[0:00] p.m..
[0:01] We're going to move on to agenda item two, welcome and comments.
[0:11] We have two people who submitted written testimony, Faith
[0:17] and Dean, regarding declaration to acquire real property.
[0:23] And also new people who have submitted a request
[0:28] for in-person testing.
[0:31] Is Oscar here?
[0:33] Please come up to the front.
[0:40] If you wouldn't mind sitting in that chair --
[0:44] that way the microphone will catch your voice.
[0:50] >> That makes sense.
[0:54] >> Just give us one -- >> I apologize.
[0:57] >> You are perfectly fine.
[1:02] Thanks for your patience while we get the technology
[1:07] sorted. (inaudible)
[1:39] >> It is recording our sound. (inaudible) I don't want to stop
[1:52] it.
[2:12] [inaudible conversation]
[2:41] >> You can see it?
[2:43] >> Okay.
[2:44] So we can go ahead?
[2:46] Okay.
[2:47] Wonderful.
[2:48] Yeah.
[2:49] If you wouldn't mind saying your name.
[2:55] >> It's not like the first thing I state my name.
[2:58] I don't state my name immediately but I will.
[3:01] The church is not just a place where
[3:05] Christians gather to worship come a play and learn.
[3:07] It's also a place for fellowship and a place of refuge.
[3:11] My name is Oscar and I'm a student at the high school,
[3:15] just over two Summers ago I accepted Jesus Christ
[3:18] as my Lord and Savior.
[3:20] The church has always been a refuge for me.
[3:22] After a long heavy week I can go to church and just rest
[3:30] in God's presence.
[3:32] I read from a news article and spoke with a church leader.
[3:38] I learned that Southlake Church is
[3:40] dedicated to serving the community.
[3:43] They have proven that by partnering with Wesleyan
[3:46] school districts come a family empowerment
[3:49] center by donating over 300 backpacks and school supplies
[3:53] to families in need.
[3:55] They were one of a couple organizations that helped.
[3:59] The church is willing to provide free parking for the students.
[4:04] The school district used to pay so that students could
[4:08] park there but then the church is going
[4:10] to provide parking for free.
[4:13] I also learned that the district doesn't need the church
[4:18] building, because through a bond measure
[4:20] it can build a new building to help
[4:23] expand the program supporting students with disabilities.
[4:27] Southlake Church is looking to strengthen their relationship
[4:30] with the school district, because working together
[4:34] is better.
[4:36] Students want Southlake Church and the community --
[4:41] the decision of the school board also affects students from
[4:48] places like Oregon City to Westland and --
[4:52] because those students from these districts that attend
[4:55] Southlake Church.
[4:56] I would like the school board to rethink and take back
[5:00] the decision to take the church building by eminent domain.
[5:04] Thank you.
[5:06] >> Thank you.
[5:14] >> Next we have Dean regarding the -- property.
[5:20] Maybe I'm a little easier to get to the table this time.
[5:25] Good evening.
[5:26] I am Dean.
[5:29] Thanks for allowing us this time to share with you.
[5:32] I want to follow up on a word we used two weeks ago, negotiation.
[5:36] I now realize we may have been using that word in two
[5:39] different ways two weeks ago.
[5:41] When the board authorized the condemnation for intimate,
[5:45] negotiation meant negotiating acquisition price, terms
[5:48] and transfer of property.
[5:50] When Pastor Simon's, Jeff Martin and I spoke to you,
[5:53] and when dozens of other members wrote to you,
[5:56] we meant something different.
[5:57] We meant collaboration.
[5:58] How can the District of South work together
[6:01] to serve the students in the community?
[6:04] That's part of the reason we are excited about that location
[6:07] Pierre might this distinction matters.
[6:09] Before the August 10th meeting of its own free will and before
[6:13] eminent domain was formalized, South Lake has already
[6:16] authorized and agreed -- at no charge.
[6:22] Jim and Athletic use -- while remaining at church on that
[6:29] property.
[6:30] So for tonight I have two requests.
[6:33] First, will this board direct the district
[6:36] to begin a genuine collaborative discussion with a Southlake,
[6:40] separate from negotiations over acquisition?
[6:43] We know that's confidential and it's not something --
[6:46] and the ask or the discussion is what student and district needs
[6:50] can we meet together without the school district taking
[6:54] the property?
[6:56] And -- I'm asking -- there's some things you may ask
[7:03] and discuss -- it seems to be a little bit of a surprise.
[7:08] Gym and athletic use -- we generally have our activities
[7:13] in the evenings and on Sundays.
[7:18] Classroom and program space -- during those days.
[7:23] And other property uses.
[7:25] And cost.
[7:26] And I say this hint only because I'm not authorized to negotiate,
[7:29] but our history is one of serving at no cost,
[7:34] providing facilities, people, resources and things that cost
[7:38] us money but that's what we do.
[7:41] And how would the facility in a joint use
[7:47] be valuable for the students of the community?
[7:50] What possibilities have been explored?
[7:51] What happens next?
[7:53] At least one board member said there's an opportunity
[7:56] for partnership here.
[7:57] We agree.
