

[1:42:55] free pizza --

[1:42:57] I think that would be helpful and go

[1:43:00] a long way towards that goal.

[1:43:05] >> Yeah.

[1:43:05] So is that one that we think we want to call out

[1:43:11] as an opportunity for educating about our -- especially --

[1:43:22] we have an election coming up.

[1:43:27] We always -- or maybe we need to do that more.

[1:43:33] Maybe think about the format of that.

[1:43:39] Maybe it's more a town hall format and also experiment with

[1:43:43] -- >> Or maybe we can do sessions this fall just --

[1:43:49] just more basics.

[1:43:52] And then that would lead into -- don't they normally --

[1:44:00] they start there get on the board campaign in the middle

[1:44:03] of the year, early in the new year?

[1:44:05] And then we have sessions soon after that because March

[1:44:09] is the deadline I think.

[1:44:12] >> I have one comment.

[1:44:17] I like all of these ideas and also sometimes it's

[1:44:21] hard to get to those meetings.

[1:44:25] So this is pretty far out but just a thought

[1:44:31] is that stuff gets made through a video.

[1:44:37] I couldn't go that night but at least I --

[1:44:41] a catchy reel that tells me all about it.

[1:44:45] We post it once a month.

[1:44:48] Great idea.

[1:44:50] >> I also think when we do in advance of board elections,

[1:44:55] I feel like our audience is pretty --

[1:44:58] people who participate are kind of --

[1:45:01] kind of preaching to the choir at a certain level.

[1:45:04] The thing I like about this idea of town hall

[1:45:07] in the school cafeteria is you're just

[1:45:11] trying to invite the community at large, unless they

[1:45:17] have an intentional purpose for attending.

[1:45:20] >> That to me feels like what the missing piece is because I

[1:45:22] think we do a good job of saying hey, I'm interested in learning.

[1:45:26] Come to this thing and we'll talk to you

[1:45:27] about what that means.

[1:45:29] And to your point, these are all the things you can do.

[1:45:35] This is I think bigger than that.

[1:45:38] I don't think people understand what school boards are.

[1:45:40] And no one's picking up the statute to read it's.

[1:45:46] Talk about civic engagement.

[1:45:49] Everyone is an armchair quarterback and they

[1:45:52] don't understand the context by which --

[1:45:55] by which they are yelling at the wrong group 90% of the time.

[1:46:00] That's what I'm trying to advocate where you can complain,

[1:46:03] but I'm saying people don't know actually

[1:46:06] how government is set up in Oregon

[1:46:08] and they don't understand what actual school boards do relative

[1:46:10] to what the city and county does and to what the state does.

[1:46:14] And then the operating versus the actual policy Lane --

[1:46:18] and that to me seems like an opportunity to have more

[1:46:23] conversations.

[1:46:24] But you know, doctor Sheila goes and talks to the leadership,

[1:46:31] whatever that group is.

[1:46:33] And that's a perspective but that is not the legal --

[1:46:37] so I don't think people understand what the role

[1:46:41] differential is between the executive or the largest

[1:46:44] employer in the city versus the governing body of that employer.

[1:46:48] So how do we get in more of those civic spaces

[1:46:52] to talk about?

[1:46:56] >> Maybe more bang for your buck is -- where we put that out.

[1:47:05] Obviously that's super summarized --

[1:47:08] and then the poster that sits behind us.

[1:47:12] So as you're pulling the video or you're here to watch -- o,

[1:47:18] maybe they said that -- >> I think that's a great point.

[1:47:25] There are oftentimes where we are passionately asked to do

[1:47:30] things and we cannot do.

[1:47:33] They are not within our rights or purview

[1:47:35] to do whether we want it to or not and that causes frustration.

[1:47:40] To your point -- and also I'll say we are about to hit another

[1:47:47] cycle and to the extent that we have the institutional knowledge

[1:47:50] sitting in this room now, I would like to start that process

[1:47:54] this year and leverage that knowledge while it's here to be

[1:48:00] leveraged.

[1:48:00] Not to put too fine of a point.

[1:48:08] >> And that's what --

[1:48:09] I think part of the frustration is --

[1:48:13] we weren't able to talk back in the setting but in that setting,

[1:48:18] we do need the structure a little bit so it's not --

[1:48:23] I think it can be done.

[1:48:28] >> I do wonder if there's a town hall topic that warrants just

[1:48:32] more of the back and forth dialog? >> (inaudible)

[1:48:43] >> I'm hearing we want to hone in on 13.

