1
00:00:00,239 --> 00:00:01,420
p.m..

2
00:00:01,420 --> 00:00:08,242
We're going to move on to agenda item two, welcome and comments.

3
00:00:11,636 --> 00:00:17,360
We have two people who submitted written testimony, Faith

4
00:00:17,356 --> 00:00:22,156
and Dean, regarding declaration to acquire real property.

5
00:00:23,100 --> 00:00:28,500
And also new people who have submitted a request

6
00:00:28,636 --> 00:00:30,636
for in-person testing.

7
00:00:31,246 --> 00:00:33,890
Is Oscar here?

8
00:00:33,890 --> 00:00:36,689
Please come up to the front.

9
00:00:40,360 --> 00:00:44,641
If you wouldn't mind sitting in that chair --

10
00:00:44,641 --> 00:00:49,441
that way the microphone will catch your voice.

11
00:00:50,236 --> 00:00:52,236
>> That makes sense.

12
00:00:54,760 --> 00:00:57,596
>> Just give us one -- >> I apologize.

13
00:00:57,596 --> 00:00:59,996
>> You are perfectly fine.

14
00:01:02,716 --> 00:01:07,156
Thanks for your patience while we get the technology

15
00:01:07,156 --> 00:01:09,156
sorted. (inaudible)

16
00:01:39,904 --> 00:01:46,504
>> It is recording our sound. (inaudible) I don't want to stop

17
00:01:52,122 --> 00:01:54,122
it.

18
00:02:12,810 --> 00:02:14,810
[inaudible conversation]

19
00:02:41,957 --> 00:02:43,916
>> You can see it?

20
00:02:43,916 --> 00:02:44,418
>> Okay.

21
00:02:44,418 --> 00:02:46,236
So we can go ahead?

22
00:02:46,236 --> 00:02:47,340
Okay.

23
00:02:47,340 --> 00:02:48,444
Wonderful.

24
00:02:48,444 --> 00:02:49,548
Yeah.

25
00:02:49,548 --> 00:02:53,748
If you wouldn't mind saying your name.

26
00:02:55,876 --> 00:02:58,241
>> It's not like the first thing I state my name.

27
00:02:58,241 --> 00:03:01,687
I don't state my name immediately but I will.

28
00:03:01,687 --> 00:03:05,441
The church is not just a place where

29
00:03:05,441 --> 00:03:07,902
Christians gather to worship come a play and learn.

30
00:03:07,902 --> 00:03:11,369
It's also a place for fellowship and a place of refuge.

31
00:03:11,369 --> 00:03:15,188
My name is Oscar and I'm a student at the high school,

32
00:03:15,188 --> 00:03:18,622
just over two Summers ago I accepted Jesus Christ

33
00:03:18,622 --> 00:03:20,142
as my Lord and Savior.

34
00:03:20,142 --> 00:03:22,916
The church has always been a refuge for me.

35
00:03:22,916 --> 00:03:30,590
After a long heavy week I can go to church and just rest

36
00:03:30,590 --> 00:03:32,156
in God's presence.

37
00:03:32,156 --> 00:03:38,244
I read from a news article and spoke with a church leader.

38
00:03:38,244 --> 00:03:40,701
I learned that Southlake Church is

39
00:03:40,701 --> 00:03:43,400
dedicated to serving the community.

40
00:03:43,400 --> 00:03:46,716
They have proven that by partnering with Wesleyan

41
00:03:46,716 --> 00:03:49,156
school districts come a family empowerment

42
00:03:49,156 --> 00:03:53,476
center by donating over 300 backpacks and school supplies

43
00:03:53,476 --> 00:03:55,849
to families in need.

44
00:03:55,849 --> 00:03:59,612
They were one of a couple organizations that helped.

45
00:03:59,612 --> 00:04:04,918
The church is willing to provide free parking for the students.

46
00:04:04,918 --> 00:04:08,547
The school district used to pay so that students could

47
00:04:08,547 --> 00:04:10,249
park there but then the church is going

48
00:04:10,249 --> 00:04:13,249
to provide parking for free.

49
00:04:13,738 --> 00:04:18,360
I also learned that the district doesn't need the church

50
00:04:18,360 --> 00:04:20,396
building, because through a bond measure

51
00:04:20,396 --> 00:04:23,468
it can build a new building to help

52
00:04:23,468 --> 00:04:27,236
expand the program supporting students with disabilities.

53
00:04:27,236 --> 00:04:30,596
Southlake Church is looking to strengthen their relationship

54
00:04:30,596 --> 00:04:34,796
with the school district, because working together

55
00:04:34,806 --> 00:04:36,489
is better.

56
00:04:36,489 --> 00:04:41,289
Students want Southlake Church and the community --

57
00:04:41,964 --> 00:04:47,964
the decision of the school board also affects students from

58
00:04:48,976 --> 00:04:52,984
places like Oregon City to Westland and --

59
00:04:52,984 --> 00:04:55,916
because those students from these districts that attend

60
00:04:55,916 --> 00:04:56,876
Southlake Church.

61
00:04:56,876 --> 00:05:00,536
I would like the school board to rethink and take back

62
00:05:00,536 --> 00:05:04,560
the decision to take the church building by eminent domain.

63
00:05:04,560 --> 00:05:06,360
Thank you.

64
00:05:06,360 --> 00:05:08,360
>> Thank you.

65
00:05:14,346 --> 00:05:19,146
>> Next we have Dean regarding the -- property.

66
00:05:20,476 --> 00:05:25,476
Maybe I'm a little easier to get to the table this time.

67
00:05:25,476 --> 00:05:26,676
Good evening.

68
00:05:26,676 --> 00:05:28,676
I am Dean.

69
00:05:29,436 --> 00:05:32,318
Thanks for allowing us this time to share with you.

70
00:05:32,318 --> 00:05:36,852
I want to follow up on a word we used two weeks ago, negotiation.

71
00:05:36,852 --> 00:05:39,876
I now realize we may have been using that word in two

72
00:05:39,876 --> 00:05:41,329
different ways two weeks ago.

73
00:05:41,329 --> 00:05:45,556
When the board authorized the condemnation for intimate,

74
00:05:45,556 --> 00:05:48,356
negotiation meant negotiating acquisition price, terms

75
00:05:48,356 --> 00:05:50,251
and transfer of property.

76
00:05:50,251 --> 00:05:53,264
When Pastor Simon's, Jeff Martin and I spoke to you,

77
00:05:53,264 --> 00:05:56,200
and when dozens of other members wrote to you,

78
00:05:56,200 --> 00:05:57,236
we meant something different.

79
00:05:57,236 --> 00:05:58,556
We meant collaboration.

80
00:05:58,556 --> 00:06:01,636
How can the District of South work together

81
00:06:01,636 --> 00:06:04,235
to serve the students in the community?

82
00:06:04,235 --> 00:06:07,581
That's part of the reason we are excited about that location

83
00:06:07,581 --> 00:06:09,386
Pierre might this distinction matters.

84
00:06:09,386 --> 00:06:13,276
Before the August 10th meeting of its own free will and before

85
00:06:13,276 --> 00:06:16,656
eminent domain was formalized, South Lake has already

86
00:06:16,656 --> 00:06:20,856
authorized and agreed -- at no charge.

87
00:06:22,436 --> 00:06:29,360
Jim and Athletic use -- while remaining at church on that

88
00:06:29,941 --> 00:06:30,441
property.

89
00:06:30,441 --> 00:06:33,638
So for tonight I have two requests.

90
00:06:33,638 --> 00:06:36,524
First, will this board direct the district

91
00:06:36,524 --> 00:06:40,286
to begin a genuine collaborative discussion with a Southlake,

92
00:06:40,286 --> 00:06:43,286
separate from negotiations over acquisition?

93
00:06:43,536 --> 00:06:46,351
We know that's confidential and it's not something --

94
00:06:46,351 --> 00:06:50,628
and the ask or the discussion is what student and district needs

95
00:06:50,628 --> 00:06:54,381
can we meet together without the school district taking

96
00:06:54,381 --> 00:06:56,231
the property?

97
00:06:56,231 --> 00:07:02,831
And -- I'm asking -- there's some things you may ask

98
00:07:03,370 --> 00:07:08,520
and discuss -- it seems to be a little bit of a surprise.

99
00:07:08,520 --> 00:07:13,516
Gym and athletic use -- we generally have our activities

100
00:07:13,516 --> 00:07:17,116
in the evenings and on Sundays.

101
00:07:18,596 --> 00:07:23,348
Classroom and program space -- during those days.

102
00:07:23,348 --> 00:07:25,440
And other property uses.

103
00:07:25,440 --> 00:07:26,516
And cost.

104
00:07:26,516 --> 00:07:29,948
And I say this hint only because I'm not authorized to negotiate,

105
00:07:29,948 --> 00:07:34,796
but our history is one of serving at no cost,

106
00:07:34,796 --> 00:07:38,396
providing facilities, people, resources and things that cost

107
00:07:38,396 --> 00:07:41,549
us money but that's what we do.

108
00:07:41,549 --> 00:07:46,949
And how would the facility in a joint use

109
00:07:47,360 --> 00:07:50,293
be valuable for the students of the community?

110
00:07:50,293 --> 00:07:51,876
What possibilities have been explored?

111
00:07:51,876 --> 00:07:53,756
What happens next?

112
00:07:53,756 --> 00:07:56,116
At least one board member said there's an opportunity

113
00:07:56,116 --> 00:07:57,276
for partnership here.

114
00:07:57,276 --> 00:07:58,836
We agree.

115
00:07:58,836 --> 00:08:01,890
Past assignments called it collaboration

116
00:08:01,890 --> 00:08:03,890
and not condemnation.

117
00:08:04,676 --> 00:08:11,876
Let's test that before -- and as I said last time, ultimately,

118
00:08:12,116 --> 00:08:16,636
policy and direction -- here with this board.

119
00:08:16,636 --> 00:08:20,476
It's not originated with your staff and attorneys.

120
00:08:20,476 --> 00:08:22,716
You direct a leadership.

121
00:08:22,716 --> 00:08:24,396
Collaboration is still in your hands.

122
00:08:24,396 --> 00:08:26,396
Thank you.

123
00:08:30,134 --> 00:08:31,947
[applause]

124
00:08:31,947 --> 00:08:32,585
>> Thank you.

125
00:08:32,585 --> 00:08:37,985
Next we have Ben Adams regarding the cell tower.

126
00:08:42,336 --> 00:08:44,836
>> Board, I'm not here to talk about the cell tower which is

127
00:08:44,836 --> 00:08:47,440
a surprise to everyone.

128
00:08:47,440 --> 00:08:50,496
And your last meeting, you guys voted unanimously

129
00:08:50,496 --> 00:08:54,736
to eminent domain the church property across the street.

130
00:08:54,736 --> 00:08:57,136
And I find --

131
00:08:57,649 --> 00:09:01,249
I find it actually ironic because in the same room

132
00:09:01,249 --> 00:09:04,516
you guys read a land acknowledgment where

133
00:09:04,516 --> 00:09:08,708
you say that we regret that we are on stolen land

134
00:09:08,708 --> 00:09:12,822
and amongst other things, that land acknowledgment says

135
00:09:12,822 --> 00:09:15,736
our community regrets and goes on to describe terrible things

136
00:09:15,736 --> 00:09:20,596
and specifically the forced removal of people from land.

137
00:09:20,596 --> 00:09:23,529
So if we go look at the definition for eminent domain,

138
00:09:23,529 --> 00:09:25,106
it's a legal power of the government

139
00:09:25,106 --> 00:09:28,460
to seize private property without the owner's consent.

140
00:09:28,460 --> 00:09:30,860
That is stolen land.

141
00:09:31,236 --> 00:09:34,243
The same thing that you guys take a declaration

142
00:09:34,243 --> 00:09:35,540
that you regret happening.

143
00:09:35,540 --> 00:09:38,796
So it was either wrong then or it's wrong now,

144
00:09:38,796 --> 00:09:42,490
but to go eminent domain a church who is here pleading

145
00:09:42,490 --> 00:09:45,376
for partnership, which is something else this board

146
00:09:45,376 --> 00:09:47,196
constantly values and talks about,

147
00:09:47,196 --> 00:09:52,422
partnership with community and -- now you guys vote to take it,

148
00:09:52,422 --> 00:09:56,328
to steal land, which is what this community says they are

149
00:09:56,328 --> 00:09:56,828
against.

150
00:09:56,828 --> 00:09:59,452
It's in every school building.

151
00:09:59,452 --> 00:10:04,396
What about the kids that go to that school?

152
00:10:04,396 --> 00:10:07,569
Those kids go back there when their church is taken away

153
00:10:07,569 --> 00:10:09,596
and they have to be in classes there.

154
00:10:09,596 --> 00:10:11,909
How traumatizing is that for those students?

155
00:10:11,909 --> 00:10:15,276
It's something this board takes seriously.

156
00:10:15,276 --> 00:10:17,768
I'm also interested in why this is now, given

157
00:10:17,768 --> 00:10:20,200
that veterans have been there for 50 years.

158
00:10:20,200 --> 00:10:23,916
Somebody could try the eminent domain years ago.

159
00:10:23,916 --> 00:10:27,276
Is it the school board doesn't want to fight a $200 LDS

160
00:10:27,276 --> 00:10:30,636
community and they'd rather fight an independent church?

161
00:10:30,636 --> 00:10:32,930
I'm not sure.

162
00:10:32,930 --> 00:10:35,964
If you put this in the bond instead a community like us,

163
00:10:35,964 --> 00:10:39,166
we'd like to imitate domain a church and pass a bond,

164
00:10:39,166 --> 00:10:41,225
do that -- (inaudible).

165
00:10:41,225 --> 00:10:43,881
I'm asking you as a neighbor, I'm not

166
00:10:43,881 --> 00:10:45,881
affiliated with that church and I don't go there

167
00:10:45,881 --> 00:10:47,760
but I am a neighbor.

168
00:10:47,760 --> 00:10:49,870
I am right next an adjacent to school property.

169
00:10:49,870 --> 00:10:53,202
I think you have a duty to this community to not do this.

170
00:10:53,202 --> 00:10:54,836
They are begging for collaboration

171
00:10:54,836 --> 00:10:56,996
and that's what this just district is about.

172
00:10:56,996 --> 00:11:00,308
That's why people move here is because the school board does

173
00:11:00,308 --> 00:11:06,308
stuff like this. (inaudible) and eminent domain a church --

174
00:11:11,836 --> 00:11:16,360
I urge you to not do that.

175
00:11:16,396 --> 00:11:20,662
>> So thank you to everyone who brought testimony this evening,

176
00:11:20,662 --> 00:11:23,156
both in person and in writing.

177
00:11:23,156 --> 00:11:26,596
The board values hearing from our community

178
00:11:26,596 --> 00:11:29,276
and carefully considers all input shared.

179
00:11:29,276 --> 00:11:33,452
As chair, I respond on behalf of the board

180
00:11:33,452 --> 00:11:35,536
and acknowledge all written testimony.

181
00:11:35,536 --> 00:11:40,706
We do not engage in dialog during in-person testimony.

182
00:11:40,706 --> 00:11:44,306
Please note your perspectives are valued

183
00:11:44,501 --> 00:11:48,376
and help inform our work permit for those here in person,

184
00:11:48,376 --> 00:11:51,932
you're welcome to stay and serve the remaining of the meeting

185
00:11:51,932 --> 00:11:53,548
or depart at your convenience.

186
00:11:53,548 --> 00:11:59,548
We will move on then to agenda item 3.0, consent agenda.

187
00:12:03,356 --> 00:12:07,596
>> I will move to approve consent agenda as presented.

188
00:12:07,596 --> 00:12:09,596
Thank you.

189
00:12:10,302 --> 00:12:12,302
>> I will second.

190
00:12:14,360 --> 00:12:16,360
>> Any discussion?

191
00:12:18,476 --> 00:12:20,476
>> All in favor?

192
00:12:24,549 --> 00:12:25,635
>> Aye.

193
00:12:25,635 --> 00:12:26,722
Motion passes.

194
00:12:26,722 --> 00:12:30,270
We'll move on to agenda item 4.0, board business climate

195
00:12:30,270 --> 00:12:35,142
policy and program agenda and agenda item 4.1, the lens

196
00:12:35,142 --> 00:12:35,969
review.

197
00:12:35,969 --> 00:12:40,816
I believe we have some guests joining us today

198
00:12:40,816 --> 00:12:46,216
to come up from the Lake Oswego Sustainability Network.

199
00:12:51,415 --> 00:12:52,676
>> Thank you for having us.

200
00:12:52,676 --> 00:12:57,188
Several of us, Stephanie and I both served

201
00:12:57,188 --> 00:12:59,966
on your board committee that helped

202
00:12:59,966 --> 00:13:04,166
develop the sustainability tool for decision making.

203
00:13:04,549 --> 00:13:07,409
And we're happy to see the sustainability remained

204
00:13:07,409 --> 00:13:11,940
in your strategic plan and that it is still important.

205
00:13:11,940 --> 00:13:15,656
We're happy to see that you're interested in trying

206
00:13:15,656 --> 00:13:18,329
to use this tool for your decision making.

207
00:13:18,329 --> 00:13:24,284
So in a moment of maybe rashness we said O, will help do that.

208
00:13:24,284 --> 00:13:26,696
And Doctor Shelley said okay.

209
00:13:26,696 --> 00:13:28,906
So here we are.

210
00:13:28,906 --> 00:13:32,796
I'm Dorothy Attwood, president of the Lake Oswego

211
00:13:32,796 --> 00:13:33,836
Sustainability Network.

212
00:13:33,836 --> 00:13:37,803
My background is in geology, hydrogeology in the last 20

213
00:13:37,803 --> 00:13:39,636
years of my profession was in sustainability

214
00:13:39,636 --> 00:13:41,236
and doing sustainability training

215
00:13:41,236 --> 00:13:43,576
to all sorts of different organizations.