[7:58] Past assignments called it collaboration
[8:01] and not condemnation.
[8:04] Let's test that before -- and as I said last time, ultimately,
[8:12] policy and direction -- here with this board.
[8:16] It's not originated with your staff and attorneys.
[8:20] You direct a leadership.
[8:22] Collaboration is still in your hands.
[8:24] Thank you.
[8:30] [applause]
[8:31] >> Thank you.
[8:32] Next we have Ben Adams regarding the cell tower.
[8:42] >> Board, I'm not here to talk about the cell tower which is
[8:44] a surprise to everyone.
[8:47] And your last meeting, you guys voted unanimously
[8:50] to eminent domain the church property across the street.
[8:54] And I find --
[8:57] I find it actually ironic because in the same room
[9:01] you guys read a land acknowledgment where
[9:04] you say that we regret that we are on stolen land
[9:08] and amongst other things, that land acknowledgment says
[9:12] our community regrets and goes on to describe terrible things
[9:15] and specifically the forced removal of people from land.
[9:20] So if we go look at the definition for eminent domain,
[9:23] it's a legal power of the government
[9:25] to seize private property without the owner's consent.
[9:28] That is stolen land.
[9:31] The same thing that you guys take a declaration
[9:34] that you regret happening.
[9:35] So it was either wrong then or it's wrong now,
[9:38] but to go eminent domain a church who is here pleading
[9:42] for partnership, which is something else this board
[9:45] constantly values and talks about,
[9:47] partnership with community and -- now you guys vote to take it,
[9:52] to steal land, which is what this community says they are
[9:56] against.
[9:56] It's in every school building.
[9:59] What about the kids that go to that school?
[10:04] Those kids go back there when their church is taken away
[10:07] and they have to be in classes there.
[10:09] How traumatizing is that for those students?
[10:11] It's something this board takes seriously.
[10:15] I'm also interested in why this is now, given
[10:17] that veterans have been there for 50 years.
[10:20] Somebody could try the eminent domain years ago.
[10:23] Is it the school board doesn't want to fight a $200 LDS
[10:27] community and they'd rather fight an independent church?
[10:30] I'm not sure.
[10:32] If you put this in the bond instead a community like us,
[10:35] we'd like to imitate domain a church and pass a bond,
[10:39] do that -- (inaudible).
[10:41] I'm asking you as a neighbor, I'm not
[10:43] affiliated with that church and I don't go there
[10:45] but I am a neighbor.
[10:47] I am right next an adjacent to school property.
[10:49] I think you have a duty to this community to not do this.
[10:53] They are begging for collaboration
[10:54] and that's what this just district is about.
[10:56] That's why people move here is because the school board does
[11:00] stuff like this. (inaudible) and eminent domain a church --
[11:11] I urge you to not do that.
[11:16] >> So thank you to everyone who brought testimony this evening,
[11:20] both in person and in writing.
[11:23] The board values hearing from our community
[11:26] and carefully considers all input shared.
[11:29] As chair, I respond on behalf of the board
[11:33] and acknowledge all written testimony.
[11:35] We do not engage in dialog during in-person testimony.
[11:40] Please note your perspectives are valued
[11:44] and help inform our work permit for those here in person,
[11:48] you're welcome to stay and serve the remaining of the meeting
[11:51] or depart at your convenience.
[11:53] We will move on then to agenda item 3.0, consent agenda.
[12:03] >> I will move to approve consent agenda as presented.
[12:07] Thank you.
[12:10] >> I will second.
[12:14] >> Any discussion?
[12:18] >> All in favor?
[12:24] >> Aye.
[12:25] Motion passes.
[12:26] We'll move on to agenda item 4.0, board business climate
[12:30] policy and program agenda and agenda item 4.1, the lens
[12:35] review.
[12:35] I believe we have some guests joining us today
[12:40] to come up from the Lake Oswego Sustainability Network.
[12:51] >> Thank you for having us.
[12:52] Several of us, Stephanie and I both served
[12:57] on your board committee that helped
[12:59] develop the sustainability tool for decision making.
[13:04] And we're happy to see the sustainability remained
[13:07] in your strategic plan and that it is still important.
[13:11] We're happy to see that you're interested in trying
[13:15] to use this tool for your decision making.
[13:18] So in a moment of maybe rashness we said O, will help do that.
[13:24] And Doctor Shelley said okay.
[13:26] So here we are.
[13:28] I'm Dorothy Attwood, president of the Lake Oswego
[13:32] Sustainability Network.
[13:33] My background is in geology, hydrogeology in the last 20
[13:37] years of my profession was in sustainability
[13:39] and doing sustainability training
[13:41] to all sorts of different organizations.
[13:43] I also have Ruth here, a teacher of many years.
[13:53] >> Pre-K through eighth.
[13:55] >> And then Stephanie Wagner who serves on our board,
[13:59] as well as has done -- do you want to say a few words?
[14:05] >> Yeah.
[14:06] My background -- I got really involved in natural resource
[14:11] preservation and restoration has been my main thing.
[14:15] I was executive director of Friends of Dry Creek
[14:18] and supported Education, environmental and outdoor
[14:21] education and did my career for eight years as a program
[14:26] director -- working with graduate students.