[1:48:45] Is there maybe one other one that we

[1:48:49] want to focus on as a group?

[1:48:52] And then I would ask that we each select one that we want

[1:48:56] to personally -- .

[1:49:00] >> I would say on 13 --

[1:49:02] I'm sorry, not 13 -- on 18 --

[1:49:07] I think I'm always just a little confused --

[1:49:13] (inaudible) Stewart does a great job.

[1:49:14] When we see that term we're like, should we do that?

[1:49:19] I don't think so.

[1:49:21] So maybe that's not one.

[1:49:38] >> I also take your point --

[1:49:39] I also think number 18 -- as we are getting into the discussion

[1:49:45] about how we want to deliver education moving forward with

[1:49:49] respect to screens and technology etc.

[1:49:53] I think this is a topic that is going to have a spotlight on it

[1:50:00] that we need to do and handle well.

[1:50:03] I don't know what the spread or how --

[1:50:09] I would be surprised if it wasn't

[1:50:14] that new piece of technology and the screen time.

[1:50:18] So any insights?

[1:50:23] >> I was surprised by this one too.

[1:50:26] Not wanting to speak for the folks but I was --

[1:50:32] I do think AI and that stuff comes into it but also,

[1:50:37] I wasn't exactly sure -- so there was some of the time was

[1:50:46] recognized in this one.

[1:50:48] And most of the time and always.

[1:50:51] And so I mean it was obviously because of --

[1:50:56] mathematically it will be more in the most and always

[1:51:00] but because there was a threat, it was recognized that there was

[1:51:06] a belief that we do this some of the time and not all the time.

[1:51:10] So I wasn't sure if that's just --

[1:51:13] I don't know.

[1:51:15] I don't want to pretend to speak to it.

[1:51:24] >> I don't remember what 18 said but --

[1:51:26] I'm wondering if it's more about -- just our role --

[1:51:35] then the superintendent and all the staff --

[1:51:40] how do we actually convey that we -- how adoption works and --

[1:51:53] and for me it comes from the -- at least in the section about

[1:51:55] technology.

[1:51:58] >> This is the action of us adopting policies.

[1:52:01] So there's a concern that we're adopting

[1:52:03] policies that don't do this?

[1:52:06] Or is the concern that we are adopting

[1:52:10] policies that make it harder?

[1:52:14] Do we need to look at policies differently?

[1:52:20] >> What you're grappling with is why this gave me so much --

[1:52:24] this is -- this is our North Star and if we're doing this,

[1:52:29] not most of the time -- but some of the time -- then at best 66%,

[1:52:34] two thirds because not most of the time --

[1:52:38] that's a pretty big deficit.

[1:52:39] That exists, I think we should --

[1:52:43] I think we should circle the wagons.

[1:52:48] >> It did make me wonder if it's about adopting policies.

[1:52:56] I don't believe we are adopting policies

[1:52:59] that are against the curriculum quality

[1:53:02] and instructional effectiveness and student support.

[1:53:04] I think the state is passing or not passing policies that do

[1:53:09] that, not enough money, not passing policies that protect --

[1:53:15] I do think we're challenged with that.

[1:53:18] We have not adopted policies, in my true belief,

[1:53:22] that do the opposite.

[1:53:25] Because it's the action of adopting the policies.

[1:53:31] >> To play devil's advocate and try to understand where that

[1:53:33] concern lies, so we approved staff reductions.

[1:53:40] >> Sure.

[1:53:42] >> It doesn't promote instructional --

[1:53:45] but to your point, I think what you're trying to do is --

[1:53:51] like that is the lane that we had to live in given that --

[1:53:57] it's not policy per se.

[1:54:01] >> Right.

[1:54:02] That would have to be balanced with the fiscal --

[1:54:07] >> And legal requirements.

[1:54:11] >> But I think you're exactly right.

[1:54:13] If there's a concern that we are passing policies that challenge

[1:54:20] curriculum quality, instructional effectiveness

[1:54:23] and student support systems, that we need to circle

[1:54:27] the wagons and figure out -- >> (inaudible) it's also the AI

[1:54:34] discussion where --

[1:54:36] I don't know how -- it's a larger conversation.

[1:54:42] But -- just because of the recent conversations.

[1:54:51] >> So in passing policies around that,

[1:54:53] it alludes to that some of the time do we pass policies that

[1:54:58] support?