216
00:13:43,576 --> 00:13:49,576
I also have Ruth here, a teacher of many years.

217
00:13:53,636 --> 00:13:55,636
>> Pre-K through eighth.

218
00:13:55,836 --> 00:13:59,629
>> And then Stephanie Wagner who serves on our board,

219
00:13:59,629 --> 00:14:05,760
as well as has done -- do you want to say a few words?

220
00:14:05,760 --> 00:14:06,900
>> Yeah.

221
00:14:06,900 --> 00:14:11,142
My background -- I got really involved in natural resource

222
00:14:11,142 --> 00:14:15,566
preservation and restoration has been my main thing.

223
00:14:15,566 --> 00:14:18,496
I was executive director of Friends of Dry Creek

224
00:14:18,496 --> 00:14:21,196
and supported Education, environmental and outdoor

225
00:14:21,196 --> 00:14:26,760
education and did my career for eight years as a program

226
00:14:26,760 --> 00:14:29,676
director -- working with graduate students.

227
00:14:33,476 --> 00:14:39,722
So I have a really good background in education and have

228
00:14:39,722 --> 00:14:44,396
a profound feeling in my heart for how we need to have

229
00:14:44,396 --> 00:14:48,596
our children and our communities -- (inaudible).

230
00:14:51,253 --> 00:14:53,336
>> So instead of you sitting here listening to us,

231
00:14:53,336 --> 00:14:57,409
we have an interactive, fun, exciting thing --

232
00:14:57,409 --> 00:15:01,609
three things we would like to accomplish.

233
00:15:02,280 --> 00:15:05,196
And Mary has our slide deck.

234
00:15:05,196 --> 00:15:06,202
There we are.

235
00:15:06,202 --> 00:15:11,602
And then the next slide -- what is sustainability?

236
00:15:11,876 --> 00:15:14,128
Sustainability is a pretty big word.

237
00:15:14,128 --> 00:15:14,952
It's squishy.

238
00:15:14,952 --> 00:15:18,436
We wanted to invite the staff who's here

239
00:15:18,436 --> 00:15:21,236
as well as the board to do an interactive exercise

240
00:15:21,236 --> 00:15:23,556
and Stephanie will lead you with.

241
00:15:23,556 --> 00:15:25,140
Then we'll practice.

242
00:15:25,140 --> 00:15:28,496
How are we going to implement this?

243
00:15:28,496 --> 00:15:32,136
We will focus on a couple scenarios around it

244
00:15:32,136 --> 00:15:35,596
two of the main jobs come at reviewing

245
00:15:35,596 --> 00:15:37,596
budgets and curriculums.

246
00:15:37,636 --> 00:15:39,948
We have a couple scenarios.

247
00:15:39,948 --> 00:15:41,716
We'll practice and see how that goes.

248
00:15:41,716 --> 00:15:45,136
And then think about what would be next steps?

249
00:15:45,136 --> 00:15:46,636
What went well and what could help

250
00:15:46,636 --> 00:15:48,812
and how could we improve this process?

251
00:15:48,812 --> 00:15:53,120
So I'll pass this off to Stephanie.

252
00:15:54,516 --> 00:15:58,116
>> As an educator you know (inaudible).

253
00:15:59,894 --> 00:16:01,696
That means a different thing to all of you.

254
00:16:01,696 --> 00:16:04,529
So we want to do an exercise that gives us a chance

255
00:16:04,529 --> 00:16:07,656
to kind of find some common ground before we go on

256
00:16:07,656 --> 00:16:09,936
with the other part.

257
00:16:09,936 --> 00:16:17,409
So what you have with you are some big sticky pads and pens.

258
00:16:17,409 --> 00:16:21,529
I want you to write on that sticky pad --

259
00:16:21,529 --> 00:16:26,929
in pretty big writing -- on three different sheets.

260
00:16:35,262 --> 00:16:37,202
>> You can take one --

261
00:16:37,202 --> 00:16:39,202
[laughter]

262
00:16:44,236 --> 00:16:44,241
>> Thank you for asking.

263
00:16:44,241 --> 00:16:45,396
I appreciate that.

264
00:16:45,396 --> 00:16:49,395
I want you all to take three sheets

265
00:16:49,395 --> 00:16:51,949
and write one idea that you have,

266
00:16:51,949 --> 00:16:54,635
a phrase or a word that represents sustainability

267
00:16:54,635 --> 00:16:55,737
to you.

268
00:16:55,737 --> 00:17:00,355
When you finish writing those three separate, each of you

269
00:17:00,355 --> 00:17:03,321
is going to have three separate pieces of paper

270
00:17:03,321 --> 00:17:06,227
with a word on it or a phrase.

271
00:17:06,227 --> 00:17:07,977
Then I'm going to want you to come up here

272
00:17:07,977 --> 00:17:11,405
and I want you guys together to start organizing those.

273
00:17:11,405 --> 00:17:15,915
Some of you will think the same way and some will have other

274
00:17:15,915 --> 00:17:16,662
things --

275
00:17:16,662 --> 00:17:19,409
I want you to take those sticky notes

276
00:17:19,409 --> 00:17:22,409
and then start organizing them.

277
00:17:26,900 --> 00:17:29,900
(inaudible) does anybody have questions?

278
00:17:30,249 --> 00:17:32,649
>> We are including staff.

279
00:17:32,715 --> 00:17:36,315
I just gave Stewart his. (inaudible)

280
00:17:38,969 --> 00:17:44,369
maybe I'm in no comment you can't Google sustainability.

281
00:17:46,529 --> 00:17:48,929
It has to be from your head.

282
00:17:48,929 --> 00:17:50,929
Three things.

283
00:18:23,666 --> 00:18:26,660
>> I already messed up.

284
00:18:27,468 --> 00:18:29,468
[background chatter]

285
00:18:34,445 --> 00:18:38,450
>> This wall right in here. (inaudible)

286
00:18:44,782 --> 00:18:46,782
[laughter]

287
00:19:03,201 --> 00:19:05,201
[background chatter]

288
00:19:22,178 --> 00:19:26,978
>> Phrases are good. (inaudible) If you see something

289
00:19:29,350 --> 00:19:30,993
that's similar comment put it next to something

290
00:19:30,993 --> 00:19:32,993
that's similar.

291
00:19:38,767 --> 00:19:39,559
>> Love the planet?

292
00:19:39,559 --> 00:19:41,959
Maybe we can --

293
00:19:47,258 --> 00:19:50,390
>> I don't do anything with one word.

294
00:19:50,390 --> 00:19:52,390
[laughter]

295
00:19:53,200 --> 00:19:54,330
>> This is too much.

296
00:19:54,330 --> 00:19:56,433
>> You can do phrases.

297
00:20:04,724 --> 00:20:05,224
>> Phrases.

298
00:20:05,224 --> 00:20:07,224
I'm writing phrases.

299
00:20:24,725 --> 00:20:26,337
[laughter]

300
00:20:26,337 --> 00:20:28,337
[inaudible conversation]

301
00:22:12,277 --> 00:22:14,677
I am a grouper.

302
00:22:16,269 --> 00:22:18,269
[laughter]

303
00:22:19,387 --> 00:22:22,717
>> So whoever put temperature here --

304
00:22:22,717 --> 00:22:26,217
we can bring temperature with -- because that's part

305
00:22:26,217 --> 00:22:27,570
of the earth.

306
00:22:27,570 --> 00:22:31,170
So we'll bring that one in.

307
00:22:32,157 --> 00:22:34,157
And preserving resources.

308
00:22:38,237 --> 00:22:41,317
And what we're thinking about common these are natural

309
00:22:41,317 --> 00:22:47,197
resources -- and these other things that aren't just based

310
00:22:47,197 --> 00:22:50,197
in the natural world, right?

311
00:22:52,997 --> 00:22:55,397
It doesn't cause harm.

312
00:22:57,357 --> 00:23:00,357
What do we have here?

313
00:23:01,890 --> 00:23:03,890
Changing behavior --

314
00:23:17,887 --> 00:23:19,887
[inaudible conversation]

315
00:23:24,730 --> 00:23:27,779
>> So what do you guys see around here as far as --

316
00:23:27,779 --> 00:23:30,779
as far as definition? (inaudible)

317
00:23:36,317 --> 00:23:38,900
>> It appears that there's more aggregation around the typical

318
00:23:38,900 --> 00:23:42,820
ideas around renew, reduce and recycle that we think of.

319
00:23:42,820 --> 00:23:46,420
When we think of sustainability. (inaudible)

320
00:23:47,860 --> 00:23:50,260
>> That's a good thing.

321
00:23:50,326 --> 00:23:55,126
And those are definitely actions that we take.

322
00:23:55,920 --> 00:23:58,920
Anybody else see anything else?

323
00:24:00,200 --> 00:24:05,000
Anything else that sticks out to them? >> (inaudible)

324
00:24:05,833 --> 00:24:10,633
>> It does definitely have an earth environmental focus.

325
00:24:15,480 --> 00:24:22,680
>> They also seem to be a lot Of ideas and less policy

326
00:24:23,200 --> 00:24:26,620
for direction, if that makes sense.

327
00:24:27,353 --> 00:24:28,880
>> Right.

328
00:24:28,880 --> 00:24:31,173
So if you're going to take a look at sustainability,

329
00:24:31,173 --> 00:24:34,173
the definition of sustainability --

330
00:24:36,500 --> 00:24:43,100
how you define how we're going to take care of --

331
00:24:43,813 --> 00:24:46,171
and when we talk about the earth,

332
00:24:46,171 --> 00:24:49,400
in my mind it's not just our natural resources.

333
00:24:49,400 --> 00:24:53,240
We are a part of this system.

334
00:24:53,508 --> 00:24:56,580
We are an integral part of this system.

335
00:24:56,580 --> 00:25:00,700
And we have had an impact and we have changed that system.

336
00:25:00,700 --> 00:25:03,366
Change is not all bad.

337
00:25:03,366 --> 00:25:06,660
We're not looking at this in a way of going back.

338
00:25:06,660 --> 00:25:14,466
But we are looking at this as people said, that we need to --

339
00:25:14,751 --> 00:25:19,757
so how do we go ahead and when you

340
00:25:19,757 --> 00:25:25,757
think about how we look at this, how do we

341
00:25:26,276 --> 00:25:28,276
think about sustainability?

342
00:25:28,348 --> 00:25:34,948
So when I say sustained, it just means to keep going.

343
00:25:38,806 --> 00:25:42,277
So sustain is just keep going.

344
00:25:42,277 --> 00:25:46,477
So we want to keep it going.

345
00:25:47,740 --> 00:25:51,880
What are the actions that we need to take?

346
00:25:51,880 --> 00:25:57,220
To make sure that that system doesn't cause problems?

347
00:25:57,220 --> 00:26:03,220
So that we don't all of a sudden have --

348
00:26:03,848 --> 00:26:07,560
so right here with young people who are going to have to deal

349
00:26:07,560 --> 00:26:11,340
with the changing climate because of actions that

350
00:26:11,340 --> 00:26:18,416
we've taken -- so how do we think about what those impacts

351
00:26:18,416 --> 00:26:18,988
are?

352
00:26:18,988 --> 00:26:24,388
So that we can mitigate some of these impacts

353
00:26:24,860 --> 00:26:28,460
without causing problems to other people?

354
00:26:29,908 --> 00:26:34,200
So that's pretty much the classic definition

355
00:26:34,200 --> 00:26:36,200
of sustainability.

356
00:26:37,820 --> 00:26:43,585
And what I think is so important is you go through this and --

357
00:26:43,585 --> 00:26:46,585
what is mean to you?

358
00:26:48,219 --> 00:26:55,419
As you go through that, thinking about how important it is --

359
00:26:58,737 --> 00:27:00,737
(inaudible).

360
00:27:01,179 --> 00:27:04,751
I think it can be something that is just

361
00:27:04,751 --> 00:27:10,500
a way of thinking of things and a way of being connected

362
00:27:10,500 --> 00:27:14,606
and connection is a huge part, a way

363
00:27:14,606 --> 00:27:17,468
of being connected that helps us with decisions

364
00:27:17,468 --> 00:27:20,680
and think about what we are doing.

365
00:27:20,680 --> 00:27:24,188
And that also helps our kids grow up being connected

366
00:27:24,188 --> 00:27:27,640
and connected to the natural world and to each other

367
00:27:27,640 --> 00:27:33,640
and socially and economically, that we can allow that change

368
00:27:33,951 --> 00:27:41,751
but in a way that is not -- (inaudible) such an impact that

369
00:27:42,473 --> 00:27:50,760
will make it hard for all of -- so how do you guys feel about

370
00:27:50,760 --> 00:27:51,660
the definition?

371
00:27:51,660 --> 00:27:55,180
Do you want to take what I just talked about?

372
00:27:55,180 --> 00:27:58,180
That's a pretty tall order.

373
00:28:00,700 --> 00:28:04,900
>> I like what you said about -- the word sustain which is

374
00:28:04,900 --> 00:28:11,500
preserving what we have so it can last and not --

375
00:28:11,614 --> 00:28:15,214
not going to this austere place.

376
00:28:16,820 --> 00:28:21,200
Having to live a subsistence life --

377
00:28:22,100 --> 00:28:25,700
living fulfilling lives and so forth.

378
00:28:26,820 --> 00:28:29,516
>> We are an integral part of this planet.

379
00:28:29,516 --> 00:28:33,517
We have developed some pretty amazing lifestyles here.

380
00:28:33,517 --> 00:28:38,988
We don't want that to go away but we want to make sure that --

381
00:28:38,988 --> 00:28:42,374
that we're not destroying what allows us to do that.

382
00:28:42,374 --> 00:28:50,174
How do we get that balance and how do we think about it?

383
00:28:51,109 --> 00:28:56,509
>> Building on that, it's not just sustaining --. (inaudible)

384
00:29:12,941 --> 00:29:14,941
>> I just want to make a couple of observations.

385
00:29:14,941 --> 00:29:18,330
One is economics is out there all by itself.

386
00:29:18,330 --> 00:29:22,833
And in many of the traditional sustainability definitions

387
00:29:24,292 --> 00:29:29,860
they say it's a three legged stool or there's three aspects

388
00:29:29,860 --> 00:29:32,564
and one is the environment which you've captured here

389
00:29:32,564 --> 00:29:36,246
and one is society which is woven

390
00:29:36,246 --> 00:29:39,400
into a lot of these thinking about the future,

391
00:29:39,400 --> 00:29:40,676
and changing behavior.

392
00:29:40,676 --> 00:29:42,980
The third piece is economics.

393
00:29:42,980 --> 00:29:47,596
We have to have a robust climate resilient economy to also

394
00:29:47,596 --> 00:29:49,860
have a sustainable future.

395
00:29:49,860 --> 00:29:53,200
And the future aspect is important

396
00:29:53,200 --> 00:29:56,200
and that's captured well here.

397
00:29:57,700 --> 00:30:03,700
>> And your high school students that are starting to --

398
00:30:05,360 --> 00:30:11,360
(inaudible) that can lead away from our constant growth model?

399
00:30:11,605 --> 00:30:16,413
There's other amazing models out there we can think about.

400
00:30:16,413 --> 00:30:19,766
How to sustain and keep our society going.

401
00:30:19,766 --> 00:30:24,256
The one thing I wanted everyone to --

402
00:30:24,256 --> 00:30:28,385
everyone that comes out of the school district is --

403
00:30:28,385 --> 00:30:32,585
we are not here separate from it.

404
00:30:32,640 --> 00:30:35,640
We are an integral part.

405
00:30:36,480 --> 00:30:40,400
And holding that truly in your heart that you're part

406
00:30:40,400 --> 00:30:44,804
of the system -- (inaudible) there's a reciprocity

407
00:30:46,660 --> 00:30:53,208
because that sustains -- and we give back to that system.

408
00:30:53,208 --> 00:30:59,588
So as we think about how we go as a school district --

409
00:30:59,588 --> 00:31:06,188
and leadership as a school -- and the district can give

410
00:31:06,556 --> 00:31:11,956
towards having a developing that concept of understanding --

411
00:31:14,556 --> 00:31:19,620
if we truly understand that principle people will naturally

412
00:31:19,620 --> 00:31:21,265
go towards --.

413
00:31:21,265 --> 00:31:25,180
So thank you for helping me build a definition

414
00:31:25,180 --> 00:31:29,180
and I'm going to turn it over to Dorothy.

415
00:31:29,180 --> 00:31:30,940
>> Can I ask something really quick?

416
00:31:30,940 --> 00:31:34,460
That was super helpful Stephanie and I almost

417
00:31:34,460 --> 00:31:40,440
wonder if, because I love that, the civic engagement come

418
00:31:40,440 --> 00:31:43,450
with the belief and all of this being founded

419
00:31:43,450 --> 00:31:45,250
in democracy and civics it's actually

420
00:31:45,250 --> 00:31:47,276
what we're talking about.

421
00:31:47,276 --> 00:31:50,460
But I think we have a branding problem with the word

422
00:31:50,460 --> 00:31:53,156
sustainability because that is not where it started.

423
00:31:53,156 --> 00:31:58,116
It starts with trees and plants and reuse and recycle.

424
00:31:58,116 --> 00:32:00,251
Because that's what we've been focused on.

425
00:32:00,251 --> 00:32:04,700
And the brand and the word is and --

426
00:32:04,700 --> 00:32:10,204
I don't think it's known -- we don't talk about this economic

427
00:32:10,204 --> 00:32:10,756
piece.

428
00:32:10,756 --> 00:32:15,100
We talk about we save money with -- all those things.

429
00:32:15,100 --> 00:32:18,400
But what you're talking about is civics.

430
00:32:18,400 --> 00:32:22,405
We have stepped away -- we haven't connected those to.