[14:33] So I have a really good background in education and have
[14:39] a profound feeling in my heart for how we need to have
[14:44] our children and our communities -- (inaudible).
[14:51] >> So instead of you sitting here listening to us,
[14:53] we have an interactive, fun, exciting thing --
[14:57] three things we would like to accomplish.
[15:02] And Mary has our slide deck.
[15:05] There we are.
[15:06] And then the next slide -- what is sustainability?
[15:11] Sustainability is a pretty big word.
[15:14] It's squishy.
[15:14] We wanted to invite the staff who's here
[15:18] as well as the board to do an interactive exercise
[15:21] and Stephanie will lead you with.
[15:23] Then we'll practice.
[15:25] How are we going to implement this?
[15:28] We will focus on a couple scenarios around it
[15:32] two of the main jobs come at reviewing
[15:35] budgets and curriculums.
[15:37] We have a couple scenarios.
[15:39] We'll practice and see how that goes.
[15:41] And then think about what would be next steps?
[15:45] What went well and what could help
[15:46] and how could we improve this process?
[15:48] So I'll pass this off to Stephanie.
[15:54] >> As an educator you know (inaudible).
[15:59] That means a different thing to all of you.
[16:01] So we want to do an exercise that gives us a chance
[16:04] to kind of find some common ground before we go on
[16:07] with the other part.
[16:09] So what you have with you are some big sticky pads and pens.
[16:17] I want you to write on that sticky pad --
[16:21] in pretty big writing -- on three different sheets.
[16:35] >> You can take one --
[16:37] [laughter]
[16:44] >> Thank you for asking.
[16:44] I appreciate that.
[16:45] I want you all to take three sheets
[16:49] and write one idea that you have,
[16:51] a phrase or a word that represents sustainability
[16:54] to you.
[16:55] When you finish writing those three separate, each of you
[17:00] is going to have three separate pieces of paper
[17:03] with a word on it or a phrase.
[17:06] Then I'm going to want you to come up here
[17:07] and I want you guys together to start organizing those.
[17:11] Some of you will think the same way and some will have other
[17:15] things --
[17:16] I want you to take those sticky notes
[17:19] and then start organizing them.
[17:26] (inaudible) does anybody have questions?
[17:30] >> We are including staff.
[17:32] I just gave Stewart his. (inaudible)
[17:38] maybe I'm in no comment you can't Google sustainability.
[17:46] It has to be from your head.
[17:48] Three things.
[18:23] >> I already messed up.
[18:27] [background chatter]
[18:34] >> This wall right in here. (inaudible)
[18:44] [laughter]
[19:03] [background chatter]
[19:22] >> Phrases are good. (inaudible) If you see something
[19:29] that's similar comment put it next to something
[19:30] that's similar.
[19:38] >> Love the planet?
[19:39] Maybe we can --
[19:47] >> I don't do anything with one word.
[19:50] [laughter]
[19:53] >> This is too much.
[19:54] >> You can do phrases.
[20:04] >> Phrases.
[20:05] I'm writing phrases.
[20:24] [laughter]
[20:26] [inaudible conversation]
[22:12] I am a grouper.
[22:16] [laughter]
[22:19] >> So whoever put temperature here --
[22:22] we can bring temperature with -- because that's part
[22:26] of the earth.
[22:27] So we'll bring that one in.
[22:32] And preserving resources.
[22:38] And what we're thinking about common these are natural
[22:41] resources -- and these other things that aren't just based
[22:47] in the natural world, right?
[22:52] It doesn't cause harm.
[22:57] What do we have here?
[23:01] Changing behavior --
[23:17] [inaudible conversation]
[23:24] >> So what do you guys see around here as far as --
[23:27] as far as definition? (inaudible)
[23:36] >> It appears that there's more aggregation around the typical
[23:38] ideas around renew, reduce and recycle that we think of.
[23:42] When we think of sustainability. (inaudible)
[23:47] >> That's a good thing.
[23:50] And those are definitely actions that we take.
[23:55] Anybody else see anything else?
[24:00] Anything else that sticks out to them? >> (inaudible)
[24:05] >> It does definitely have an earth environmental focus.
[24:15] >> They also seem to be a lot Of ideas and less policy
[24:23] for direction, if that makes sense.
[24:27] >> Right.
[24:28] So if you're going to take a look at sustainability,
[24:31] the definition of sustainability --
[24:36] how you define how we're going to take care of --
[24:43] and when we talk about the earth,
[24:46] in my mind it's not just our natural resources.
[24:49] We are a part of this system.
[24:53] We are an integral part of this system.
[24:56] And we have had an impact and we have changed that system.
[25:00] Change is not all bad.
[25:03] We're not looking at this in a way of going back.
[25:06] But we are looking at this as people said, that we need to --
[25:14] so how do we go ahead and when you
[25:19] think about how we look at this, how do we
[25:26] think about sustainability?
[25:28] So when I say sustained, it just means to keep going.
[25:38] So sustain is just keep going.
[25:42] So we want to keep it going.
[25:47] What are the actions that we need to take?