[1:55:01] >> Just an example that -- that schools that are going to make

[1:55:07] that random policy -- on the fly and just do it within a month.

[1:55:12] I'm not saying that's effective --

[1:55:16] I'm just saying those are the examples --

[1:55:21] that this school board that did this and this.

[1:55:25] And it doesn't mean we should.

[1:55:28] But I do think it deserves some consideration of why --

[1:55:35] and saying yes, here's our tech policy.

[1:55:41] That's how I think of it.

[1:55:49] And then just even bringing it up that --

[1:55:54] like other schools do.

[1:55:56] Different school boards doing.

[1:56:00] So we don't have to be like that.

[1:56:06] >> So that's what was meant in --

[1:56:10] >> I don't want to get too much into the --

[1:56:15] the balance of some and most --

[1:56:24] >> Exactly.

[1:56:25] Everything was -- there were only three that said some

[1:56:28] of the time.

[1:56:29] Everything was in the most of the time or always.

[1:56:33] The red one that's a 4.2 is because --

[1:56:37] and one wasn't always.

[1:56:39] I imagine most of us -- that's the only reason why

[1:56:41] that's so low.

[1:56:42] The other three are because they're higher than the 4.2

[1:56:46] because they had fours and fives.

[1:56:49] So one of us thinks that we're doing something

[1:56:55] some of the time and the others think we're doing something

[1:56:57] most of the time we're always.

[1:57:00] And that could be much less about the interpretation

[1:57:06] or the understanding --

[1:57:08] >> I was going to say these are -- >> Totally.

[1:57:14] >> These are hard for me because --

[1:57:17] comparing what is the rubric and what is the --

[1:57:24] >> There is no wrong answer.

[1:57:25] That's really helpful.

[1:57:27] What I'm hearing you say is that the possibility that we are not

[1:57:34] -- adopting policies that could support curriculum quality

[1:57:38] and instructional effectiveness -- the speed by which we --

[1:57:45] >> This is the reason why we --

[1:57:55] >> Yep.

[1:57:55] >> We do this because -- just to help people understand --

[1:58:02] >> That ties it to -- and our decision making process --

[1:58:11] so to me it's part of that same --

[1:58:14] >> As we're communicating it -- >> I mean,

[1:58:21] I would like to then have it be focused on that

[1:58:23] because to Brian's point, I think it's not great.

[1:58:26] I don't want to change -- the 18 being read is concerning

[1:58:33] because this is our job.

[1:58:34] I actually thought anything in policy -- well this is our job.

[1:58:39] Are we not following science or do we not

[1:58:42] agree on the time frame?

[1:58:43] Those are two very different things.

[1:58:46] And then how do we communicate about it?

[1:58:48] I do not think we're not following science.

[1:58:50] I do think we are applying what we're hearing and feedback

[1:58:56] a new science pretty rapidly and quickly in this district

[1:58:59] if I were to say so.

[1:59:01] People not getting what they want doesn't mean we are --

[1:59:05] but we can communicate it better.

[1:59:07] So to me the opportunity to use communication,

[1:59:10] not that we're not actually doing the important policy work.

[1:59:16] >> I think that makes sense.

[1:59:22] And then I think --

[1:59:27] I think our students -- this isn't necessarily a judgment

[1:59:35] on you all.

[1:59:36] And if there's things you think we can

[1:59:38] improve please share with us.

[1:59:40] What are your thoughts?

[1:59:44] Great, thank you.

[1:59:46] What do you think we need to work on?

[1:59:51] >> I think just always -- the only thought I had is that this

[1:59:58] is very detailed specific.

[2:00:00] I still have --

[2:00:02] I don't know if there's software worked on it or --

[2:00:11] and so AI is -- so that's what you're focusing on --

[2:00:18] >> Please make it stop.

[2:00:25] Like you should have access to the New York Times.

[2:00:29] >> But these are part of the conversations, right?

[2:00:31] It's what people ask for.

[2:00:38] >> I really do want to circle back to that discussion.

[2:00:40] I think it was -- about how do we advertise this is a school

[2:00:48] board and this is what we do.

[2:00:49] I like that poster on -- and honestly,

[2:00:55] I like the idea of like a real just because I can --

[2:01:00] whether that's about what the school board does or --

[2:01:03] or how to be on the school board or anything along that,

[2:01:06] I feel it's going to reach a greater volume of people

[2:01:10] if you're sitting down one night in Au,

[2:01:13] I open up Instagram and Facebook and whatever it is and you see

[2:01:17] oh cool, this is --

[2:01:20] the school board.