431
00:32:22,405 --> 00:32:27,205
Sustainability is a political you're over here --

432
00:32:28,500 --> 00:32:31,820
so how do we rebrand it to what you're talking about?

433
00:32:31,820 --> 00:32:37,270
Because that's what I think -- the sustainability lens is just

434
00:32:37,270 --> 00:32:39,270
a civics lens.

435
00:32:40,767 --> 00:32:43,100
>> That's where we want to connect when you're done with

436
00:32:43,100 --> 00:32:47,326
this is think about how do we integrate that.

437
00:32:47,326 --> 00:32:50,926
How do we do that branding?

438
00:32:52,300 --> 00:32:54,300
>> Perfect.

439
00:32:57,869 --> 00:33:00,940
>> I think where we've seen sustainability most so far is

440
00:33:00,940 --> 00:33:03,340
in our -- programs.

441
00:33:03,540 --> 00:33:05,330
>> Absolutely.

442
00:33:05,330 --> 00:33:07,433
Choosing materials in --

443
00:33:12,615 --> 00:33:14,540
>> I just want to ask something quickly.

444
00:33:14,540 --> 00:33:19,940
You made the comment about austerity and not necessarily

445
00:33:20,668 --> 00:33:23,200
having to have that be a piece of sustainability.

446
00:33:23,200 --> 00:33:27,244
But as we listen, the three pillars

447
00:33:27,244 --> 00:33:30,244
were reduced, recycle and reuse.

448
00:33:32,300 --> 00:33:36,653
>> The three pillars of sustainability are if you do it

449
00:33:36,653 --> 00:33:39,680
in Nike words, people come a planet come a profits.

450
00:33:39,680 --> 00:33:44,480
In the three E's it's environment, equity, economy.

451
00:33:45,220 --> 00:33:50,200
>> Colloquially speaking I think we as people think of reuse,

452
00:33:50,200 --> 00:33:51,700
reduce, recycle.

453
00:33:51,700 --> 00:33:54,100
We're thinking about the reduced.

454
00:33:54,100 --> 00:33:56,666
That's the piece that I think is the harder piece

455
00:33:56,666 --> 00:33:59,900
to sell come the less palatable piece to sell.

456
00:33:59,900 --> 00:34:05,486
But we can sustain I keep -- of what we're trying to keep by its

457
00:34:05,486 --> 00:34:07,540
definition is not renewable.

458
00:34:07,540 --> 00:34:14,677
So the austerity reduction I feel like has to be the part

459
00:34:14,677 --> 00:34:20,300
we don't like to say out loud but to be honest we have to.

460
00:34:20,300 --> 00:34:23,940
>> And I think in my mind, the austerity --

461
00:34:23,940 --> 00:34:29,731
austerity can maybe look -- have to give something up.

462
00:34:29,731 --> 00:34:35,600
And we can do all that with just doing the --

463
00:34:35,600 --> 00:34:43,200
and that goes back into like -- you can actually think about how

464
00:34:43,200 --> 00:34:49,620
we develop balance with maybe less stuff but kids nowadays who

465
00:34:50,460 --> 00:34:55,260
are out -- and that is not austerity.

466
00:34:57,460 --> 00:35:02,600
That's an awareness that we want to reduce a little bit.

467
00:35:02,600 --> 00:35:03,380
So I agree.

468
00:35:03,380 --> 00:35:09,380
It takes a >> We've got to move on because we

469
00:35:10,510 --> 00:35:12,540
are told we have 45 minutes.

470
00:35:12,540 --> 00:35:16,795
[laughter] And we were told that you guys are chatty.

471
00:35:16,795 --> 00:35:19,570
So now we're going to apply this scenarios.

472
00:35:19,570 --> 00:35:21,970
So definition is there.

473
00:35:22,296 --> 00:35:27,610
We're going to work in small groups of 2 to 3 and we'd like

474
00:35:27,610 --> 00:35:36,540
to mix up -- and mix staff and -- so there will be 11 of you.

475
00:35:36,540 --> 00:35:39,217
And so there will be three groups of three

476
00:35:39,217 --> 00:35:41,313
and one group of two.

477
00:35:41,313 --> 00:35:46,366
There will be a staff person in every group and then --

478
00:35:46,366 --> 00:35:52,366
and we're going to use your -- sustainability framework lens

479
00:35:55,844 --> 00:35:58,553
which is sort of wordy.

480
00:35:58,553 --> 00:36:03,353
So we would like -- put underlines in.

481
00:36:03,676 --> 00:36:09,700
So you're going to use this and let's get you guys in groups.

482
00:36:09,700 --> 00:36:15,100
Stand up. (inaudible) So two people go over there.

483
00:36:22,460 --> 00:36:30,260
And then you go over here and a couple people go over here.

484
00:36:35,380 --> 00:36:37,380
So wait.

485
00:36:46,962 --> 00:36:50,562
[inaudible conversation] I think we have 11.

486
00:37:05,122 --> 00:37:09,322
So we need one group of --

487
00:37:12,119 --> 00:37:14,119
>> Okay.

488
00:37:15,881 --> 00:37:17,881
[inaudible conversation]

489
00:37:52,757 --> 00:37:53,757
>> And what do you have?

490
00:37:53,757 --> 00:37:56,310
And you have a scenario?

491
00:37:56,310 --> 00:37:58,710
So you get curriculum.

492
00:37:58,842 --> 00:37:59,498
Okay.

493
00:37:59,498 --> 00:38:01,642
So think about this.

494
00:38:01,642 --> 00:38:03,896
Don't fret about it.

495
00:38:03,896 --> 00:38:08,960
The first question of the Citi --

496
00:38:10,112 --> 00:38:14,312
don't make it too hard on yourself.

497
00:38:14,342 --> 00:38:17,942
You're going to apply it perfectly

498
00:38:18,980 --> 00:38:21,330
but think about how you would apply

499
00:38:21,330 --> 00:38:26,730
these questions to the scenarios that you've been given.

500
00:38:28,900 --> 00:38:32,890
You have about ten minutes, five minutes now.

501
00:38:33,570 --> 00:38:38,970
>> Are we reporting back at the end of it?

502
00:38:41,705 --> 00:38:42,330
>> Sounds good.

503
00:38:42,330 --> 00:38:45,183
>> What was hard what was easy.

504
00:38:45,183 --> 00:38:48,183
>> These are two different scenarios.

505
00:38:49,903 --> 00:38:51,903
[inaudible conversation]

506
00:43:53,165 --> 00:43:54,123
>> A minute to wrap up.

507
00:43:54,123 --> 00:43:59,523
We're just trying to get your brain cells going.

508
00:44:02,636 --> 00:44:04,636
[inaudible conversation]

509
00:45:07,807 --> 00:45:08,958
>> So who had curriculum?

510
00:45:08,958 --> 00:45:10,151
Okay.

511
00:45:10,151 --> 00:45:14,951
Just -- what was hard what was easy?

512
00:45:17,218 --> 00:45:21,846
Before you say anything, I love the fact that you guys got

513
00:45:21,846 --> 00:45:23,846
into discussing --.

514
00:45:24,528 --> 00:45:26,928
I absolutely loved (inaudible).

515
00:45:29,838 --> 00:45:31,726
Thank you.

516
00:45:31,726 --> 00:45:32,670
Okay.

517
00:45:32,670 --> 00:45:38,700
So the curriculum scenario, the district has been --

518
00:45:38,798 --> 00:45:43,598
how can the sustainability -- the board's level?

519
00:45:44,522 --> 00:45:46,922
Not the answer necessarily.

520
00:45:47,638 --> 00:45:49,638
What -- (inaudible)

521
00:45:54,652 --> 00:45:59,334
>> So I think the hard part was limited to the adoption process

522
00:45:59,334 --> 00:46:01,302
of the curriculum.

523
00:46:01,302 --> 00:46:03,968
So in that regard we look at things

524
00:46:03,968 --> 00:46:07,568
like having materials be all digital.

525
00:46:08,150 --> 00:46:17,150
And then presented to us and we talked about -- a d r type --

526
00:46:19,670 --> 00:46:24,638
where boards are being exposed to best practices all over

527
00:46:24,638 --> 00:46:31,568
the world and -- and being able to do that virtually obviously

528
00:46:31,568 --> 00:46:35,168
-- those are a couple things.

529
00:46:41,119 --> 00:46:44,719
>> You did warn me that --

530
00:46:45,809 --> 00:46:49,670
>> We definitely talked about how in social studies,

531
00:46:49,670 --> 00:46:53,738
that's the place for the civics components.

532
00:46:53,738 --> 00:46:55,738
Sustainability.

533
00:46:55,918 --> 00:47:01,318
And setting that foundational understanding and then we also

534
00:47:02,158 --> 00:47:03,718
talked about --

535
00:47:03,718 --> 00:47:06,950
I guess we got a little beyond adoption

536
00:47:06,950 --> 00:47:12,188
and we started to talk about how we would incorporate

537
00:47:12,188 --> 00:47:15,558
diverse voices, like looking at differences in the built

538
00:47:15,558 --> 00:47:19,158
environment even here, you have areas

539
00:47:19,184 --> 00:47:23,118
where you have a lot of greenery and trees

540
00:47:23,118 --> 00:47:25,889
and you have other areas where you have less so.

541
00:47:25,889 --> 00:47:29,102
You can look at your own community

542
00:47:29,102 --> 00:47:33,302
and bring in voices from Lake Oswego

543
00:47:33,471 --> 00:47:35,871
to illuminate the lessons.

544
00:47:38,584 --> 00:47:44,918
>> Yeah but even here -- like the appealing thing is always

545
00:47:44,918 --> 00:47:48,438
to go to Portland but even here within our community,

546
00:47:48,438 --> 00:47:52,380
there are lessons to be learned.

547
00:47:52,718 --> 00:47:56,918
>> Now we hear about the landscape equipment.

548
00:47:57,838 --> 00:48:01,780
>> Well this was easy because we have done it.

549
00:48:01,780 --> 00:48:05,251
But if we were to contemplate it,

550
00:48:05,251 --> 00:48:08,892
it was an easy decision to make when we started

551
00:48:08,892 --> 00:48:10,684
to go from this to this.

552
00:48:10,684 --> 00:48:16,840
And it was helpful to revisit all these questions,

553
00:48:16,518 --> 00:48:20,318
just so you have it -- it's a way to be transparent and make

554
00:48:20,318 --> 00:48:23,670
clear why your decision making is coming from,

555
00:48:23,670 --> 00:48:29,238
so be reflected back like oh, it would be great to ask publicly

556
00:48:29,238 --> 00:48:32,680
instead of just saying it's a great idea, let's do it.

557
00:48:32,680 --> 00:48:36,942
But we did look at it from a perspective also of it's

558
00:48:36,942 --> 00:48:40,198
hard under limited resources or with limited resources

559
00:48:40,198 --> 00:48:44,398
to just do a wholesale swap out.

560
00:48:44,638 --> 00:48:48,898
So that's the plan and -- so that is part of the decision

561
00:48:48,898 --> 00:48:49,398
making.

562
00:48:49,398 --> 00:48:51,118
We didn't ask questions necessarily

563
00:48:51,118 --> 00:48:56,150
but it was part of the decision making was okay, we do this now

564
00:48:56,150 --> 00:49:01,770
and as they die and go out we buy and bring them in.

565
00:49:01,770 --> 00:49:05,198
So that we are future forward and taking action now but not

566
00:49:05,198 --> 00:49:09,398
spending all the money now and --

567
00:49:09,664 --> 00:49:13,958
and then that's being a good Steward to students because we

568
00:49:13,958 --> 00:49:17,558
might lose something else that's important.

569
00:49:19,198 --> 00:49:24,926
So that kind of thinking but it happens really quickly

570
00:49:24,926 --> 00:49:29,638
like somebody said, they answered all the questions.

571
00:49:29,638 --> 00:49:32,380
>> Can I add something?

572
00:49:32,871 --> 00:49:37,826
I really love the fact that you said be good --

573
00:49:37,826 --> 00:49:42,718
one of the things when you are leaders and helping develop that

574
00:49:42,718 --> 00:49:46,267
kind of sustainable mindset is being explicit.

575
00:49:46,267 --> 00:49:50,822
So when you make decisions, thinking about how

576
00:49:50,822 --> 00:49:54,422
you're explicitly -- with other people,

577
00:49:54,958 --> 00:49:58,438
whether budget decisions or other things,

578
00:49:58,438 --> 00:50:03,558
that you explain why and you explain how it's working under

579
00:50:03,558 --> 00:50:06,302
that kind of sustainable development.

580
00:50:06,302 --> 00:50:09,302
I just want to comment.

581
00:50:14,478 --> 00:50:15,478
>> How about this group?

582
00:50:15,478 --> 00:50:17,478
Anything to add?

583
00:50:18,398 --> 00:50:21,940
>> The big one we were thinking about adding from the second

584
00:50:21,940 --> 00:50:24,208
point, how does this empower students to be stewards

585
00:50:24,208 --> 00:50:28,238
for our shared resources, bringing this into a push

586
00:50:28,238 --> 00:50:31,398
in for specifically double Dutch we talked mostly about the high

587
00:50:31,398 --> 00:50:35,620
school civics classes but also branching down to the elementary

588
00:50:35,620 --> 00:50:38,858
and middle level of how this could be as part of both

589
00:50:38,858 --> 00:50:41,982
their civics and current events this is a real scenario

590
00:50:41,982 --> 00:50:44,780
the district is working with right now.

591
00:50:44,780 --> 00:50:46,118
What do you guys think?

592
00:50:46,118 --> 00:50:48,218
What are your interpretations?

593
00:50:48,218 --> 00:50:52,220
And then bringing that back up, or whether that's for classes

594
00:50:52,220 --> 00:50:58,820
or for Laila and I and whether that be then --

595
00:51:01,229 --> 00:51:04,495
>> So we want to do this so you can --

596
00:51:04,495 --> 00:51:07,878
you have this tool and let's use it.

597
00:51:07,878 --> 00:51:10,638
What you do it a little bit differently?

598
00:51:10,638 --> 00:51:13,638
What are the next steps?

599
00:51:15,400 --> 00:51:20,672
What might you want to do this in your --

600
00:51:20,672 --> 00:51:25,808
and then you've got a whole district, schools, principals,

601
00:51:25,808 --> 00:51:29,408
students and staff -- nutrition, faculty.

602
00:51:30,238 --> 00:51:32,238
Yeah.

603
00:51:36,471 --> 00:51:37,225
[laughter]

604
00:51:37,225 --> 00:51:38,158
oh

605
00:51:38,158 --> 00:51:40,558
>> We are a team.

606
00:51:43,773 --> 00:51:45,398
>> They're so knowledgeable about this.

607
00:51:45,398 --> 00:51:48,174
I think sustainability is kind of exciting because it's

608
00:51:48,174 --> 00:51:50,868
a huge challenge for our future generations

609
00:51:50,868 --> 00:51:53,975
and our world's going to be a lot different.

610
00:51:53,975 --> 00:51:57,318
I think when you look at the schools that you've built,

611
00:51:57,318 --> 00:51:59,118
those are beautiful schools.

612
00:51:59,118 --> 00:52:00,518
There's no austerity there.

613
00:52:00,518 --> 00:52:03,766
It's just a different way of doing things.

614
00:52:03,766 --> 00:52:08,358
As we move forward, how do we operationalize

615
00:52:08,358 --> 00:52:11,190
the sustainability lens at the board level?

616
00:52:11,190 --> 00:52:13,624
This is the current lens and I know

617
00:52:13,624 --> 00:52:19,240
that Mark has been working on the streamlined version.

618
00:52:20,638 --> 00:52:24,791
But with your decisions going forward, what

619
00:52:24,791 --> 00:52:28,663
are you going to do with this lens?

620
00:52:28,663 --> 00:52:32,863
How is this going to be incorporated?

621
00:52:36,421 --> 00:52:38,421
>> These two just said like -- it's already part

622
00:52:38,421 --> 00:52:43,821
of the board's DNA, like the sustainability lens --

623
00:52:43,978 --> 00:52:45,978
the shorthand thinking.

624
00:52:47,998 --> 00:52:53,280
And what needs to be explicit about it --

625
00:52:53,280 --> 00:52:56,631
a light bulb moment if that's the teach part.

626
00:52:56,631 --> 00:53:02,792
And that's the we need people -- so they can follow along --

627
00:53:02,792 --> 00:53:08,192
and it's not just the board and staff --

628
00:53:08,894 --> 00:53:13,694
other people can then apply and operationalize it.

629
00:53:14,918 --> 00:53:18,814
>> And Spencer said it can go all the way down to the student

630
00:53:18,814 --> 00:53:19,670
level.

631
00:53:19,670 --> 00:53:24,618
And he brought that to the board level if necessary.

632
00:53:24,618 --> 00:53:30,918
And then how can we roll this out to district level decisions?

633
00:53:30,918 --> 00:53:35,118
There's a school level, department level --

634
00:53:35,328 --> 00:53:37,288
what are your thoughts?

635
00:53:37,288 --> 00:53:43,888
So the board is not the only -- to make decisions.

636
00:53:48,405 --> 00:53:50,998
>> The example that Mary Kay kindly gave me credit for is

637
00:53:50,998 --> 00:53:56,998
our superintendents -- but I say that because the operations,

638
00:53:57,338 --> 00:54:00,973
that's not the board -- there's two different things.

639
00:54:00,973 --> 00:54:04,851
What does deliberation look like that's public facing to be

640
00:54:04,851 --> 00:54:06,568
explicit which I really like that word,

641
00:54:06,568 --> 00:54:12,170
and what does that mean to our agendas or our processing of it,

642
00:54:12,170 --> 00:54:17,880
versus how do we make these practices that somebody like

643
00:54:17,880 --> 00:54:20,178
Doctor Sheely practices so well and quickly,

644
00:54:20,178 --> 00:54:24,386
but creates a learning space for others --

645
00:54:24,386 --> 00:54:27,498
what does that look like in expectations for our leaders

646
00:54:27,498 --> 00:54:31,620
of the schools and our student leaders to be practicing,

647
00:54:31,620 --> 00:54:34,218
so it does become second nature but also what becomes second

648
00:54:34,218 --> 00:54:37,578
nature is the transparent reflection of it?