[25:51] To make sure that that system doesn't cause problems?
[25:57] So that we don't all of a sudden have --
[26:03] so right here with young people who are going to have to deal
[26:07] with the changing climate because of actions that
[26:11] we've taken -- so how do we think about what those impacts
[26:18] are?
[26:18] So that we can mitigate some of these impacts
[26:24] without causing problems to other people?
[26:29] So that's pretty much the classic definition
[26:34] of sustainability.
[26:37] And what I think is so important is you go through this and --
[26:43] what is mean to you?
[26:48] As you go through that, thinking about how important it is --
[26:58] (inaudible).
[27:01] I think it can be something that is just
[27:04] a way of thinking of things and a way of being connected
[27:10] and connection is a huge part, a way
[27:14] of being connected that helps us with decisions
[27:17] and think about what we are doing.
[27:20] And that also helps our kids grow up being connected
[27:24] and connected to the natural world and to each other
[27:27] and socially and economically, that we can allow that change
[27:33] but in a way that is not -- (inaudible) such an impact that
[27:42] will make it hard for all of -- so how do you guys feel about
[27:50] the definition?
[27:51] Do you want to take what I just talked about?
[27:55] That's a pretty tall order.
[28:00] >> I like what you said about -- the word sustain which is
[28:04] preserving what we have so it can last and not --
[28:11] not going to this austere place.
[28:16] Having to live a subsistence life --
[28:22] living fulfilling lives and so forth.
[28:26] >> We are an integral part of this planet.
[28:29] We have developed some pretty amazing lifestyles here.
[28:33] We don't want that to go away but we want to make sure that --
[28:38] that we're not destroying what allows us to do that.
[28:42] How do we get that balance and how do we think about it?
[28:51] >> Building on that, it's not just sustaining --. (inaudible)
[29:12] >> I just want to make a couple of observations.
[29:14] One is economics is out there all by itself.
[29:18] And in many of the traditional sustainability definitions
[29:24] they say it's a three legged stool or there's three aspects
[29:29] and one is the environment which you've captured here
[29:32] and one is society which is woven
[29:36] into a lot of these thinking about the future,
[29:39] and changing behavior.
[29:40] The third piece is economics.
[29:42] We have to have a robust climate resilient economy to also
[29:47] have a sustainable future.
[29:49] And the future aspect is important
[29:53] and that's captured well here.
[29:57] >> And your high school students that are starting to --
[30:05] (inaudible) that can lead away from our constant growth model?
[30:11] There's other amazing models out there we can think about.
[30:16] How to sustain and keep our society going.
[30:19] The one thing I wanted everyone to --
[30:24] everyone that comes out of the school district is --
[30:28] we are not here separate from it.
[30:32] We are an integral part.
[30:36] And holding that truly in your heart that you're part
[30:40] of the system -- (inaudible) there's a reciprocity
[30:46] because that sustains -- and we give back to that system.
[30:53] So as we think about how we go as a school district --
[30:59] and leadership as a school -- and the district can give
[31:06] towards having a developing that concept of understanding --
[31:14] if we truly understand that principle people will naturally
[31:19] go towards --.
[31:21] So thank you for helping me build a definition
[31:25] and I'm going to turn it over to Dorothy.
[31:29] >> Can I ask something really quick?
[31:30] That was super helpful Stephanie and I almost
[31:34] wonder if, because I love that, the civic engagement come
[31:40] with the belief and all of this being founded
[31:43] in democracy and civics it's actually
[31:45] what we're talking about.
[31:47] But I think we have a branding problem with the word
[31:50] sustainability because that is not where it started.
[31:53] It starts with trees and plants and reuse and recycle.
[31:58] Because that's what we've been focused on.
[32:00] And the brand and the word is and --
[32:04] I don't think it's known -- we don't talk about this economic
[32:10] piece.
[32:10] We talk about we save money with -- all those things.
[32:15] But what you're talking about is civics.
[32:18] We have stepped away -- we haven't connected those to.
[32:22] Sustainability is a political you're over here --
[32:28] so how do we rebrand it to what you're talking about?
[32:31] Because that's what I think -- the sustainability lens is just
[32:37] a civics lens.
[32:40] >> That's where we want to connect when you're done with
[32:43] this is think about how do we integrate that.
[32:47] How do we do that branding?
[32:52] >> Perfect.
[32:57] >> I think where we've seen sustainability most so far is
[33:00] in our -- programs.
[33:03] >> Absolutely.
[33:05] Choosing materials in --
[33:12] >> I just want to ask something quickly.
[33:14] You made the comment about austerity and not necessarily
[33:20] having to have that be a piece of sustainability.
[33:23] But as we listen, the three pillars
[33:27] were reduced, recycle and reuse.
[33:32] >> The three pillars of sustainability are if you do it
[33:36] in Nike words, people come a planet come a profits.
[33:39] In the three E's it's environment, equity, economy.
[33:45] >> Colloquially speaking I think we as people think of reuse,
[33:50] reduce, recycle.
[33:51] We're thinking about the reduced.
[33:54] That's the piece that I think is the harder piece
[33:56] to sell come the less palatable piece to sell.