[2:01:21] I think that leads into more -- and then having that

[2:01:25] in partnership with the town hall event like --

[2:01:28] to make it that more specific of an audience of how this is who

[2:01:34] we want and who's further interested in it.

[2:01:36] Yep.

[2:01:37] I like those ideas.

[2:01:48] >> Podcast two reels?

[2:01:49] >> Diversify.

[2:01:50] Diversify.

[2:01:59] >> We are much too savvy.

[2:02:00] >> I think as a chair you can do --

[2:02:02] a quick two minute summary or 62nd summary after every board

[2:02:07] meeting.

[2:02:07] Here's what we did today.

[2:02:12] >> Some of our students -- >> Or we could all take turns using

[2:02:18] our own --

[2:02:26] >> I can -- >> Yeah.

[2:02:33] >> Sorry.

[2:02:33] So I know this is slightly different than --

[2:02:35] >> It just has all of the options in it and we had taken

[2:02:41] some out.

[2:02:42] And I can never remember -- but I was curious if those three

[2:02:49] that happened to be read or for might have been ones that we had

[2:02:56] -- >> I will say, I don't think last year, although I think --

[2:03:02] I don't think we had anything below most of the time.

[2:03:08] >> I wish I could --

[2:03:10] I wish I could remember.

[2:03:12] I don't remember it being such a sustained discussion

[2:03:16] as we're having.

[2:03:18] >> When we did it last year -- >> Did we use the logger tool,

[2:03:24] like the -- we used this one.

[2:03:28] >> Two years ago I think we used the OSB provider tool and then

[2:03:32] it was condensed to last year.

[2:03:35] Right?

[2:03:36] >> This is still condensed.

[2:03:39] >> And then starting last year we started using --

[2:03:43] the condensed tool.

[2:03:45] I think director did some work on that.

[2:03:49] >> I remember when I did the first couple I had done --

[2:03:55] I had some never and some some of the time.

[2:03:59] I didn't realize -- and being on the board --

[2:04:04] I didn't realize that was coming and I just hadn't seen it yet.

[2:04:16] >> That's fair.

[2:04:17] Especially because -- just as you suggested,

[2:04:21] it's pretty vague.

[2:04:23] Absolutely.

[2:04:24] Like this I feel like someone might say -- o, that's what --

[2:04:32] >> Yeah.

[2:04:35] >> I think that's what happened last year.

[2:04:39] >> What does that suggest?

[2:04:42] What does that suggest about our --

[2:04:45] I do think we deserve a scrutiny.

[2:04:48] I don't know if that should come the backs of further clarity

[2:04:51] of what the intentions were.

[2:04:56] >> I would agree with you.

[2:04:57] I think particularly the board uses

[2:05:02] appropriate protocols to guide interactions and decision

[2:05:04] making.

[2:05:07] I think we always do that but --

[2:05:13] I think that's more reflection of --

[2:05:16] and being the spread again.

[2:05:21] >> Or would be super helpful to understand what is perceived

[2:05:24] to be a protocol that we use that is not --

[2:05:26] >> And or back to board operations and development,

[2:05:32] I think there's lots to be said for orienting new board members.

[2:05:39] >> Yep.

[2:05:43] >> It's a learning process.

[2:05:45] There's only so much that we can do.

[2:05:50] >> But there's a need to say hey, you didn't do that.

[2:05:55] >> It does help a new board orientation toolkit.

[2:06:02] We could use more >> I had one example -- for number 32.

[2:06:16] I think it was a positive change we made.

[2:06:29] (inaudible) whether or not that is the same thing we say every

[2:06:32] time -- each person who shows up or -- they get it.

[2:06:41] We hear you.

[2:06:44] That's huge.

[2:07:00] >> Okay, I want to make sure everyone has contributed here

[2:07:03] and what I'm hearing is a conversation and maybe some work

[2:07:11] collectively to think about how we communicate roles

[2:07:14] and responsibilities and our strategic priorities and ways we

[2:07:17] can do that.

[2:07:18] I heard reels and town halls.

[2:07:21] And then the poster on like what the rules are.

[2:07:27] And then I have heard in regards to the ones that are read,

[2:07:32] more clarity around communications and whether

[2:07:36] that's communicating -- which lines up with the sustainability

[2:07:39] conversation we had about how do we publicly document and be

[2:07:44] explicit in our decision making practices?