649
00:54:37,578 --> 00:54:41,310
Not just the doing of it but then that we share with people

650
00:54:41,310 --> 00:54:44,310
why we are doing it?

651
00:54:44,318 --> 00:54:49,662
>> We'll make decisions -- but we're not being explicit.

652
00:54:49,662 --> 00:54:51,511
We have a framework where we're saying

653
00:54:51,511 --> 00:54:53,718
this is why we are doing it.

654
00:54:53,718 --> 00:54:57,918
And from a sustainability point of view,

655
00:54:57,958 --> 00:55:02,506
this is why this is good or these are the considerations --

656
00:55:02,506 --> 00:55:05,654
I think we do sometimes get criticized more

657
00:55:05,654 --> 00:55:07,198
for making a decision.

658
00:55:07,198 --> 00:55:10,798
Why did you make that decision?

659
00:55:11,224 --> 00:55:15,424
>> The word operationalize -- (inaudible) as well

660
00:55:16,667 --> 00:55:17,638
as institutionalized.

661
00:55:17,638 --> 00:55:21,238
How do you institutionalize that practice?

662
00:55:23,518 --> 00:55:30,118
Leadership clubs -- there's a lot of opportunity for how you

663
00:55:33,958 --> 00:55:38,658
can take one of your four core --

664
00:55:38,658 --> 00:55:41,858
foundations and your strategic plan --

665
00:55:41,858 --> 00:55:50,258
how do you get that into the DNA of -- with a shared model?

666
00:55:50,864 --> 00:55:55,664
>> From an operational standpoint -- in the Handbook.

667
00:55:56,950 --> 00:56:01,558
We've created a handbook this summer and so now the lens is

668
00:56:01,558 --> 00:56:07,314
in there saying -- on anything you do from a parent club

669
00:56:07,314 --> 00:56:08,278
standpoint.

670
00:56:08,278 --> 00:56:14,878
The checks and balances side of it is if someone's coming

671
00:56:14,998 --> 00:56:17,348
requests -- you spend money on something,

672
00:56:17,348 --> 00:56:25,148
part of the decision making -- and not just at a board level.

673
00:56:27,745 --> 00:56:33,406
(inaudible) so people know okay, before I do this request,

674
00:56:33,406 --> 00:56:38,206
I know they're going to ask these questions.

675
00:56:43,819 --> 00:56:49,854
>> Any other -- so we kind of developed a new more robust

676
00:56:49,854 --> 00:56:55,254
definition of sustainability and then we applied the model.

677
00:56:55,398 --> 00:56:58,838
We talked about how it can branch out

678
00:56:58,838 --> 00:57:02,378
into all aspects of the district and how it should

679
00:57:02,378 --> 00:57:04,778
be looked at consistently.

680
00:57:05,758 --> 00:57:08,158
Anything else to share?

681
00:57:09,780 --> 00:57:12,702
>> Thanks for the opportunity to do this and we'd love to --

682
00:57:12,702 --> 00:57:18,702
on the shared journey -- (inaudible) To think about how

683
00:57:30,624 --> 00:57:37,224
we are building out -- so not just saying the sustainability

684
00:57:37,498 --> 00:57:42,734
lens -- and reflect and think about what it means,

685
00:57:42,734 --> 00:57:47,534
because I think that's -- maybe I'm absolutely.

686
00:57:48,748 --> 00:57:50,718
I definitely agree.

687
00:57:50,718 --> 00:57:55,198
I think these are big questions and sometimes we get overwhelmed

688
00:57:55,198 --> 00:58:01,798
by the broadness of them and practice and examples and --

689
00:58:04,350 --> 00:58:06,942
it's really helpful light bulb moments.

690
00:58:06,942 --> 00:58:11,491
I heard that word, kind of go off and people

691
00:58:11,491 --> 00:58:16,291
start to learn how to use it to.

692
00:58:16,718 --> 00:58:21,518
>> And how do we celebrate when somebody --

693
00:58:26,890 --> 00:58:33,490
(inaudible) And then how would we roll that out, how --

694
00:58:39,358 --> 00:58:44,624
or how do we celebrate with the kids accomplishment when they

695
00:58:44,624 --> 00:58:51,478
clear an area of your campus -- so thinking about as board

696
00:58:51,478 --> 00:58:58,678
members two, how -- that doesn't have to cost money and stuff

697
00:59:00,618 --> 00:59:05,446
but -- and helping to build that commonality --

698
00:59:05,446 --> 00:59:10,246
and then as we're doing that, how --

699
00:59:13,158 --> 00:59:17,358
okay I'll share just one more thing.

700
00:59:19,318 --> 00:59:25,318
The sustainability network has given us award to a graduating

701
00:59:25,918 --> 00:59:31,950
senior the last three years and I had a little luncheon --

702
00:59:31,950 --> 00:59:33,494
I invited all the recipients.

703
00:59:33,494 --> 00:59:39,678
We had half which was three but the other three --

704
00:59:39,678 --> 00:59:43,558
it was a really great thing for them to share what they were

705
00:59:43,558 --> 00:59:45,558
doing --.

706
00:59:46,518 --> 00:59:50,458
I think we didn't do too badly.

707
00:59:50,458 --> 00:59:51,858
Thank you.

708
00:59:51,858 --> 00:59:56,580
Thank you so much for joining us.

709
00:59:56,358 --> 00:59:58,680
This is wonderful.

710
00:59:58,680 --> 01:00:01,878
I enjoy just getting up and moving around.

711
01:00:01,878 --> 01:00:03,878
Please.

712
01:00:10,640 --> 01:00:12,640
>> Oh sure.

713
01:00:14,408 --> 01:00:16,808
[inaudible conversation] >> All right.

714
01:00:57,457 --> 01:01:03,457
So we will continue on in our agenda, agenda item 4.2,

715
01:01:03,477 --> 01:01:08,277
policy K and a, immigration enforcement on district

716
01:01:12,403 --> 01:01:17,803
property, and then that's a new policy, first reading,

717
01:01:19,239 --> 01:01:22,839
and then administration regulation of KNA-AR*1)

718
01:01:28,863 --> 01:01:32,893
interactions with immigration enforcement which is also new,

719
01:01:32,893 --> 01:01:34,893
first review.

720
01:01:34,946 --> 01:01:39,146
>> The policy KNA -- interactions with immigration

721
01:01:41,573 --> 01:01:46,373
enforcement. (inaudible) in response to the Senate bill 1538

722
01:01:51,130 --> 01:01:55,213
and 1534 and House Bill 4079 which requires districts

723
01:01:55,709 --> 01:02:00,509
to adopt this policy -- by September 30th.

724
01:02:07,130 --> 01:02:12,813
But we did just get this one and it's basically --

725
01:02:12,813 --> 01:02:20,130
that we're notifying everyone -- a person who's going to be --

726
01:02:51,971 --> 01:02:53,971
[inaudible conversation]

727
01:02:58,856 --> 01:03:01,453
>> Should we take action in the work session?

728
01:03:01,453 --> 01:03:03,853
>> You can take action.

729
01:03:07,874 --> 01:03:13,874
>> This is where in the board -- >> I got you.

730
01:03:21,889 --> 01:03:27,366
>> Do you have the sense -- the required notice section --

731
01:03:27,366 --> 01:03:30,473
says notice to be provided to students --

732
01:03:30,473 --> 01:03:35,873
where they are confirmed to be on school property.

733
01:03:36,293 --> 01:03:39,893
That seems to be real time.

734
01:03:40,133 --> 01:03:47,933
Bam well, real time would be letting kids know if we had --

735
01:03:49,919 --> 01:03:51,333
on site.

736
01:03:51,333 --> 01:03:53,733
>> Like a p announcement?

737
01:03:55,530 --> 01:03:58,973
>> Or it could be a PA announcement.

738
01:03:58,973 --> 01:04:03,173
Probably the easiest would be the PA.

739
01:04:04,530 --> 01:04:07,853
>> I think the notice has to be reasonably received like

740
01:04:07,853 --> 01:04:10,686
an email to the students in real time.

741
01:04:10,686 --> 01:04:13,686
So it just seems --

742
01:04:19,915 --> 01:04:25,413
>> The good thing about this is -- and they can't do anything.

743
01:04:25,413 --> 01:04:30,813
I will say we've had all of that --

744
01:04:32,880 --> 01:04:35,733
we have trained people to do that and --

745
01:04:35,733 --> 01:04:39,213
we've never had anybody come on site.

746
01:04:39,213 --> 01:04:44,613
But we have been prepared for it in case.

747
01:04:45,533 --> 01:04:49,413
>> I'm just going to add that R --

748
01:04:49,413 --> 01:04:54,213
very similar to any kind of event --

749
01:05:00,656 --> 01:05:04,180
>> This sounds like -- like we have to say --

750
01:05:04,180 --> 01:05:06,373
there does need to be an announcement.

751
01:05:06,373 --> 01:05:12,299
It makes me nervous not knowing -- down in Salem --

752
01:05:12,299 --> 01:05:14,629
I understand the intent and then the impact

753
01:05:14,629 --> 01:05:16,893
would be real negative consequences.

754
01:05:16,893 --> 01:05:24,930
And I'm just like -- >> It comes across the PA and --

755
01:05:25,253 --> 01:05:29,805
>> I think it's how do you manage that and is that

756
01:05:29,805 --> 01:05:35,805
something that can happen until the two district staff get

757
01:05:37,501 --> 01:05:38,965
to the location?

758
01:05:38,965 --> 01:05:41,973
Because the office staff can't do anything,

759
01:05:41,973 --> 01:05:49,413
so then they are calling HR -- and then do they wait to notify

760
01:05:49,413 --> 01:05:52,260
staff or students and then the rumors start?

761
01:05:52,260 --> 01:05:55,821
I can just see there being a real issue with telling

762
01:05:55,821 --> 01:06:01,373
the whole -- the rumors that start flying in all the cell

763
01:06:01,373 --> 01:06:04,333
phones that aren't supposed to be used.

764
01:06:04,333 --> 01:06:09,573
>> I mean -- >> When it happens on school property,

765
01:06:09,573 --> 01:06:12,653
since we've been fortunate it hasn't happened on our school

766
01:06:12,653 --> 01:06:13,837
property yet.

767
01:06:13,837 --> 01:06:16,237
But it's very traumatizing.

768
01:06:16,859 --> 01:06:24,159
That expectation to tell anybody -- but it can also stir up --

769
01:06:24,159 --> 01:06:26,418
for students who might have a --

770
01:06:26,418 --> 01:06:27,573
I don't know.

771
01:06:27,573 --> 01:06:31,173
I'm curious what the debate was.

772
01:06:33,333 --> 01:06:36,333
>> We're fortunate because we've not had this happen here

773
01:06:36,333 --> 01:06:38,733
and have had limited exposure to it.

774
01:06:38,733 --> 01:06:41,653
Immigration authorities are not waiting at the office

775
01:06:41,653 --> 01:06:48,253
or district administration or -- so for it to be meaningful,

776
01:06:49,947 --> 01:06:54,224
we need to have that awareness -- so again,

777
01:06:54,224 --> 01:06:59,473
we don't have the opportunity to manage the situation as much

778
01:06:59,473 --> 01:07:01,713
as we would like.

779
01:07:01,713 --> 01:07:05,313
So I am concerned about that.

780
01:07:07,559 --> 01:07:12,693
>> They should not be allowed to go into the school building.

781
01:07:12,693 --> 01:07:18,693
They would kind of have to sit there and wait.

782
01:07:19,606 --> 01:07:25,600
(inaudible) If you are worried about that an --

783
01:07:40,544 --> 01:07:43,439
>> I think -- yes, that's a horrible scenario.

784
01:07:43,439 --> 01:07:46,670
Probably the more common is the O,

785
01:07:46,670 --> 01:07:51,450
they are here for you or for so, even though --

786
01:07:51,450 --> 01:07:53,629
even though there's no factual basis for that.

787
01:07:53,629 --> 01:07:57,426
And that kind of becoming that -- yeah.

788
01:07:57,426 --> 01:07:59,826
It's a sticky situation.

789
01:08:00,433 --> 01:08:05,448
There's no easy or clean way to do it.

790
01:08:05,448 --> 01:08:08,213
It just gives me a little pause.

791
01:08:08,213 --> 01:08:11,487
>> I appreciate that we need to get this done.

792
01:08:11,487 --> 01:08:15,460
I would be interested what -- is doing right now

793
01:08:15,460 --> 01:08:17,549
because doesn't Portland immigration probably have

794
01:08:17,549 --> 01:08:18,909
the most experience with this?

795
01:08:18,909 --> 01:08:22,509
I'm wondering how it's operationalized there.

796
01:08:24,333 --> 01:08:26,333
Would?

797
01:08:27,253 --> 01:08:32,293
>> Can I also piggyback off of a point that you made earlier,

798
01:08:32,293 --> 01:08:35,773
and also something that Doctor Shealy had said,

799
01:08:35,773 --> 01:08:38,713
and by having them wait in the vesicle,

800
01:08:38,713 --> 01:08:42,401
I think that's what the policy is having them do but also kind

801
01:08:42,401 --> 01:08:45,666
of along your line of the first person that sees that,

802
01:08:45,666 --> 01:08:48,341
I guarantee whether they're staff or students,

803
01:08:48,341 --> 01:08:50,693
they're not keeping that to themselves.

804
01:08:50,693 --> 01:08:55,130
That's an out of ordinary event that stirs up some panic

805
01:08:55,130 --> 01:08:57,956
and then at least in my mind there's

806
01:08:57,956 --> 01:09:01,125
the scale of do you let people know exactly what's happening

807
01:09:01,125 --> 01:09:04,549
or what's going to cause the least panic?

808
01:09:04,549 --> 01:09:08,168
And create the best outcome for the situation?

809
01:09:08,168 --> 01:09:12,773
And I think the longer you have them

810
01:09:12,773 --> 01:09:16,839
and that vestibule waiting, the more tension

811
01:09:16,839 --> 01:09:19,239
or unnecessary tensions arise.

812
01:09:25,422 --> 01:09:30,222
>> And I think -- would be interesting --

813
01:09:34,320 --> 01:09:35,615
>> I don't mean to hold up passing it.

814
01:09:35,615 --> 01:09:39,224
I just mean to -- how to do it.

815
01:09:39,224 --> 01:09:45,313
Sounds like this is the language that -- which is what --

816
01:09:45,313 --> 01:09:48,313
>> And I get their point.

817
01:09:49,513 --> 01:09:52,513
They're trying to protect students.

818
01:09:57,940 --> 01:10:02,740
(inaudible) maybe that's what has to happen --

819
01:10:07,253 --> 01:10:16,253
just so you know, this is -- and this is what you would not be

820
01:10:16,352 --> 01:10:16,947
doing.

821
01:10:16,947 --> 01:10:21,753
Kind of like training for a lock down drill or something.

822
01:10:21,753 --> 01:10:25,353
>> Now we get to train --

823
01:10:28,416 --> 01:10:35,616
>> There is only one scenario -- and if it was for something

824
01:10:36,333 --> 01:10:37,813
totally different than immigration.

825
01:10:37,813 --> 01:10:43,813
So I am not sure how this would happen. (inaudible)

826
01:10:57,199 --> 01:11:00,966
>> I think to your point, we do have timeline to get approved.

827
01:11:00,966 --> 01:11:08,166
If we find out or learn what best practices are -- >> Yes.

828
01:11:08,453 --> 01:11:09,846
>> Yes.

829
01:11:09,846 --> 01:11:15,187
So doctor Sheely, do you need a motion then tonight to?

830
01:11:15,187 --> 01:11:17,187
>> (inaudible)

831
01:11:25,639 --> 01:11:33,439
>> I will move to approve policy K and A as well as KNA-AR.

832
01:11:39,729 --> 01:11:40,893
>> Thank you.

833
01:11:40,893 --> 01:11:43,893
Do I have a second?

834
01:11:44,653 --> 01:11:49,533
>> I will second it but then I have to clarify a point.

835
01:11:49,533 --> 01:11:55,533
We only passed the policy, not the a r, right?

836
01:11:57,530 --> 01:11:59,530
>> Correct.

837
01:12:01,733 --> 01:12:03,833
I mean, we can do it.

838
01:12:03,833 --> 01:12:07,744
I was just like, do you want to amend it to the thing

839
01:12:07,744 --> 01:12:09,837
to pass just the policy?

840
01:12:09,837 --> 01:12:13,613
You guys changed the a r on how you operationalize it and if we

841
01:12:13,613 --> 01:12:18,930
pass it -- we have to bring it back to us versus if you just

842
01:12:18,930 --> 01:12:23,666
have a motion -- to be just for the policy,

843
01:12:23,666 --> 01:12:26,710
then we don't have to deal with the AR.

844
01:12:26,710 --> 01:12:28,453
It's all in your realm.

845
01:12:28,453 --> 01:12:30,453
Correct?

846
01:12:30,919 --> 01:12:34,133
>> She has to take back her second.

847
01:12:34,133 --> 01:12:35,521
>> So yeah.

848
01:12:35,521 --> 01:12:42,121
I can revoke my second. >> (inaudible) I would like to make

849
01:12:42,813 --> 01:12:48,813
a motion to approve the policy -- on district property.

850
01:12:50,533 --> 01:12:52,493
>> I will second.

851
01:12:52,493 --> 01:12:54,493
>> Any discussion?

852
01:12:57,721 --> 01:12:58,263
>> All right.