[33:59] But we can sustain I keep -- of what we're trying to keep by its
[34:05] definition is not renewable.
[34:07] So the austerity reduction I feel like has to be the part
[34:14] we don't like to say out loud but to be honest we have to.
[34:20] >> And I think in my mind, the austerity --
[34:23] austerity can maybe look -- have to give something up.
[34:29] And we can do all that with just doing the --
[34:35] and that goes back into like -- you can actually think about how
[34:43] we develop balance with maybe less stuff but kids nowadays who
[34:50] are out -- and that is not austerity.
[34:57] That's an awareness that we want to reduce a little bit.
[35:02] So I agree.
[35:03] It takes a >> We've got to move on because we
[35:10] are told we have 45 minutes.
[35:12] [laughter] And we were told that you guys are chatty.
[35:16] So now we're going to apply this scenarios.
[35:19] So definition is there.
[35:22] We're going to work in small groups of 2 to 3 and we'd like
[35:27] to mix up -- and mix staff and -- so there will be 11 of you.
[35:36] And so there will be three groups of three
[35:39] and one group of two.
[35:41] There will be a staff person in every group and then --
[35:46] and we're going to use your -- sustainability framework lens
[35:55] which is sort of wordy.
[35:58] So we would like -- put underlines in.
[36:03] So you're going to use this and let's get you guys in groups.
[36:09] Stand up. (inaudible) So two people go over there.
[36:22] And then you go over here and a couple people go over here.
[36:35] So wait.
[36:46] [inaudible conversation] I think we have 11.
[37:05] So we need one group of --
[37:12] >> Okay.
[37:15] [inaudible conversation]
[37:52] >> And what do you have?
[37:53] And you have a scenario?
[37:56] So you get curriculum.
[37:58] Okay.
[37:59] So think about this.
[38:01] Don't fret about it.
[38:03] The first question of the Citi --
[38:10] don't make it too hard on yourself.
[38:14] You're going to apply it perfectly
[38:18] but think about how you would apply
[38:21] these questions to the scenarios that you've been given.
[38:28] You have about ten minutes, five minutes now.
[38:33] >> Are we reporting back at the end of it?
[38:41] >> Sounds good.
[38:42] >> What was hard what was easy.
[38:45] >> These are two different scenarios.
[38:49] [inaudible conversation]
[43:53] >> A minute to wrap up.
[43:54] We're just trying to get your brain cells going.
[44:02] [inaudible conversation]
[45:07] >> So who had curriculum?
[45:08] Okay.
[45:10] Just -- what was hard what was easy?
[45:17] Before you say anything, I love the fact that you guys got
[45:21] into discussing --.
[45:24] I absolutely loved (inaudible).
[45:29] Thank you.
[45:31] Okay.
[45:32] So the curriculum scenario, the district has been --
[45:38] how can the sustainability -- the board's level?
[45:44] Not the answer necessarily.
[45:47] What -- (inaudible)
[45:54] >> So I think the hard part was limited to the adoption process
[45:59] of the curriculum.
[46:01] So in that regard we look at things
[46:03] like having materials be all digital.
[46:08] And then presented to us and we talked about -- a d r type --
[46:19] where boards are being exposed to best practices all over
[46:24] the world and -- and being able to do that virtually obviously
[46:31] -- those are a couple things.
[46:41] >> You did warn me that --
[46:45] >> We definitely talked about how in social studies,
[46:49] that's the place for the civics components.
[46:53] Sustainability.
[46:55] And setting that foundational understanding and then we also
[47:02] talked about --
[47:03] I guess we got a little beyond adoption
[47:06] and we started to talk about how we would incorporate
[47:12] diverse voices, like looking at differences in the built
[47:15] environment even here, you have areas
[47:19] where you have a lot of greenery and trees
[47:23] and you have other areas where you have less so.
[47:25] You can look at your own community
[47:29] and bring in voices from Lake Oswego
[47:33] to illuminate the lessons.
[47:38] >> Yeah but even here -- like the appealing thing is always
[47:44] to go to Portland but even here within our community,
[47:48] there are lessons to be learned.
[47:52] >> Now we hear about the landscape equipment.
[47:57] >> Well this was easy because we have done it.
[48:01] But if we were to contemplate it,
[48:05] it was an easy decision to make when we started
[48:08] to go from this to this.
[48:10] And it was helpful to revisit all these questions,
[48:16] just so you have it -- it's a way to be transparent and make
[48:20] clear why your decision making is coming from,
[48:23] so be reflected back like oh, it would be great to ask publicly
[48:29] instead of just saying it's a great idea, let's do it.
[48:32] But we did look at it from a perspective also of it's
[48:36] hard under limited resources or with limited resources
[48:40] to just do a wholesale swap out.
[48:44] So that's the plan and -- so that is part of the decision
[48:48] making.
[48:49] We didn't ask questions necessarily
[48:51] but it was part of the decision making was okay, we do this now
[48:56] and as they die and go out we buy and bring them in.
[49:01] So that we are future forward and taking action now but not
[49:05] spending all the money now and --
[49:09] and then that's being a good Steward to students because we
[49:13] might lose something else that's important.