[2:07:47] It might tie into the things that are read both while doing

[2:07:52] the job and -- or why we're not doing something.

[2:07:57] Those are the things that stood out to me.

[2:08:00] Okay.

[2:08:04] So we can work on 13 and I'm hearing the other one

[2:08:13] isn't really in an action -- community engagement

[2:08:17] and Communications.

[2:08:21] And then I would encourage you you

[2:08:24] don't have to report this out loud

[2:08:26] but just think about when you want to work on yourself.

[2:08:30] What would help you if you scored it

[2:08:34] as a most of the time or lower, everyone did score something

[2:08:40] outside of always.

[2:08:41] Of that one, what do you want to do

[2:08:46] to move it from most of the time or some of the time to always?

[2:08:52] >> Can I ask you a question?

[2:08:54] So I know we have topics potential school closures.

[2:09:04] It's helpful when you do a great job of --

[2:09:07] these are common questions.

[2:09:10] I often think when I get done listening to you --

[2:09:16] or reading some of the correspondence,

[2:09:19] that I attribute no fault of the writers and speakers.

[2:09:26] But just the factual basis and some of the things

[2:09:29] that they speak on is inaccurate.

[2:09:31] We may not have an opportunity here to correct that

[2:09:35] and that's when it would be most well received --

[2:09:39] but I do think there would be benefits --

[2:09:43] and without making it pointed, these are some understandings --

[2:09:49] or community perception seems to be held and --.

[2:09:55] Because what I've noticed over time

[2:09:59] is a lot of times in the first kickoff,

[2:10:04] there's a lot of misinformation.

[2:10:05] But then that sort of dwindles down into some storylines that

[2:10:13] -- those storylines are factually accurate.

[2:10:17] So is that something we think we can do?

[2:10:24] >> We can do more of it.

[2:10:28] We have an FAQ on our website right now --

[2:10:31] on the current topics.

[2:10:34] Sometimes Doctor Shealy will address --

[2:10:40] >> At the top of the curtain?

[2:10:44] >> At the top of the current.

[2:10:46] But -- a little bit more of a direct fact checking --

[2:10:59] >> It's not -- just let's all be in the same semantic space.

[2:11:04] >> That's exactly -- >> Yeah.

[2:11:07] This very night that this happened,

[2:11:10] that's what you're referring to at --

[2:11:13] a lot of times you're able to address it --

[2:11:18] but that seems like -- it's a really excellent >>

[2:11:32] And the theme tonight's takeaway -- >> Mhm.

[2:11:34] But there's a lot of different ways that we do that.

[2:11:38] Sometimes there's a direct FAQ and sometimes --

[2:11:43] articles and sometimes it's the update --

[2:11:54] and interpret it understand it.

[2:11:55] >> We did for a time think that Christina --

[2:12:02] Christine -- she after every board meeting put together

[2:12:07] a brief of kind of what happened at the meeting.

[2:12:12] >> We could do that -- >> On any actions that we're taking --

[2:12:20] so not necessarily summarizing of any discussion but --

[2:12:25] we set to direct the current for Friday --

[2:12:33] and then include that in it.

[2:12:36] Let me give some thought to what we might do --

[2:12:43] >> I understand it sounds confrontational -- but yes.

[2:12:59] >> Just being clear --

[2:12:59] I think it's helpful -- if that's not the right language --

[2:13:08] but close enough to understand oh --

[2:13:11] that's what they're talking about.

[2:13:14] For example, if there's -- a board decision that we make

[2:13:21] and -- has a particular outcome --

[2:13:28] the board decision allowed for consideration of that outcome.

[2:13:34] I think that's clarification that is helpful for everyone --

[2:13:39] because the process of how we ultimately get there --

[2:13:44] is things we're often charged with --

[2:13:47] I think a reason is it's not always understood and when this

[2:13:53] was said here, we weren't --

[2:13:57] we talked and deliberated.

[2:14:11] >> I hear what you're saying.

[2:14:12] >> That's all I've got.

[2:14:14] I will write up something for the current --

[2:14:20] your board's going to be working on.

[2:14:24] I'm hearing a continued commitment to transparency

[2:14:28] and what is realistic and also --

[2:14:34] >> And then would you also like us to --

[2:14:42] >> You move it from one to the next.

School Board Mtg.

Agenda

Transcript