853
01:12:58,263 --> 01:13:00,663
So all in favor?

854
01:13:05,831 --> 01:13:07,831
Aye.

855
01:13:08,293 --> 01:13:09,469
>> Motion passes.

856
01:13:09,469 --> 01:13:11,469
Thank you.

857
01:13:12,693 --> 01:13:17,893
So we'll move on then to item 4.3, Lake Oswego performance

858
01:13:17,893 --> 01:13:19,893
growth targets.

859
01:13:19,973 --> 01:13:22,373
Are you >> I am.

860
01:13:36,706 --> 01:13:37,498
>> Thank you chair.

861
01:13:37,498 --> 01:13:40,498
And members of the board.

862
01:13:40,630 --> 01:13:43,453
And thank you Mary Kay.

863
01:13:43,453 --> 01:13:45,453
Performance growth targets.

864
01:13:46,413 --> 01:13:48,813
Advance the slide please.

865
01:13:48,861 --> 01:13:54,357
So this is an information only and this is something new that's

866
01:13:54,357 --> 01:13:56,245
part of our integrated grants.

867
01:13:56,245 --> 01:14:00,983
And the state of Oregon has introduced key performance

868
01:14:00,983 --> 01:14:03,270
growth targets and we look at what

869
01:14:03,270 --> 01:14:05,310
those are and talk a little bit about it

870
01:14:05,310 --> 01:14:07,965
and introduce all of those.

871
01:14:07,965 --> 01:14:10,365
It's part of Bill 141.

872
01:14:10,538 --> 01:14:17,273
It is to connect -- the reason is to connect long term

873
01:14:17,273 --> 01:14:20,123
strategies common investments and staffing to student

874
01:14:20,123 --> 01:14:21,173
outcomes.

875
01:14:21,173 --> 01:14:24,773
Address overall performance with all students

876
01:14:24,913 --> 01:14:28,393
as well as address the gaps disparities,

877
01:14:28,393 --> 01:14:31,349
and then monitor progress over time.

878
01:14:31,349 --> 01:14:35,549
So there are eight student outcome measures

879
01:14:35,653 --> 01:14:38,967
that we will be looking at.

880
01:14:38,967 --> 01:14:41,967
So K-2 -- K-12 attendance.

881
01:14:44,530 --> 01:14:46,530
Eighth grade math.

882
01:14:59,933 --> 01:15:04,733
Sorry, ninth grade on track four year graduation,

883
01:15:04,768 --> 01:15:08,968
five year completion and -- post-secondary readiness.

884
01:15:11,133 --> 01:15:15,933
The growth metrics will be for all students

885
01:15:16,199 --> 01:15:19,613
as I said and also for focal group students

886
01:15:19,613 --> 01:15:26,213
and that growth will need to be more than public students

887
01:15:26,333 --> 01:15:27,864
to close the gaps.

888
01:15:27,864 --> 01:15:31,893
And we are looking at four years.

889
01:15:31,893 --> 01:15:33,266
Next please?

890
01:15:33,266 --> 01:15:38,479
So this is just a point of interest really.

891
01:15:38,479 --> 01:15:41,350
As I said, this is new.

892
01:15:41,350 --> 01:15:47,117
But part of this is that in terms of meeting targets,

893
01:15:47,117 --> 01:15:51,917
it is that you meet metrics for both.

894
01:15:52,366 --> 01:15:57,487
So both growth of all and focal group and or you

895
01:15:57,487 --> 01:16:00,873
could meet a target for one as long

896
01:16:00,873 --> 01:16:04,533
as you're showing progress towards the other target.

897
01:16:04,533 --> 01:16:10,533
There are consequences over time if those metrics aren't met.

898
01:16:10,767 --> 01:16:17,367
So for example, if you or district doesn't meet a metric

899
01:16:17,533 --> 01:16:23,533
for consecutive years, there is coaching involved and if those

900
01:16:24,611 --> 01:16:28,146
metrics aren't met for three or more years then there's more

901
01:16:28,146 --> 01:16:32,346
intensive coaching with over time the --

902
01:16:33,470 --> 01:16:35,223
we don't expect that to be happening at all,

903
01:16:35,223 --> 01:16:39,423
is just more a point of interest.

904
01:16:40,733 --> 01:16:43,599
And this is a reminder.

905
01:16:43,599 --> 01:16:47,453
We've all seen the focal group students but we'll be talking

906
01:16:47,453 --> 01:16:48,119
about --

907
01:16:48,119 --> 01:16:52,253
next slide is going to be the specific growth targets.

908
01:16:52,253 --> 01:16:56,223
It's just important to just remember the focal group

909
01:16:56,223 --> 01:16:56,953
students.

910
01:16:56,953 --> 01:16:59,353
So students experiencing poverty,

911
01:16:59,953 --> 01:17:03,553
care and homelessness and disabilities --

912
01:17:08,798 --> 01:17:11,838
Some of these groups we don't have in our district.

913
01:17:11,838 --> 01:17:15,605
We do have American Indian and Alaska Native and Asian

914
01:17:15,605 --> 01:17:17,938
students come a Black and African American students come

915
01:17:17,938 --> 01:17:21,298
a Hispanic, Latino and a students,

916
01:17:21,298 --> 01:17:23,744
native Hawaiian and Pacific Islander

917
01:17:23,744 --> 01:17:25,651
and multicultural students.

918
01:17:25,651 --> 01:17:28,510
And next slide please.

919
01:17:28,390 --> 01:17:31,390
So these are the targets.

920
01:17:32,998 --> 01:17:36,851
And it's a little small and I get that.

921
01:17:36,851 --> 01:17:39,870
Again, this is for information only.

922
01:17:39,870 --> 01:17:43,774
And this is what Ode will be measuring us against.

923
01:17:43,774 --> 01:17:48,738
What we're looking at here, for example, with K2 attendance,

924
01:17:48,738 --> 01:17:50,738
baseline is 420 and 425.

925
01:17:52,538 --> 01:17:54,538
Notice it's not 2526.

926
01:17:56,758 --> 01:17:59,929
We don't have actual numbers yet to be

927
01:17:59,929 --> 01:18:04,168
able to compare so we are using 24 and 25.

928
01:18:04,168 --> 01:18:07,744
But we set our targets for 26.

929
01:18:07,744 --> 01:18:11,780
So let's look at K-2 attendance.

930
01:18:11,780 --> 01:18:14,780
So the baseline, 88.2, is all.

931
01:18:17,580 --> 01:18:19,838
And our focal group is 83.9.

932
01:18:19,838 --> 01:18:23,611
And I won't go through all of these but just to talk

933
01:18:23,611 --> 01:18:26,535
about how to read this.

934
01:18:26,535 --> 01:18:30,478
And also, I was able to get the similar district information

935
01:18:30,478 --> 01:18:32,414
so we can compare ourselves.

936
01:18:32,414 --> 01:18:34,898
So this is where similar districts

937
01:18:34,898 --> 01:18:39,698
are starting in terms of all students, 79.6 and 72.9%.

938
01:18:43,158 --> 01:18:47,838
And our targets -- we're just going to look at 26 and 27.

939
01:18:47,838 --> 01:18:54,630
Our targets are modest and their modest for all of our metrics.

940
01:18:54,630 --> 01:19:00,598
Partly Ode I think wants us all to start out

941
01:19:00,598 --> 01:19:03,398
with more modest targets and as we

942
01:19:03,398 --> 01:19:05,798
are understanding this process.

943
01:19:06,166 --> 01:19:11,984
Ode is learning about this process and the coaching --

944
01:19:11,984 --> 01:19:13,864
that's a lot.

945
01:19:13,864 --> 01:19:17,464
But let's look at ninth grade.

946
01:19:17,984 --> 01:19:22,638
So notice that we have for our baseline, 24 and 25,

947
01:19:22,638 --> 01:19:29,198
we have greater than 95 in both all and the focal student

948
01:19:29,198 --> 01:19:29,858
groups.

949
01:19:29,858 --> 01:19:36,880
Those numbers of course are higher but just in terms of pure

950
01:19:36,880 --> 01:19:36,588
--

951
01:19:36,588 --> 01:19:41,518
looking at grants, we don't talk about higher than 95.

952
01:19:41,518 --> 01:19:45,798
That's in terms of looking at these metrics.

953
01:19:45,798 --> 01:19:49,240
It's not necessarily where we are holding

954
01:19:49,240 --> 01:19:50,192
ourselves accountable to.

955
01:19:50,192 --> 01:19:53,700
But this is what the state of Oregon

956
01:19:53,700 --> 01:19:55,758
is holding us accountable for.

957
01:19:55,758 --> 01:20:02,358
And so that one -- there is no growth reported there.

958
01:20:02,371 --> 01:20:06,986
If you look at let's say -- graduation --

959
01:20:06,986 --> 01:20:10,902
the two groups come with all in the focal groups --

960
01:20:10,902 --> 01:20:12,154
they're really close.

961
01:20:12,154 --> 01:20:15,238
Our growth will be slightly smaller.

962
01:20:15,238 --> 01:20:19,128
It will be smaller for the focal groups

963
01:20:19,128 --> 01:20:23,928
and that's because there's less of a gap.

964
01:20:24,454 --> 01:20:31,540
And I'll give you guys a second to look through this.

965
01:20:35,927 --> 01:20:40,727
>> When you're looking at -- that point 1% --

966
01:20:46,367 --> 01:20:49,967
>> (inaudible) or these goals we're setting?

967
01:20:50,718 --> 01:20:52,318
>> Great question.

968
01:20:52,318 --> 01:20:56,588
So the way that Ode talks about these targets,

969
01:20:56,588 --> 01:21:01,298
they talk about setting them in conjunction with each other.

970
01:21:01,298 --> 01:21:04,654
I believe that was the original intention

971
01:21:04,654 --> 01:21:08,254
and certainly it is a partnership.

972
01:21:09,578 --> 01:21:15,578
However, I think the process of meeting with every district

973
01:21:16,806 --> 01:21:22,206
is set specific targets was more than ODE expected.

974
01:21:25,712 --> 01:21:28,712
We're looking at modest growth.

975
01:21:29,246 --> 01:21:32,804
I do believe that we will start looking

976
01:21:32,804 --> 01:21:35,771
at higher growth in the future but this is more

977
01:21:35,771 --> 01:21:38,180
where we're starting for now.

978
01:21:38,180 --> 01:21:43,418
So they do set parameters on how much --

979
01:21:44,103 --> 01:21:47,918
not how much but how little they grow.

980
01:21:47,918 --> 01:21:49,918
>> These are all margin of error?

981
01:21:49,918 --> 01:21:51,918
>> Yes.

982
01:21:52,878 --> 01:21:53,815
>> Okay.

983
01:21:53,815 --> 01:22:01,334
So for me, so what this says is how I would interpret this --

984
01:22:01,334 --> 01:22:06,946
things like ninth grade -- for year graduation, five year --

985
01:22:06,946 --> 01:22:11,398
we need to keep doing what we're doing and I'm less concerned --

986
01:22:11,398 --> 01:22:15,480
it could be as much as one student will make a difference.

987
01:22:15,480 --> 01:22:21,648
But to me, third grade Ela and eighth grade math --

988
01:22:24,918 --> 01:22:29,718
because while -- they are just unacceptable scores.

989
01:22:35,152 --> 01:22:40,151
I would want us to be more aggressive there in targets

990
01:22:40,151 --> 01:22:41,451
than in others.

991
01:22:41,451 --> 01:22:44,750
I get we're trying to be modest and we understand and know

992
01:22:44,750 --> 01:22:46,946
there's a lot of reasons why --

993
01:22:46,946 --> 01:22:48,984
and that kind of stuff.

994
01:22:48,984 --> 01:22:50,729
I don't think it's as bad as what

995
01:22:50,729 --> 01:22:53,398
that looks like but they're just the ones that to me require

996
01:22:53,398 --> 01:22:55,398
the most attention.

997
01:22:56,998 --> 01:23:00,751
How do we hold the four -- so we don't backslide on those while

998
01:23:00,751 --> 01:23:05,551
we focus in on -- new revisiting situation.

999
01:23:08,838 --> 01:23:11,188
>> Post-secondary rating makes me a little nervous with

1000
01:23:11,188 --> 01:23:15,988
the definition -- is AP, IB, dual --

1001
01:23:17,498 --> 01:23:19,540
because not all kids need that.

1002
01:23:19,540 --> 01:23:20,738
It doesn't mean they're not ready

1003
01:23:20,738 --> 01:23:21,982
for post-secondary success.

1004
01:23:21,982 --> 01:23:26,478
So if it's an academic focus that's fine.

1005
01:23:26,478 --> 01:23:30,880
But where's the major to say we are doing career stuff?

1006
01:23:30,880 --> 01:23:32,510
It could be as important.

1007
01:23:32,510 --> 01:23:36,478
It's like I want 100% of our kids doing a career thing or --

1008
01:23:36,478 --> 01:23:38,380
isn't ready for college?

1009
01:23:38,380 --> 01:23:40,531
That's really only measuring the percentage

1010
01:23:40,531 --> 01:23:45,331
that's interested in school after high school, which

1011
01:23:45,390 --> 01:23:50,910
I think it's okay to be at that percentage

1012
01:23:50,910 --> 01:23:52,491
potentially if they're experiencing

1013
01:23:52,544 --> 01:23:57,344
something else in a career or technical career.

1014
01:23:57,398 --> 01:24:03,398
>> Yes, it can -- and Lou Bailey comes in often.

1015
01:24:04,504 --> 01:24:06,380
As a district --

1016
01:24:06,380 --> 01:24:07,998
I want to be clear.

1017
01:24:07,998 --> 01:24:11,406
This is our agreement with the state targets.

1018
01:24:11,406 --> 01:24:16,518
It's not necessarily what we are holding ourselves to.

1019
01:24:16,518 --> 01:24:21,918
So CTE numbers -- we absolutely care about that.

1020
01:24:23,758 --> 01:24:27,518
And we believe that our growth will be higher.

1021
01:24:27,518 --> 01:24:31,718
But this is what we have reported.

1022
01:24:33,918 --> 01:24:41,118
So it's a little bit of a -- this is the process.

1023
01:24:41,940 --> 01:24:43,984
Do we think we can do better?

1024
01:24:43,984 --> 01:24:45,984
Yes.

1025
01:24:46,158 --> 01:24:50,718
>> Do those targets that you are referencing --

1026
01:24:50,718 --> 01:24:53,718
those are in the reports?

1027
01:24:53,998 --> 01:25:00,598
When they do the academic -- that's what I'm talking about.

1028
01:25:02,116 --> 01:25:04,116
>> (inaudible)

1029
01:25:07,759 --> 01:25:08,676
>> What about targets?

1030
01:25:08,676 --> 01:25:10,801
We're talking about how these are relatively small.

1031
01:25:10,801 --> 01:25:16,201
We have a public statement of this is --

1032
01:25:20,242 --> 01:25:22,642
>> Not as a district.

1033
01:25:23,478 --> 01:25:29,478
They are working on each of their own specific goals.

1034
01:25:32,826 --> 01:25:34,640
>> And do we share those?

1035
01:25:34,640 --> 01:25:38,264
>> Not at this level. (inaudible) about what

1036
01:25:39,858 --> 01:25:42,651
their goals are for the year.

1037
01:25:42,651 --> 01:25:48,510
When we bring those here we're talking about --

1038
01:25:51,425 --> 01:25:53,654
(inaudible) it's a little different that way.

1039
01:25:53,654 --> 01:25:56,540
This is all --

1040
01:25:58,758 --> 01:26:00,758
I got you.

1041
01:26:07,429 --> 01:26:10,306
>> When I'm looking at it, there's a big difference between

1042
01:26:10,306 --> 01:26:16,264
-- (inaudible) when I look at it it's trying to make an average

1043
01:26:16,264 --> 01:26:17,910
of it.

1044
01:26:17,910 --> 01:26:20,851
It might seem like you're only trying to go up 0.1.

1045
01:26:20,851 --> 01:26:28,510
Six, seven, eight, nine, ten -- so try to bring it back

1046
01:26:28,506 --> 01:26:30,906
to something more --

1047
01:26:35,551 --> 01:26:38,380
>> I'll keep picking on the post-secondary readiness.

1048
01:26:38,380 --> 01:26:42,838
So for that, we selected the three majors

1049
01:26:43,998 --> 01:26:47,211
that we're going to be AP.

1050
01:26:47,211 --> 01:26:52,980
>> We don't select -- >> And so they told us not to --

1051
01:26:52,980 --> 01:26:54,998
but when we look at post-secondary readiness we can

1052
01:26:54,998 --> 01:26:59,418
say oh, but we also are looking at this.

1053
01:26:59,418 --> 01:27:02,344
>> We could include our CTE.

1054
01:27:02,344 --> 01:27:06,940
>> Is that included -- it's not included in what we reported.

1055
01:27:06,940 --> 01:27:11,491
Having said that, we do -- in front of me at the moment

1056
01:27:11,491 --> 01:27:12,958
but yes.

1057
01:27:12,958 --> 01:27:17,158
>> But we could move forward there? (inaudible)

1058
01:27:20,134 --> 01:27:20,768
>> Yes.

1059
01:27:20,768 --> 01:27:24,368
The number seems low to me.

1060
01:27:28,613 --> 01:27:30,238
>> When I look at the post-secondary --

1061
01:27:30,238 --> 01:27:33,630
I think I'm thinking about rigor we

1062
01:27:33,630 --> 01:27:36,630
can measure against other states.

1063
01:27:37,438 --> 01:27:44,380
That is one of the ones where that would be comparable.

1064
01:27:44,718 --> 01:27:48,918
>> It is definitely the one that --

1065
01:27:53,765 --> 01:27:54,765
[inaudible conversation]

1066
01:27:54,765 --> 01:27:56,473
>> So then you don't want to include CTE?

1067
01:27:56,473 --> 01:27:58,780
Is that what you're saying?