[49:19] So that kind of thinking but it happens really quickly
[49:24] like somebody said, they answered all the questions.
[49:29] >> Can I add something?
[49:32] I really love the fact that you said be good --
[49:37] one of the things when you are leaders and helping develop that
[49:42] kind of sustainable mindset is being explicit.
[49:46] So when you make decisions, thinking about how
[49:50] you're explicitly -- with other people,
[49:54] whether budget decisions or other things,
[49:58] that you explain why and you explain how it's working under
[50:03] that kind of sustainable development.
[50:06] I just want to comment.
[50:14] >> How about this group?
[50:15] Anything to add?
[50:18] >> The big one we were thinking about adding from the second
[50:21] point, how does this empower students to be stewards
[50:24] for our shared resources, bringing this into a push
[50:28] in for specifically double Dutch we talked mostly about the high
[50:31] school civics classes but also branching down to the elementary
[50:35] and middle level of how this could be as part of both
[50:38] their civics and current events this is a real scenario
[50:41] the district is working with right now.
[50:44] What do you guys think?
[50:46] What are your interpretations?
[50:48] And then bringing that back up, or whether that's for classes
[50:52] or for Laila and I and whether that be then --
[51:01] >> So we want to do this so you can --
[51:04] you have this tool and let's use it.
[51:07] What you do it a little bit differently?
[51:10] What are the next steps?
[51:15] What might you want to do this in your --
[51:20] and then you've got a whole district, schools, principals,
[51:25] students and staff -- nutrition, faculty.
[51:30] Yeah.
[51:36] [laughter]
[51:37] oh
[51:38] >> We are a team.
[51:43] >> They're so knowledgeable about this.
[51:45] I think sustainability is kind of exciting because it's
[51:48] a huge challenge for our future generations
[51:50] and our world's going to be a lot different.
[51:53] I think when you look at the schools that you've built,
[51:57] those are beautiful schools.
[51:59] There's no austerity there.
[52:00] It's just a different way of doing things.
[52:03] As we move forward, how do we operationalize
[52:08] the sustainability lens at the board level?
[52:11] This is the current lens and I know
[52:13] that Mark has been working on the streamlined version.
[52:20] But with your decisions going forward, what
[52:24] are you going to do with this lens?
[52:28] How is this going to be incorporated?
[52:36] >> These two just said like -- it's already part
[52:38] of the board's DNA, like the sustainability lens --
[52:43] the shorthand thinking.
[52:47] And what needs to be explicit about it --
[52:53] a light bulb moment if that's the teach part.
[52:56] And that's the we need people -- so they can follow along --
[53:02] and it's not just the board and staff --
[53:08] other people can then apply and operationalize it.
[53:14] >> And Spencer said it can go all the way down to the student
[53:18] level.
[53:19] And he brought that to the board level if necessary.
[53:24] And then how can we roll this out to district level decisions?
[53:30] There's a school level, department level --
[53:35] what are your thoughts?
[53:37] So the board is not the only -- to make decisions.
[53:48] >> The example that Mary Kay kindly gave me credit for is
[53:50] our superintendents -- but I say that because the operations,
[53:57] that's not the board -- there's two different things.
[54:00] What does deliberation look like that's public facing to be
[54:04] explicit which I really like that word,
[54:06] and what does that mean to our agendas or our processing of it,
[54:12] versus how do we make these practices that somebody like
[54:17] Doctor Sheely practices so well and quickly,
[54:20] but creates a learning space for others --
[54:24] what does that look like in expectations for our leaders
[54:27] of the schools and our student leaders to be practicing,
[54:31] so it does become second nature but also what becomes second
[54:34] nature is the transparent reflection of it?
[54:37] Not just the doing of it but then that we share with people
[54:41] why we are doing it?
[54:44] >> We'll make decisions -- but we're not being explicit.
[54:49] We have a framework where we're saying
[54:51] this is why we are doing it.
[54:53] And from a sustainability point of view,
[54:57] this is why this is good or these are the considerations --
[55:02] I think we do sometimes get criticized more
[55:05] for making a decision.
[55:07] Why did you make that decision?
[55:11] >> The word operationalize -- (inaudible) as well
[55:16] as institutionalized.
[55:17] How do you institutionalize that practice?
[55:23] Leadership clubs -- there's a lot of opportunity for how you
[55:33] can take one of your four core --
[55:38] foundations and your strategic plan --
[55:41] how do you get that into the DNA of -- with a shared model?
[55:50] >> From an operational standpoint -- in the Handbook.
[55:56] We've created a handbook this summer and so now the lens is
[56:01] in there saying -- on anything you do from a parent club
[56:07] standpoint.
[56:08] The checks and balances side of it is if someone's coming
[56:14] requests -- you spend money on something,
[56:17] part of the decision making -- and not just at a board level.
[56:27] (inaudible) so people know okay, before I do this request,
[56:33] I know they're going to ask these questions.
[56:43] >> Any other -- so we kind of developed a new more robust
[56:49] definition of sustainability and then we applied the model.
[56:55] We talked about how it can branch out
[56:58] into all aspects of the district and how it should
[57:02] be looked at consistently.
[57:05] Anything else to share?
[57:09] >> Thanks for the opportunity to do this and we'd love to --
[57:12] on the shared journey -- (inaudible) To think about how
[57:30] we are building out -- so not just saying the sustainability
[57:37] lens -- and reflect and think about what it means,
[57:42] because I think that's -- maybe I'm absolutely.
[57:48] I definitely agree.
[57:50] I think these are big questions and sometimes we get overwhelmed
[57:55] by the broadness of them and practice and examples and --
[58:04] it's really helpful light bulb moments.
[58:06] I heard that word, kind of go off and people
[58:11] start to learn how to use it to.
[58:16] >> And how do we celebrate when somebody --
[58:26] (inaudible) And then how would we roll that out, how --
[58:39] or how do we celebrate with the kids accomplishment when they
[58:44] clear an area of your campus -- so thinking about as board
[58:51] members two, how -- that doesn't have to cost money and stuff
[59:00] but -- and helping to build that commonality --
[59:05] and then as we're doing that, how --
[59:13] okay I'll share just one more thing.
[59:19] The sustainability network has given us award to a graduating
[59:25] senior the last three years and I had a little luncheon --
[59:31] I invited all the recipients.
[59:33] We had half which was three but the other three --
[59:39] it was a really great thing for them to share what they were
[59:43] doing --.
[59:46] I think we didn't do too badly.
[59:50] Thank you.
[59:51] Thank you so much for joining us.
[59:56] This is wonderful.
[59:58] I enjoy just getting up and moving around.
[1:00:01] Please.
[1:00:10] >> Oh sure.
[1:00:14] [inaudible conversation] >> All right.
[1:00:57] So we will continue on in our agenda, agenda item 4.2,
[1:01:03] policy K and a, immigration enforcement on district
[1:01:12] property, and then that's a new policy, first reading,
[1:01:19] and then administration regulation of KNA-AR*1)
[1:01:28] interactions with immigration enforcement which is also new,
[1:01:32] first review.
[1:01:34] >> The policy KNA -- interactions with immigration
[1:01:41] enforcement. (inaudible) in response to the Senate bill 1538
[1:01:51] and 1534 and House Bill 4079 which requires districts
[1:01:55] to adopt this policy -- by September 30th.
[1:02:07] But we did just get this one and it's basically --
[1:02:12] that we're notifying everyone -- a person who's going to be --
[1:02:51] [inaudible conversation]
[1:02:58] >> Should we take action in the work session?
[1:03:01] >> You can take action.
[1:03:07] >> This is where in the board -- >> I got you.
[1:03:21] >> Do you have the sense -- the required notice section --
[1:03:27] says notice to be provided to students --
[1:03:30] where they are confirmed to be on school property.
[1:03:36] That seems to be real time.
[1:03:40] Bam well, real time would be letting kids know if we had --
[1:03:49] on site.
[1:03:51] >> Like a p announcement?
[1:03:55] >> Or it could be a PA announcement.
[1:03:58] Probably the easiest would be the PA.
[1:04:04] >> I think the notice has to be reasonably received like
[1:04:07] an email to the students in real time.
[1:04:10] So it just seems --
[1:04:19] >> The good thing about this is -- and they can't do anything.
[1:04:25] I will say we've had all of that --
[1:04:32] we have trained people to do that and --
[1:04:35] we've never had anybody come on site.
[1:04:39] But we have been prepared for it in case.
[1:04:45] >> I'm just going to add that R --
[1:04:49] very similar to any kind of event --
[1:05:00] >> This sounds like -- like we have to say --
[1:05:04] there does need to be an announcement.
[1:05:06] It makes me nervous not knowing -- down in Salem --
[1:05:12] I understand the intent and then the impact
[1:05:14] would be real negative consequences.
[1:05:16] And I'm just like -- >> It comes across the PA and --
[1:05:25] >> I think it's how do you manage that and is that
[1:05:29] something that can happen until the two district staff get
[1:05:37] to the location?
[1:05:38] Because the office staff can't do anything,
[1:05:41] so then they are calling HR -- and then do they wait to notify
[1:05:49] staff or students and then the rumors start?
[1:05:52] I can just see there being a real issue with telling
[1:05:55] the whole -- the rumors that start flying in all the cell
[1:06:01] phones that aren't supposed to be used.
[1:06:04] >> I mean -- >> When it happens on school property,
[1:06:09] since we've been fortunate it hasn't happened on our school
[1:06:12] property yet.
[1:06:13] But it's very traumatizing.
[1:06:16] That expectation to tell anybody -- but it can also stir up --
[1:06:24] for students who might have a --
[1:06:26] I don't know.
[1:06:27] I'm curious what the debate was.
[1:06:33] >> We're fortunate because we've not had this happen here
[1:06:36] and have had limited exposure to it.
[1:06:38] Immigration authorities are not waiting at the office
[1:06:41] or district administration or -- so for it to be meaningful,
[1:06:49] we need to have that awareness -- so again,
[1:06:54] we don't have the opportunity to manage the situation as much
[1:06:59] as we would like.