1068
01:27:58,780 --> 01:27:59,518
>> I think it makes sense.

1069
01:27:59,518 --> 01:28:07,318
I get what you're saying but also -- the academic rigor of --

1070
01:28:08,380 --> 01:28:12,344
like there's no point for it to be AP.

1071
01:28:12,344 --> 01:28:15,944
>> This is participation, not -- >> Yeah.

1072
01:28:21,270 --> 01:28:23,270
>> To be counted?

1073
01:28:26,513 --> 01:28:28,913
>> That number 73% is --

1074
01:28:30,930 --> 01:28:31,472
>> I'm sorry.

1075
01:28:31,472 --> 01:28:34,380
Thank you because I wasn't capturing --

1076
01:28:34,380 --> 01:28:35,838
I thought it was taking classes.

1077
01:28:35,838 --> 01:28:41,878
Like the definition -- it looks like classes taken, not passing.

1078
01:28:41,878 --> 01:28:42,495
>> Right.

1079
01:28:42,495 --> 01:28:46,993
You have to have a three in AP or -- sorry,

1080
01:28:46,993 --> 01:28:51,478
3 or 4 in both AP and -- >> Got it.

1081
01:28:51,478 --> 01:28:57,478
So in which case you wouldn't want to include --

1082
01:29:04,951 --> 01:29:07,951
>> How many kids are --

1083
01:29:14,130 --> 01:29:14,630
>> Yeah.

1084
01:29:14,630 --> 01:29:15,130
I get it.

1085
01:29:15,130 --> 01:29:18,611
So you wouldn't want to necessarily blend it with CT.

1086
01:29:18,611 --> 01:29:21,518
I think that's what I was confused of

1087
01:29:21,518 --> 01:29:24,838
is the name of the measure feels misleading.

1088
01:29:24,838 --> 01:29:26,838
Got it.

1089
01:29:27,918 --> 01:29:32,118
>> Post-secondary is broader than just -- >> Exactly.

1090
01:29:41,601 --> 01:29:42,101
>> And so --

1091
01:29:42,101 --> 01:29:48,158
I'm sorry -- >> Is that the same number that was evaluated by --

1092
01:29:48,158 --> 01:29:54,758
the name and number of students who are taking -- gotcha.

1093
01:30:00,463 --> 01:30:03,463
>> Dual credit would probably --

1094
01:30:04,898 --> 01:30:07,398
I'm just thinking because we don't always get our numbers --

1095
01:30:07,398 --> 01:30:10,998
issued there because our state --

1096
01:30:11,300 --> 01:30:16,390
though with this information they are more inclined --

1097
01:30:16,390 --> 01:30:18,390
>> May be.

1098
01:30:20,598 --> 01:30:23,778
>> Can I ask one more question about the data?

1099
01:30:23,778 --> 01:30:27,918
So if it's 73% of all, it's not all students.

1100
01:30:27,918 --> 01:30:30,911
It's 73% of all students who took the course

1101
01:30:30,911 --> 01:30:33,478
and got a three or above.

1102
01:30:33,478 --> 01:30:37,780
>> So 73% -- yeah, for post-secondary readiness,

1103
01:30:39,910 --> 01:30:42,691
the denominator is fifth year completion.

1104
01:30:45,718 --> 01:30:47,198
>> All students.

1105
01:30:47,198 --> 01:30:52,348
>> In that -- >> So then it isn't measuring them?

1106
01:30:52,348 --> 01:30:53,862
The rigor?

1107
01:30:53,862 --> 01:30:57,462
I was talking about post-secondary readiness.

1108
01:31:02,811 --> 01:31:10,611
(inaudible) all of our kids took an AP or -- and passed it.

1109
01:31:13,278 --> 01:31:15,278
At least one.

1110
01:31:18,318 --> 01:31:20,318
>> Gotcha.

1111
01:31:28,475 --> 01:31:30,580
>> And it is counting -- all students,

1112
01:31:30,580 --> 01:31:36,544
the way that they count -- so that was their denominator.

1113
01:31:36,544 --> 01:31:44,344
So basically -- 70 or 80% of our students -- but then of the --

1114
01:31:51,890 --> 01:31:57,890
of the 27%, those are kids who might have taken it

1115
01:31:57,824 --> 01:32:00,832
but didn't pass and kids who did not take it.

1116
01:32:00,832 --> 01:32:02,832
Got it.

1117
01:32:03,224 --> 01:32:08,240
>> Of that subsection of students, 60% -- >> Right, yes.

1118
01:32:15,921 --> 01:32:19,521
>> That's trying to what I'm get.

1119
01:32:20,967 --> 01:32:26,968
>> And we don't have a number that is -- or pardon me,

1120
01:32:26,968 --> 01:32:29,968
post-secondary -- or career path.

1121
01:32:33,438 --> 01:32:40,380
>> No because a lot of -- >> And it all makes sense.

1122
01:32:40,958 --> 01:32:44,878
>> You could go through and I could --

1123
01:32:44,878 --> 01:32:49,384
find out which kids we could add to that group.

1124
01:32:49,384 --> 01:32:55,384
I wouldn't really say that means their post ready either.

1125
01:32:55,754 --> 01:32:57,754
(inaudible)

1126
01:33:01,606 --> 01:33:02,814
>> I don't even care about --

1127
01:33:02,814 --> 01:33:03,526
I don't care.

1128
01:33:03,526 --> 01:33:08,413
I'm trying to say we -- are ready to be participants in life

1129
01:33:08,413 --> 01:33:09,298
after high school.

1130
01:33:09,298 --> 01:33:15,898
They get a job or they go to college or --.

1131
01:33:22,638 --> 01:33:25,380
So I guess --

1132
01:33:26,638 --> 01:33:30,878
I'm trying to capture the collection of all the way

1133
01:33:30,878 --> 01:33:35,638
students are ready for life after high school.

1134
01:33:35,638 --> 01:33:39,598
Or they are not -- they are making their own job.

1135
01:33:39,598 --> 01:33:41,598
Absolutely.

1136
01:33:42,478 --> 01:33:49,780
But I get the purpose of this is -- >> It's okay.

1137
01:33:54,318 --> 01:33:58,358
This is ODE's work in helping us do our job better.

1138
01:33:58,358 --> 01:33:58,910
>> Great.

1139
01:33:58,910 --> 01:34:03,438
I have a great idea of what will help us do our job better.

1140
01:34:03,438 --> 01:34:05,438
>> Taking.

1141
01:34:07,358 --> 01:34:12,294
>> Yes, so you will see me back next year.

1142
01:34:12,294 --> 01:34:16,751
Talking about how we performed against these measures

1143
01:34:16,751 --> 01:34:20,814
and there will be a lot more information

1144
01:34:20,814 --> 01:34:23,214
about how it's going.

1145
01:34:23,294 --> 01:34:27,390
Looking forward to watching it on video.

1146
01:34:27,390 --> 01:34:29,390
Maybe I'm okay.

1147
01:34:32,158 --> 01:34:34,558
>> Not lost on us.

1148
01:34:37,189 --> 01:34:38,362
[laughter]

1149
01:34:38,362 --> 01:34:40,862
>> We're going to enjoy the time that we have left together.

1150
01:34:40,862 --> 01:34:43,262
Thank you so much.

1151
01:34:44,318 --> 01:34:45,843
>> Thank you.

1152
01:34:45,843 --> 01:34:49,798
And then we will move on to agenda item

1153
01:34:49,798 --> 01:34:51,798
4.4, school board self-evaluation.

1154
01:34:54,718 --> 01:34:58,318
Director turn it over to you.

1155
01:34:59,504 --> 01:35:01,979
>> Thanks for your patience, colleagues.

1156
01:35:01,979 --> 01:35:09,179
I don't know if you all got a chance to read through .

1157
01:35:11,678 --> 01:35:16,478
But we -- sorry -- navigate Google here.

1158
01:35:26,118 --> 01:35:27,518
Okay.

1159
01:35:27,518 --> 01:35:33,518
So thank you all for putting all your information in.

1160
01:35:36,683 --> 01:35:41,470
I tallied all of these and average them.

1161
01:35:41,470 --> 01:35:50,470
So just so -- so as a scale of 1 to 5 with one being don't know

1162
01:35:51,351 --> 01:35:55,748
and five being we always do the thing.

1163
01:35:55,748 --> 01:36:00,640
And we measured ourselves on all of them.

1164
01:36:00,640 --> 01:36:02,482
Last year I think we didn't do that.

1165
01:36:02,482 --> 01:36:05,578
I think we pre-selected one that we needed to work on.

1166
01:36:05,578 --> 01:36:08,998
We didn't do that this year.

1167
01:36:08,998 --> 01:36:12,638
So we did it on all of them.

1168
01:36:12,638 --> 01:36:15,911
So not only did I look at averages,

1169
01:36:15,911 --> 01:36:21,311
I also looked at how we got those averages.

1170
01:36:22,238 --> 01:36:26,518
So one of the things I will say is

1171
01:36:26,518 --> 01:36:31,918
we were like right in the margins of always.

1172
01:36:33,168 --> 01:36:37,968
So collectively, overall, everything averaged out to we

1173
01:36:39,171 --> 01:36:42,958
do these things either most of the time or always.

1174
01:36:42,958 --> 01:36:44,958
We're pretty consistent.

1175
01:36:44,998 --> 01:36:48,998
So again, we're just slicing hairs here

1176
01:36:48,998 --> 01:36:52,598
in regards to opportunities for improvement.

1177
01:36:54,220 --> 01:37:01,775
So greens are things we all agreed we always do or are out

1178
01:37:01,775 --> 01:37:08,200
of 4.8 which means most of us and you can do the math --

1179
01:37:08,200 --> 01:37:10,283
I think we always do it.

1180
01:37:10,283 --> 01:37:14,569
And some of us think most of the time.

1181
01:37:14,569 --> 01:37:18,498
So those are the greens which I qualified us as.

1182
01:37:18,498 --> 01:37:19,898
Pretty consistent.

1183
01:37:19,898 --> 01:37:21,878
We shouldn't backtrack.

1184
01:37:21,878 --> 01:37:24,938
But maybe not it's not where we focus.

1185
01:37:24,938 --> 01:37:29,738
And then the yellows are where we mostly

1186
01:37:30,891 --> 01:37:35,506
leaned to most of the time and fewer of us

1187
01:37:35,506 --> 01:37:37,758
said we did it always.

1188
01:37:37,758 --> 01:37:42,278
So we can think about what that means

1189
01:37:42,278 --> 01:37:45,414
and if there's an opportunity of improvement there.

1190
01:37:45,414 --> 01:37:49,824
And then there are three Reds or four Reds, sorry.

1191
01:37:49,824 --> 01:37:56,664
And the Reds I called out because they were on the lower

1192
01:37:56,664 --> 01:38:02,700
end, so that first one, 4.2, the way you get there is that almost

1193
01:38:02,700 --> 01:38:08,700
everyone says most of the time and small number --

1194
01:38:09,178 --> 01:38:11,564
a small number say always.

1195
01:38:11,564 --> 01:38:15,422
So we were leaning more towards the four than the five.

1196
01:38:15,422 --> 01:38:20,822
The other three are because at least one --

1197
01:38:21,334 --> 01:38:23,580
there was a bigger range.

1198
01:38:23,580 --> 01:38:27,598
We were at some of the time, most of the time or always.

1199
01:38:27,598 --> 01:38:32,110
So what I indicated as a significant area of focus is

1200
01:38:32,110 --> 01:38:35,462
because the scope was broad enough across our group,

1201
01:38:35,462 --> 01:38:42,620
the scale was -- was anywhere from not consistent or most

1202
01:38:42,574 --> 01:38:46,240
of us landed in the forest.

1203
01:38:46,240 --> 01:38:48,800
We can't prioritize everything.

1204
01:38:48,800 --> 01:38:51,171
So this is where the numbers kind of pointed to

1205
01:38:51,171 --> 01:38:53,651
and where to focus on opportunities

1206
01:38:53,651 --> 01:38:54,588
for self-reflection.

1207
01:38:54,588 --> 01:39:00,998
That is what the color coding looks like and I summarized it.

1208
01:39:00,998 --> 01:39:06,240
So I will stop and see what reflections that brings

1209
01:39:06,240 --> 01:39:11,424
for folks and if this surprises you, interpretations --

1210
01:39:22,278 --> 01:39:24,678
I'm gonna do --

1211
01:39:28,380 --> 01:39:34,638
I'm going to do a quick update as you're doing that.

1212
01:39:41,972 --> 01:39:44,311
>> So the thing that jumps out to me, is --

1213
01:39:44,311 --> 01:39:48,780
particularly in the red -- community engagement

1214
01:39:48,780 --> 01:39:50,780
and communication.

1215
01:39:51,478 --> 01:39:55,678
And my question would be whether that's

1216
01:39:55,814 --> 01:40:00,758
spread is more reflection of interpretation of the question

1217
01:40:00,758 --> 01:40:06,350
and what I mean by that is I can see someone looking at this

1218
01:40:06,350 --> 01:40:10,784
and saying hey, looking at it from a results

1219
01:40:10,784 --> 01:40:14,984
oriented perspective, how effectively this is happening

1220
01:40:15,654 --> 01:40:17,878
versus are we doing it?

1221
01:40:17,878 --> 01:40:19,664
Does that make sense?

1222
01:40:19,664 --> 01:40:27,464
To the extent that we go here from the community, and -- etc.

1223
01:40:28,278 --> 01:40:32,318
That is one way to measure it versus what

1224
01:40:32,318 --> 01:40:34,878
are the other things that we are doing,

1225
01:40:34,878 --> 01:40:39,780
particularly year over year, to achieve that?

1226
01:40:40,518 --> 01:40:44,118
So I was surprised by that.

1227
01:40:44,826 --> 01:40:47,451
That would be a thing where we at least go back or collectively

1228
01:40:47,451 --> 01:40:50,644
are very intentional about it which made me think that it

1229
01:40:50,644 --> 01:40:54,244
might have been a -- impact. .

1230
01:40:58,311 --> 01:41:03,711
Can you say which one -- >> Item three, number 13.

1231
01:41:09,113 --> 01:41:12,646
>> My interpretation -- (inaudible) but I mean,

1232
01:41:12,646 --> 01:41:17,418
I think -- our discussion that we had earlier,

1233
01:41:17,418 --> 01:41:21,618
when we make decisions, do people --

1234
01:41:24,318 --> 01:41:27,918
and also do people necessarily --

1235
01:41:28,774 --> 01:41:30,566
I think people still don't quite understand

1236
01:41:30,566 --> 01:41:33,678
what does a school board do?

1237
01:41:33,678 --> 01:41:36,894
Do we hire and fire the principals

1238
01:41:36,894 --> 01:41:39,118
and all that kind of stuff?

1239
01:41:39,118 --> 01:41:44,878
I think that's the thing that we always come back to is --

1240
01:41:44,878 --> 01:41:50,814
so if I had marked that lower that would be the reason I --

1241
01:41:50,814 --> 01:41:53,814
I could see that perspective.

1242
01:41:54,398 --> 01:41:59,711
>> So in the wisdom of our former colleague, director --

1243
01:41:59,711 --> 01:42:04,331
who advocated if I remember correctly, for more proactive,

1244
01:42:04,331 --> 01:42:07,878
going out to the community and doing our workshops every year

1245
01:42:07,878 --> 01:42:10,180
-- or some kind of training session.

1246
01:42:10,180 --> 01:42:14,758
I guess I take the position that everything --

1247
01:42:14,758 --> 01:42:18,192
almost every interaction we have is --

1248
01:42:18,192 --> 01:42:23,472
like I learned as much on the fly from being in this seat

1249
01:42:23,472 --> 01:42:27,243
and doing what we do and if you pay attention and watch

1250
01:42:27,243 --> 01:42:29,624
the board meetings and the meeting minutes,

1251
01:42:29,624 --> 01:42:33,718
I feel like this is probably not an issue.

1252
01:42:33,718 --> 01:42:36,718
I recognize that's not happening.

1253
01:42:38,518 --> 01:42:43,318
So just trying to balance reasonable expectations with

1254
01:42:46,278 --> 01:42:47,734
outcomes --

1255
01:42:47,734 --> 01:42:55,655
I think putting something all on once a year -- by the public --

1256
01:42:55,655 --> 01:42:57,655
free pizza --

1257
01:42:57,958 --> 01:43:00,918
I think that would be helpful and go

1258
01:43:00,918 --> 01:43:04,518
a long way towards that goal.

1259
01:43:05,158 --> 01:43:05,992
>> Yeah.

1260
01:43:05,992 --> 01:43:11,638
So is that one that we think we want to call out

1261
01:43:11,638 --> 01:43:17,638
as an opportunity for educating about our -- especially --

1262
01:43:22,926 --> 01:43:26,526
we have an election coming up.

1263
01:43:27,630 --> 01:43:33,742
We always -- or maybe we need to do that more.

1264
01:43:33,742 --> 01:43:37,942
Maybe think about the format of that.

1265
01:43:39,118 --> 01:43:43,898
Maybe it's more a town hall format and also experiment with

1266
01:43:43,898 --> 01:43:49,598
-- >> Or maybe we can do sessions this fall just --

1267
01:43:49,598 --> 01:43:51,598
just more basics.

1268
01:43:52,780 --> 01:43:58,678
And then that would lead into -- don't they normally --

1269
01:44:00,264 --> 01:44:03,198
they start there get on the board campaign in the middle

1270
01:44:03,198 --> 01:44:05,798
of the year, early in the new year?

1271
01:44:05,798 --> 01:44:09,288
And then we have sessions soon after that because March

1272
01:44:09,288 --> 01:44:12,288
is the deadline I think.

1273
01:44:12,784 --> 01:44:15,184
>> I have one comment.

1274
01:44:17,158 --> 01:44:21,242
I like all of these ideas and also sometimes it's

1275
01:44:21,242 --> 01:44:24,842
hard to get to those meetings.

1276
01:44:25,798 --> 01:44:31,798
So this is pretty far out but just a thought

1277
01:44:31,988 --> 01:44:36,788
is that stuff gets made through a video.

1278
01:44:37,318 --> 01:44:41,318
I couldn't go that night but at least I --

1279
01:44:41,318 --> 01:44:45,200
a catchy reel that tells me all about it.

1280
01:44:45,200 --> 01:44:48,328
We post it once a month.

1281
01:44:48,328 --> 01:44:50,328
Great idea.

1282
01:44:50,904 --> 01:44:55,398
>> I also think when we do in advance of board elections,

1283
01:44:55,398 --> 01:44:58,218
I feel like our audience is pretty --

1284
01:44:58,218 --> 01:45:01,438
people who participate are kind of --

1285
01:45:01,438 --> 01:45:04,271
kind of preaching to the choir at a certain level.

1286
01:45:04,271 --> 01:45:07,590
The thing I like about this idea of town hall

1287
01:45:07,590 --> 01:45:11,110
in the school cafeteria is you're just

1288
01:45:11,110 --> 01:45:16,510
trying to invite the community at large, unless they

1289
01:45:17,980 --> 01:45:20,398
have an intentional purpose for attending.

1290
01:45:20,398 --> 01:45:22,898
>> That to me feels like what the missing piece is because I

1291
01:45:22,898 --> 01:45:26,153
think we do a good job of saying hey, I'm interested in learning.

1292
01:45:26,153 --> 01:45:27,820
Come to this thing and we'll talk to you

1293
01:45:27,820 --> 01:45:29,198
about what that means.

1294
01:45:29,198 --> 01:45:35,638
And to your point, these are all the things you can do.

1295
01:45:35,638 --> 01:45:38,540
This is I think bigger than that.

1296
01:45:38,540 --> 01:45:40,861
I don't think people understand what school boards are.

1297
01:45:40,861 --> 01:45:46,761
And no one's picking up the statute to read it's.

1298
01:45:46,761 --> 01:45:49,161
Talk about civic engagement.

1299
01:45:49,398 --> 01:45:52,928
Everyone is an armchair quarterback and they

1300
01:45:52,928 --> 01:45:55,744
don't understand the context by which --

1301
01:45:55,744 --> 01:46:00,929
by which they are yelling at the wrong group 90% of the time.

1302
01:46:00,929 --> 01:46:03,982
That's what I'm trying to advocate where you can complain,

1303
01:46:03,982 --> 01:46:06,430
but I'm saying people don't know actually

1304
01:46:06,430 --> 01:46:08,780
how government is set up in Oregon

1305
01:46:08,780 --> 01:46:10,998
and they don't understand what actual school boards do relative

1306
01:46:10,998 --> 01:46:14,198
to what the city and county does and to what the state does.

1307
01:46:14,198 --> 01:46:18,295
And then the operating versus the actual policy Lane --

1308
01:46:18,295 --> 01:46:23,678
and that to me seems like an opportunity to have more

1309
01:46:23,678 --> 01:46:24,898
conversations.

1310
01:46:24,898 --> 01:46:31,498
But you know, doctor Sheila goes and talks to the leadership,

1311
01:46:31,738 --> 01:46:33,130
whatever that group is.

1312
01:46:33,130 --> 01:46:37,613
And that's a perspective but that is not the legal --

1313
01:46:37,613 --> 01:46:41,880
so I don't think people understand what the role

1314
01:46:41,880 --> 01:46:44,380
differential is between the executive or the largest

1315
01:46:44,380 --> 01:46:48,651
employer in the city versus the governing body of that employer.

1316
01:46:48,651 --> 01:46:52,138
So how do we get in more of those civic spaces

1317
01:46:52,138 --> 01:46:54,138
to talk about?

1318
01:46:56,238 --> 01:47:04,380
>> Maybe more bang for your buck is -- where we put that out.

1319
01:47:05,638 --> 01:47:08,374
Obviously that's super summarized --

1320
01:47:08,374 --> 01:47:12,119
and then the poster that sits behind us.

1321
01:47:12,119 --> 01:47:18,118
So as you're pulling the video or you're here to watch -- o,

1322
01:47:18,118 --> 01:47:24,718
maybe they said that -- >> I think that's a great point.

1323
01:47:25,798 --> 01:47:30,638
There are oftentimes where we are passionately asked to do

1324
01:47:30,638 --> 01:47:33,338
things and we cannot do.

1325
01:47:33,338 --> 01:47:35,814
They are not within our rights or purview

1326
01:47:35,814 --> 01:47:40,258
to do whether we want it to or not and that causes frustration.

1327
01:47:40,258 --> 01:47:47,591
To your point -- and also I'll say we are about to hit another

1328
01:47:47,591 --> 01:47:50,918
cycle and to the extent that we have the institutional knowledge

1329
01:47:50,918 --> 01:47:54,734
sitting in this room now, I would like to start that process

1330
01:47:54,734 --> 01:48:00,240
this year and leverage that knowledge while it's here to be

1331
01:48:00,240 --> 01:48:00,558
leveraged.

1332
01:48:00,558 --> 01:48:05,358
Not to put too fine of a point.

1333
01:48:08,843 --> 01:48:09,718
>> And that's what --

1334
01:48:09,718 --> 01:48:13,806
I think part of the frustration is --

1335
01:48:13,806 --> 01:48:18,358
we weren't able to talk back in the setting but in that setting,

1336
01:48:18,358 --> 01:48:23,398
we do need the structure a little bit so it's not --

1337
01:48:23,398 --> 01:48:26,998
I think it can be done.

1338
01:48:28,518 --> 01:48:32,875
>> I do wonder if there's a town hall topic that warrants just

1339
01:48:32,875 --> 01:48:37,675
more of the back and forth dialog? >> (inaudible)

1340
01:48:43,712 --> 01:48:45,741
>> I'm hearing we want to hone in on 13.

1341
01:48:45,741 --> 01:48:49,211
Is there maybe one other one that we

1342
01:48:49,211 --> 01:48:52,690
want to focus on as a group?

1343
01:48:52,690 --> 01:48:56,478
And then I would ask that we each select one that we want

1344
01:48:56,478 --> 01:48:58,478
to personally -- .

1345
01:49:00,180 --> 01:49:02,310
>> I would say on 13 --

1346
01:49:02,310 --> 01:49:05,910
I'm sorry, not 13 -- on 18 --

1347
01:49:07,678 --> 01:49:13,780
I think I'm always just a little confused --

1348
01:49:13,383 --> 01:49:14,958
(inaudible) Stewart does a great job.

1349
01:49:14,958 --> 01:49:19,331
When we see that term we're like, should we do that?

1350
01:49:19,331 --> 01:49:21,731
I don't think so.

1351
01:49:21,806 --> 01:49:24,806
So maybe that's not one.

1352
01:49:38,398 --> 01:49:39,565
>> I also take your point --

1353
01:49:39,565 --> 01:49:45,860
I also think number 18 -- as we are getting into the discussion

1354
01:49:45,860 --> 01:49:49,618
about how we want to deliver education moving forward with

1355
01:49:49,618 --> 01:49:53,218
respect to screens and technology etc.

1356
01:49:53,470 --> 01:50:00,272
I think this is a topic that is going to have a spotlight on it

1357
01:50:00,272 --> 01:50:03,891
that we need to do and handle well.

1358
01:50:03,891 --> 01:50:09,291
I don't know what the spread or how --

1359
01:50:09,958 --> 01:50:14,158
I would be surprised if it wasn't

1360
01:50:14,326 --> 01:50:18,708
that new piece of technology and the screen time.

1361
01:50:18,708 --> 01:50:20,708
So any insights?

1362
01:50:23,718 --> 01:50:26,510
>> I was surprised by this one too.

1363
01:50:26,510 --> 01:50:32,268
Not wanting to speak for the folks but I was --

1364
01:50:32,268 --> 01:50:37,211
I do think AI and that stuff comes into it but also,

1365
01:50:37,211 --> 01:50:45,110
I wasn't exactly sure -- so there was some of the time was

1366
01:50:46,638 --> 01:50:48,974
recognized in this one.

1367
01:50:48,974 --> 01:50:51,678
And most of the time and always.

1368
01:50:51,678 --> 01:50:56,768
And so I mean it was obviously because of --

1369
01:50:56,768 --> 01:51:00,686
mathematically it will be more in the most and always

1370
01:51:00,686 --> 01:51:06,966
but because there was a threat, it was recognized that there was

1371
01:51:06,966 --> 01:51:10,638
a belief that we do this some of the time and not all the time.

1372
01:51:10,638 --> 01:51:13,975
So I wasn't sure if that's just --

1373
01:51:13,975 --> 01:51:15,740
I don't know.

1374
01:51:15,740 --> 01:51:21,140
I don't want to pretend to speak to it.

1375
01:51:24,777 --> 01:51:26,402
>> I don't remember what 18 said but --

1376
01:51:26,402 --> 01:51:33,200
I'm wondering if it's more about -- just our role --

1377
01:51:35,278 --> 01:51:40,780
then the superintendent and all the staff --

1378
01:51:40,638 --> 01:51:48,438
how do we actually convey that we -- how adoption works and --

1379
01:51:53,406 --> 01:51:55,948
and for me it comes from the -- at least in the section about

1380
01:51:55,948 --> 01:51:57,948
technology.

1381
01:51:58,380 --> 01:52:01,328
>> This is the action of us adopting policies.

1382
01:52:01,328 --> 01:52:03,958
So there's a concern that we're adopting

1383
01:52:03,958 --> 01:52:06,118
policies that don't do this?

1384
01:52:06,118 --> 01:52:10,918
Or is the concern that we are adopting

1385
01:52:10,942 --> 01:52:13,942
policies that make it harder?

1386
01:52:14,175 --> 01:52:18,975
Do we need to look at policies differently?

1387
01:52:20,438 --> 01:52:24,546
>> What you're grappling with is why this gave me so much --

1388
01:52:24,546 --> 01:52:29,110
this is -- this is our North Star and if we're doing this,

1389
01:52:29,110 --> 01:52:34,638
not most of the time -- but some of the time -- then at best 66%,

1390
01:52:34,638 --> 01:52:38,780
two thirds because not most of the time --

1391
01:52:38,780 --> 01:52:39,766
that's a pretty big deficit.

1392
01:52:39,766 --> 01:52:43,843
That exists, I think we should --

1393
01:52:43,843 --> 01:52:48,430
I think we should circle the wagons.

1394
01:52:48,691 --> 01:52:54,691
>> It did make me wonder if it's about adopting policies.

1395
01:52:56,278 --> 01:52:59,338
I don't believe we are adopting policies

1396
01:52:59,338 --> 01:53:02,478
that are against the curriculum quality

1397
01:53:02,478 --> 01:53:04,818
and instructional effectiveness and student support.

1398
01:53:04,818 --> 01:53:09,790
I think the state is passing or not passing policies that do

1399
01:53:09,790 --> 01:53:15,558
that, not enough money, not passing policies that protect --

1400
01:53:15,558 --> 01:53:18,134
I do think we're challenged with that.

1401
01:53:18,134 --> 01:53:22,380
We have not adopted policies, in my true belief,

1402
01:53:22,380 --> 01:53:24,438
that do the opposite.

1403
01:53:25,558 --> 01:53:30,358
Because it's the action of adopting the policies.

1404
01:53:31,910 --> 01:53:33,638
>> To play devil's advocate and try to understand where that

1405
01:53:33,638 --> 01:53:37,838
concern lies, so we approved staff reductions.

1406
01:53:40,838 --> 01:53:42,478
>> Sure.

1407
01:53:42,478 --> 01:53:45,110
>> It doesn't promote instructional --

1408
01:53:45,110 --> 01:53:51,558
but to your point, I think what you're trying to do is --

1409
01:53:51,558 --> 01:53:57,335
like that is the lane that we had to live in given that --

1410
01:53:57,335 --> 01:54:00,335
it's not policy per se.

1411
01:54:01,731 --> 01:54:02,420
>> Right.

1412
01:54:02,420 --> 01:54:07,502
That would have to be balanced with the fiscal --

1413
01:54:07,502 --> 01:54:09,502
>> And legal requirements.

1414
01:54:11,118 --> 01:54:13,982
>> But I think you're exactly right.

1415
01:54:13,982 --> 01:54:20,451
If there's a concern that we are passing policies that challenge

1416
01:54:20,451 --> 01:54:22,851
curriculum quality, instructional effectiveness

1417
01:54:23,624 --> 01:54:27,182
and student support systems, that we need to circle

1418
01:54:27,182 --> 01:54:33,782
the wagons and figure out -- >> (inaudible) it's also the AI

1419
01:54:34,836 --> 01:54:36,398
discussion where --

1420
01:54:36,398 --> 01:54:41,798
I don't know how -- it's a larger conversation.

1421
01:54:42,898 --> 01:54:47,698
But -- just because of the recent conversations.

1422
01:54:51,198 --> 01:54:53,550
>> So in passing policies around that,

1423
01:54:53,550 --> 01:54:58,718
it alludes to that some of the time do we pass policies that

1424
01:54:58,718 --> 01:55:00,718
support?

1425
01:55:01,118 --> 01:55:07,178
>> Just an example that -- that schools that are going to make

1426
01:55:07,178 --> 01:55:12,504
that random policy -- on the fly and just do it within a month.

1427
01:55:12,504 --> 01:55:16,104
I'm not saying that's effective --

1428
01:55:16,198 --> 01:55:20,998
I'm just saying those are the examples --

1429
01:55:21,680 --> 01:55:25,980
that this school board that did this and this.

1430
01:55:25,980 --> 01:55:28,698
And it doesn't mean we should.

1431
01:55:28,772 --> 01:55:35,372
But I do think it deserves some consideration of why --

1432
01:55:35,668 --> 01:55:39,868
and saying yes, here's our tech policy.

1433
01:55:41,878 --> 01:55:45,478
That's how I think of it.

1434
01:55:49,398 --> 01:55:54,980
And then just even bringing it up that --

1435
01:55:54,980 --> 01:55:56,498
like other schools do.

1436
01:55:56,908 --> 01:55:59,308
Different school boards doing.

1437
01:56:00,443 --> 01:56:05,243
So we don't have to be like that.

1438
01:56:06,318 --> 01:56:10,518
>> So that's what was meant in --

1439
01:56:10,655 --> 01:56:15,358
>> I don't want to get too much into the --

1440
01:56:15,358 --> 01:56:19,558
the balance of some and most --

1441
01:56:24,660 --> 01:56:25,160
>> Exactly.

1442
01:56:25,160 --> 01:56:28,374
Everything was -- there were only three that said some

1443
01:56:28,374 --> 01:56:29,678
of the time.

1444
01:56:29,678 --> 01:56:33,564
Everything was in the most of the time or always.

1445
01:56:33,564 --> 01:56:37,591
The red one that's a 4.2 is because --

1446
01:56:37,591 --> 01:56:39,400
and one wasn't always.

1447
01:56:39,400 --> 01:56:41,571
I imagine most of us -- that's the only reason why

1448
01:56:41,571 --> 01:56:42,414
that's so low.

1449
01:56:42,414 --> 01:56:46,144
The other three are because they're higher than the 4.2

1450
01:56:46,144 --> 01:56:49,744
because they had fours and fives.

1451
01:56:49,895 --> 01:56:55,244
So one of us thinks that we're doing something

1452
01:56:55,244 --> 01:56:57,702
some of the time and the others think we're doing something

1453
01:56:57,702 --> 01:57:00,600
most of the time we're always.

1454
01:57:00,600 --> 01:57:05,406
And that could be much less about the interpretation

1455
01:57:06,544 --> 01:57:08,846
or the understanding --

1456
01:57:08,846 --> 01:57:14,246
>> I was going to say these are -- >> Totally.

1457
01:57:14,738 --> 01:57:17,430
>> These are hard for me because --

1458
01:57:17,430 --> 01:57:23,430
comparing what is the rubric and what is the --

1459
01:57:24,210 --> 01:57:25,188
>> There is no wrong answer.

1460
01:57:25,188 --> 01:57:27,158
That's really helpful.

1461
01:57:27,158 --> 01:57:34,958
What I'm hearing you say is that the possibility that we are not

1462
01:57:34,998 --> 01:57:38,958
-- adopting policies that could support curriculum quality

1463
01:57:38,958 --> 01:57:44,958
and instructional effectiveness -- the speed by which we --

1464
01:57:45,523 --> 01:57:49,723
>> This is the reason why we --

1465
01:57:55,128 --> 01:57:55,628
>> Yep.

1466
01:57:55,628 --> 01:58:02,228
>> We do this because -- just to help people understand --

1467
01:58:02,763 --> 01:58:09,363
>> That ties it to -- and our decision making process --

1468
01:58:11,498 --> 01:58:14,558
so to me it's part of that same --

1469
01:58:14,558 --> 01:58:18,758
>> As we're communicating it -- >> I mean,

1470
01:58:21,780 --> 01:58:23,624
I would like to then have it be focused on that

1471
01:58:23,624 --> 01:58:26,931
because to Brian's point, I think it's not great.

1472
01:58:26,931 --> 01:58:33,526
I don't want to change -- the 18 being read is concerning

1473
01:58:33,526 --> 01:58:34,988
because this is our job.

1474
01:58:34,988 --> 01:58:39,546
I actually thought anything in policy -- well this is our job.

1475
01:58:39,546 --> 01:58:42,780
Are we not following science or do we not

1476
01:58:42,780 --> 01:58:43,844
agree on the time frame?

1477
01:58:43,844 --> 01:58:46,298
Those are two very different things.

1478
01:58:46,298 --> 01:58:48,380
And then how do we communicate about it?

1479
01:58:48,380 --> 01:58:50,726
I do not think we're not following science.

1480
01:58:50,726 --> 01:58:56,486
I do think we are applying what we're hearing and feedback

1481
01:58:56,486 --> 01:58:59,451
a new science pretty rapidly and quickly in this district

1482
01:58:59,451 --> 01:59:01,971
if I were to say so.

1483
01:59:01,971 --> 01:59:05,695
People not getting what they want doesn't mean we are --

1484
01:59:05,695 --> 01:59:07,814
but we can communicate it better.

1485
01:59:07,814 --> 01:59:10,323
So to me the opportunity to use communication,

1486
01:59:10,323 --> 01:59:16,323
not that we're not actually doing the important policy work.

1487
01:59:16,358 --> 01:59:19,358
>> I think that makes sense.

1488
01:59:22,518 --> 01:59:25,518
And then I think --

1489
01:59:27,238 --> 01:59:33,238
I think our students -- this isn't necessarily a judgment

1490
01:59:35,238 --> 01:59:36,498
on you all.

1491
01:59:36,498 --> 01:59:38,558
And if there's things you think we can

1492
01:59:38,558 --> 01:59:40,678
improve please share with us.

1493
01:59:40,678 --> 01:59:43,780
What are your thoughts?

1494
01:59:44,390 --> 01:59:46,390
Great, thank you.

1495
01:59:46,620 --> 01:59:51,758
What do you think we need to work on?

1496
01:59:51,758 --> 01:59:58,188
>> I think just always -- the only thought I had is that this

1497
01:59:58,188 --> 02:00:00,860
is very detailed specific.

1498
02:00:00,860 --> 02:00:02,420
I still have --

1499
02:00:02,420 --> 02:00:08,642
I don't know if there's software worked on it or --

1500
02:00:11,118 --> 02:00:18,380
and so AI is -- so that's what you're focusing on --

1501
02:00:18,380 --> 02:00:20,438
>> Please make it stop.

1502
02:00:25,158 --> 02:00:29,598
Like you should have access to the New York Times.

1503
02:00:29,598 --> 02:00:31,811
>> But these are part of the conversations, right?

1504
02:00:31,811 --> 02:00:34,811
It's what people ask for.

1505
02:00:38,441 --> 02:00:40,691
>> I really do want to circle back to that discussion.

1506
02:00:40,691 --> 02:00:48,678
I think it was -- about how do we advertise this is a school

1507
02:00:48,678 --> 02:00:49,944
board and this is what we do.

1508
02:00:49,944 --> 02:00:54,744
I like that poster on -- and honestly,

1509
02:00:55,224 --> 02:01:00,638
I like the idea of like a real just because I can --

1510
02:01:00,638 --> 02:01:03,643
whether that's about what the school board does or --

1511
02:01:03,643 --> 02:01:06,318
or how to be on the school board or anything along that,

1512
02:01:06,318 --> 02:01:10,694
I feel it's going to reach a greater volume of people

1513
02:01:10,694 --> 02:01:13,163
if you're sitting down one night in Au,

1514
02:01:13,163 --> 02:01:17,763
I open up Instagram and Facebook and whatever it is and you see

1515
02:01:17,763 --> 02:01:20,463
oh cool, this is --

1516
02:01:20,463 --> 02:01:21,171
the school board.

1517
02:01:21,171 --> 02:01:25,333
I think that leads into more -- and then having that

1518
02:01:25,333 --> 02:01:28,909
in partnership with the town hall event like --

1519
02:01:28,909 --> 02:01:34,580
to make it that more specific of an audience of how this is who

1520
02:01:34,580 --> 02:01:36,921
we want and who's further interested in it.

1521
02:01:36,921 --> 02:01:37,904
Yep.

1522
02:01:37,904 --> 02:01:40,304
I like those ideas.

1523
02:01:48,127 --> 02:01:49,200
>> Podcast two reels?

1524
02:01:49,200 --> 02:01:50,920
>> Diversify.

1525
02:01:50,920 --> 02:01:52,920
Diversify.

1526
02:01:59,167 --> 02:02:00,209
>> We are much too savvy.

1527
02:02:00,209 --> 02:02:02,251
>> I think as a chair you can do --

1528
02:02:02,251 --> 02:02:07,770
a quick two minute summary or 62nd summary after every board

1529
02:02:07,770 --> 02:02:07,577
meeting.

1530
02:02:07,577 --> 02:02:10,577
Here's what we did today.

1531
02:02:12,198 --> 02:02:18,658
>> Some of our students -- >> Or we could all take turns using

1532
02:02:18,658 --> 02:02:20,658
our own --

1533
02:02:26,826 --> 02:02:29,226
>> I can -- >> Yeah.

1534
02:02:33,393 --> 02:02:33,893
>> Sorry.

1535
02:02:33,893 --> 02:02:35,726
So I know this is slightly different than --

1536
02:02:35,726 --> 02:02:41,626
>> It just has all of the options in it and we had taken

1537
02:02:41,626 --> 02:02:42,564
some out.

1538
02:02:42,564 --> 02:02:49,484
And I can never remember -- but I was curious if those three

1539
02:02:49,484 --> 02:02:56,438
that happened to be read or for might have been ones that we had

1540
02:02:56,438 --> 02:03:02,491
-- >> I will say, I don't think last year, although I think --

1541
02:03:02,491 --> 02:03:08,384
I don't think we had anything below most of the time.

1542
02:03:08,384 --> 02:03:10,286
>> I wish I could --

1543
02:03:10,286 --> 02:03:12,298
I wish I could remember.

1544
02:03:12,298 --> 02:03:16,218
I don't remember it being such a sustained discussion

1545
02:03:16,218 --> 02:03:18,218
as we're having.

1546
02:03:18,958 --> 02:03:24,950
>> When we did it last year -- >> Did we use the logger tool,

1547
02:03:24,950 --> 02:03:28,295
like the -- we used this one.

1548
02:03:28,358 --> 02:03:32,718
>> Two years ago I think we used the OSB provider tool and then

1549
02:03:32,718 --> 02:03:35,358
it was condensed to last year.

1550
02:03:35,358 --> 02:03:36,558
Right?

1551
02:03:36,558 --> 02:03:38,958
>> This is still condensed.

1552
02:03:39,851 --> 02:03:43,678
>> And then starting last year we started using --

1553
02:03:43,678 --> 02:03:45,678
the condensed tool.

1554
02:03:45,878 --> 02:03:49,931
I think director did some work on that.

1555
02:03:49,931 --> 02:03:55,918
>> I remember when I did the first couple I had done --

1556
02:03:55,918 --> 02:03:59,764
I had some never and some some of the time.

1557
02:03:59,764 --> 02:04:04,464
I didn't realize -- and being on the board --

1558
02:04:04,464 --> 02:04:12,264
I didn't realize that was coming and I just hadn't seen it yet.

1559
02:04:16,791 --> 02:04:17,416
>> That's fair.

1560
02:04:17,416 --> 02:04:21,458
Especially because -- just as you suggested,

1561
02:04:21,458 --> 02:04:23,150
it's pretty vague.

1562
02:04:23,150 --> 02:04:24,142
Absolutely.

1563
02:04:24,142 --> 02:04:31,942
Like this I feel like someone might say -- o, that's what --

1564
02:04:32,449 --> 02:04:34,449
>> Yeah.

1565
02:04:35,584 --> 02:04:39,664
>> I think that's what happened last year.

1566
02:04:39,664 --> 02:04:42,640
>> What does that suggest?

1567
02:04:42,780 --> 02:04:45,378
What does that suggest about our --

1568
02:04:45,378 --> 02:04:48,718
I do think we deserve a scrutiny.

1569
02:04:48,718 --> 02:04:51,854
I don't know if that should come the backs of further clarity

1570
02:04:51,854 --> 02:04:54,854
of what the intentions were.

1571
02:04:56,718 --> 02:04:57,952
>> I would agree with you.

1572
02:04:57,952 --> 02:05:01,552
I think particularly the board uses

1573
02:05:02,980 --> 02:05:04,898
appropriate protocols to guide interactions and decision

1574
02:05:04,898 --> 02:05:06,898
making.

1575
02:05:07,758 --> 02:05:12,558
I think we always do that but --

1576
02:05:13,140 --> 02:05:16,498
I think that's more reflection of --

1577
02:05:16,498 --> 02:05:19,498
and being the spread again.

1578
02:05:21,398 --> 02:05:24,390
>> Or would be super helpful to understand what is perceived

1579
02:05:24,390 --> 02:05:26,278
to be a protocol that we use that is not --

1580
02:05:26,278 --> 02:05:31,780
>> And or back to board operations and development,

1581
02:05:32,808 --> 02:05:39,918
I think there's lots to be said for orienting new board members.

1582
02:05:39,918 --> 02:05:41,918
>> Yep.

1583
02:05:43,438 --> 02:05:45,398
>> It's a learning process.

1584
02:05:45,398 --> 02:05:50,198
There's only so much that we can do.

1585
02:05:50,198 --> 02:05:55,798
>> But there's a need to say hey, you didn't do that.

1586
02:05:55,798 --> 02:06:00,598
>> It does help a new board orientation toolkit.

1587
02:06:02,158 --> 02:06:08,758
We could use more >> I had one example -- for number 32.

1588
02:06:16,496 --> 02:06:21,896
I think it was a positive change we made.

1589
02:06:29,118 --> 02:06:32,905
(inaudible) whether or not that is the same thing we say every

1590
02:06:32,905 --> 02:06:40,105
time -- each person who shows up or -- they get it.

1591
02:06:41,458 --> 02:06:43,458
We hear you.

1592
02:06:44,380 --> 02:06:46,380
That's huge.

1593
02:07:00,701 --> 02:07:03,118
>> Okay, I want to make sure everyone has contributed here

1594
02:07:03,118 --> 02:07:09,718
and what I'm hearing is a conversation and maybe some work

1595
02:07:11,380 --> 02:07:14,218
collectively to think about how we communicate roles

1596
02:07:14,218 --> 02:07:17,803
and responsibilities and our strategic priorities and ways we

1597
02:07:17,803 --> 02:07:18,900
can do that.

1598
02:07:18,900 --> 02:07:21,738
I heard reels and town halls.

1599
02:07:21,738 --> 02:07:27,495
And then the poster on like what the rules are.

1600
02:07:27,495 --> 02:07:32,948
And then I have heard in regards to the ones that are read,

1601
02:07:32,948 --> 02:07:36,548
more clarity around communications and whether

1602
02:07:36,718 --> 02:07:39,851
that's communicating -- which lines up with the sustainability

1603
02:07:39,851 --> 02:07:44,342
conversation we had about how do we publicly document and be

1604
02:07:44,342 --> 02:07:47,438
explicit in our decision making practices?

1605
02:07:47,438 --> 02:07:52,178
It might tie into the things that are read both while doing

1606
02:07:52,178 --> 02:07:57,101
the job and -- or why we're not doing something.

1607
02:07:57,101 --> 02:08:00,478
Those are the things that stood out to me.

1608
02:08:00,478 --> 02:08:02,478
Okay.

1609
02:08:04,198 --> 02:08:10,798
So we can work on 13 and I'm hearing the other one

1610
02:08:13,782 --> 02:08:17,544
isn't really in an action -- community engagement

1611
02:08:17,544 --> 02:08:19,544
and Communications.

1612
02:08:21,438 --> 02:08:24,991
And then I would encourage you you

1613
02:08:24,991 --> 02:08:26,678
don't have to report this out loud

1614
02:08:26,678 --> 02:08:30,718
but just think about when you want to work on yourself.

1615
02:08:30,718 --> 02:08:34,788
What would help you if you scored it

1616
02:08:34,788 --> 02:08:40,102
as a most of the time or lower, everyone did score something

1617
02:08:40,102 --> 02:08:41,531
outside of always.

1618
02:08:41,531 --> 02:08:46,180
Of that one, what do you want to do

1619
02:08:46,180 --> 02:08:52,317
to move it from most of the time or some of the time to always?

1620
02:08:52,317 --> 02:08:54,958
>> Can I ask you a question?

1621
02:08:54,958 --> 02:09:00,358
So I know we have topics potential school closures.

1622
02:09:04,588 --> 02:09:07,811
It's helpful when you do a great job of --

1623
02:09:07,811 --> 02:09:10,211
these are common questions.

1624
02:09:10,718 --> 02:09:16,588
I often think when I get done listening to you --

1625
02:09:16,588 --> 02:09:19,438
or reading some of the correspondence,

1626
02:09:19,438 --> 02:09:25,438
that I attribute no fault of the writers and speakers.

1627
02:09:26,114 --> 02:09:29,304
But just the factual basis and some of the things

1628
02:09:29,304 --> 02:09:31,198
that they speak on is inaccurate.

1629
02:09:31,198 --> 02:09:35,326
We may not have an opportunity here to correct that

1630
02:09:35,326 --> 02:09:39,571
and that's when it would be most well received --

1631
02:09:39,571 --> 02:09:43,494
but I do think there would be benefits --

1632
02:09:43,494 --> 02:09:49,258
and without making it pointed, these are some understandings --

1633
02:09:49,258 --> 02:09:54,658
or community perception seems to be held and --.

1634
02:09:55,737 --> 02:09:59,260
Because what I've noticed over time

1635
02:09:59,260 --> 02:10:04,358
is a lot of times in the first kickoff,

1636
02:10:04,358 --> 02:10:05,778
there's a lot of misinformation.

1637
02:10:05,778 --> 02:10:12,378
But then that sort of dwindles down into some storylines that

1638
02:10:13,910 --> 02:10:17,510
-- those storylines are factually accurate.

1639
02:10:17,706 --> 02:10:23,106
So is that something we think we can do?

1640
02:10:24,118 --> 02:10:27,718
>> We can do more of it.

1641
02:10:28,352 --> 02:10:31,918
We have an FAQ on our website right now --

1642
02:10:31,918 --> 02:10:34,318
on the current topics.

1643
02:10:34,611 --> 02:10:38,211
Sometimes Doctor Shealy will address --

1644
02:10:40,240 --> 02:10:43,624
>> At the top of the curtain?

1645
02:10:44,397 --> 02:10:46,258
>> At the top of the current.

1646
02:10:46,258 --> 02:10:53,458
But -- a little bit more of a direct fact checking --

1647
02:10:59,661 --> 02:11:04,910
>> It's not -- just let's all be in the same semantic space.

1648
02:11:04,910 --> 02:11:06,491
>> That's exactly -- >> Yeah.

1649
02:11:07,918 --> 02:11:10,628
This very night that this happened,

1650
02:11:10,628 --> 02:11:13,112
that's what you're referring to at --

1651
02:11:13,112 --> 02:11:18,237
a lot of times you're able to address it --

1652
02:11:18,237 --> 02:11:23,637
but that seems like -- it's a really excellent >>

1653
02:11:32,787 --> 02:11:34,652
And the theme tonight's takeaway -- >> Mhm.

1654
02:11:34,652 --> 02:11:38,278
But there's a lot of different ways that we do that.

1655
02:11:38,278 --> 02:11:43,780
Sometimes there's a direct FAQ and sometimes --

1656
02:11:43,998 --> 02:11:48,198
articles and sometimes it's the update --

1657
02:11:54,660 --> 02:11:55,358
and interpret it understand it.

1658
02:11:55,358 --> 02:12:00,758
>> We did for a time think that Christina --

1659
02:12:02,460 --> 02:12:07,251
Christine -- she after every board meeting put together

1660
02:12:07,251 --> 02:12:12,891
a brief of kind of what happened at the meeting.

1661
02:12:12,891 --> 02:12:20,910
>> We could do that -- >> On any actions that we're taking --

1662
02:12:20,438 --> 02:12:25,300
so not necessarily summarizing of any discussion but --

1663
02:12:25,300 --> 02:12:30,403
we set to direct the current for Friday --

1664
02:12:33,438 --> 02:12:36,198
and then include that in it.

1665
02:12:36,198 --> 02:12:42,798
Let me give some thought to what we might do --

1666
02:12:43,129 --> 02:12:47,929
>> I understand it sounds confrontational -- but yes.

1667
02:12:59,570 --> 02:12:59,974
>> Just being clear --

1668
02:12:59,974 --> 02:13:07,174
I think it's helpful -- if that's not the right language --

1669
02:13:08,606 --> 02:13:11,358
but close enough to understand oh --

1670
02:13:11,358 --> 02:13:14,128
that's what they're talking about.

1671
02:13:14,128 --> 02:13:20,728
For example, if there's -- a board decision that we make

1672
02:13:21,518 --> 02:13:25,718
and -- has a particular outcome --

1673
02:13:28,558 --> 02:13:33,958
the board decision allowed for consideration of that outcome.

1674
02:13:34,211 --> 02:13:39,668
I think that's clarification that is helpful for everyone --

1675
02:13:39,668 --> 02:13:44,518
because the process of how we ultimately get there --

1676
02:13:44,518 --> 02:13:47,818
is things we're often charged with --

1677
02:13:47,818 --> 02:13:53,904
I think a reason is it's not always understood and when this

1678
02:13:53,904 --> 02:13:57,504
was said here, we weren't --

1679
02:13:57,678 --> 02:14:00,780
we talked and deliberated.

1680
02:14:11,270 --> 02:14:12,478
>> I hear what you're saying.

1681
02:14:12,478 --> 02:14:14,435
>> That's all I've got.

1682
02:14:14,435 --> 02:14:19,835
I will write up something for the current --

1683
02:14:20,406 --> 02:14:24,438
your board's going to be working on.

1684
02:14:24,438 --> 02:14:28,580
I'm hearing a continued commitment to transparency

1685
02:14:28,580 --> 02:14:32,258
and what is realistic and also --

1686
02:14:34,240 --> 02:14:39,424
>> And then would you also like us to --

1687
02:14:42,276 --> 02:14:43,000
>> You move it from one to the next.