[1:07:01] So I am concerned about that.
[1:07:07] >> They should not be allowed to go into the school building.
[1:07:12] They would kind of have to sit there and wait.
[1:07:19] (inaudible) If you are worried about that an --
[1:07:40] >> I think -- yes, that's a horrible scenario.
[1:07:43] Probably the more common is the O,
[1:07:46] they are here for you or for so, even though --
[1:07:51] even though there's no factual basis for that.
[1:07:53] And that kind of becoming that -- yeah.
[1:07:57] It's a sticky situation.
[1:08:00] There's no easy or clean way to do it.
[1:08:05] It just gives me a little pause.
[1:08:08] >> I appreciate that we need to get this done.
[1:08:11] I would be interested what -- is doing right now
[1:08:15] because doesn't Portland immigration probably have
[1:08:17] the most experience with this?
[1:08:18] I'm wondering how it's operationalized there.
[1:08:24] Would?
[1:08:27] >> Can I also piggyback off of a point that you made earlier,
[1:08:32] and also something that Doctor Shealy had said,
[1:08:35] and by having them wait in the vesicle,
[1:08:38] I think that's what the policy is having them do but also kind
[1:08:42] of along your line of the first person that sees that,
[1:08:45] I guarantee whether they're staff or students,
[1:08:48] they're not keeping that to themselves.
[1:08:50] That's an out of ordinary event that stirs up some panic
[1:08:55] and then at least in my mind there's
[1:08:57] the scale of do you let people know exactly what's happening
[1:09:01] or what's going to cause the least panic?
[1:09:04] And create the best outcome for the situation?
[1:09:08] And I think the longer you have them
[1:09:12] and that vestibule waiting, the more tension
[1:09:16] or unnecessary tensions arise.
[1:09:25] >> And I think -- would be interesting --
[1:09:34] >> I don't mean to hold up passing it.
[1:09:35] I just mean to -- how to do it.
[1:09:39] Sounds like this is the language that -- which is what --
[1:09:45] >> And I get their point.
[1:09:49] They're trying to protect students.
[1:09:57] (inaudible) maybe that's what has to happen --
[1:10:07] just so you know, this is -- and this is what you would not be
[1:10:16] doing.
[1:10:16] Kind of like training for a lock down drill or something.
[1:10:21] >> Now we get to train --
[1:10:28] >> There is only one scenario -- and if it was for something
[1:10:36] totally different than immigration.
[1:10:37] So I am not sure how this would happen. (inaudible)
[1:10:57] >> I think to your point, we do have timeline to get approved.
[1:11:00] If we find out or learn what best practices are -- >> Yes.
[1:11:08] >> Yes.
[1:11:09] So doctor Sheely, do you need a motion then tonight to?
[1:11:15] >> (inaudible)
[1:11:25] >> I will move to approve policy K and A as well as KNA-AR.
[1:11:39] >> Thank you.
[1:11:40] Do I have a second?
[1:11:44] >> I will second it but then I have to clarify a point.
[1:11:49] We only passed the policy, not the a r, right?
[1:11:57] >> Correct.
[1:12:01] I mean, we can do it.
[1:12:03] I was just like, do you want to amend it to the thing
[1:12:07] to pass just the policy?
[1:12:09] You guys changed the a r on how you operationalize it and if we
[1:12:13] pass it -- we have to bring it back to us versus if you just
[1:12:18] have a motion -- to be just for the policy,
[1:12:23] then we don't have to deal with the AR.
[1:12:26] It's all in your realm.
[1:12:28] Correct?
[1:12:30] >> She has to take back her second.
[1:12:34] >> So yeah.
[1:12:35] I can revoke my second. >> (inaudible) I would like to make
[1:12:42] a motion to approve the policy -- on district property.
[1:12:50] >> I will second.
[1:12:52] >> Any discussion?
[1:12:57] >> All right.
[1:12:58] So all in favor?
[1:13:05] Aye.
[1:13:08] >> Motion passes.
[1:13:09] Thank you.
[1:13:12] So we'll move on then to item 4.3, Lake Oswego performance
[1:13:17] growth targets.
[1:13:19] Are you >> I am.
[1:13:36] >> Thank you chair.
[1:13:37] And members of the board.
[1:13:40] And thank you Mary Kay.
[1:13:43] Performance growth targets.
[1:13:46] Advance the slide please.
[1:13:48] So this is an information only and this is something new that's
[1:13:54] part of our integrated grants.
[1:13:56] And the state of Oregon has introduced key performance
[1:14:00] growth targets and we look at what
[1:14:03] those are and talk a little bit about it
[1:14:05] and introduce all of those.
[1:14:07] It's part of Bill 141.
[1:14:10] It is to connect -- the reason is to connect long term
[1:14:17] strategies common investments and staffing to student
[1:14:20] outcomes.
[1:14:21] Address overall performance with all students
[1:14:24] as well as address the gaps disparities,
[1:14:28] and then monitor progress over time.
[1:14:31] So there are eight student outcome measures
[1:14:35] that we will be looking at.
[1:14:38] So K-2 -- K-12 attendance.
[1:14:44] Eighth grade math.
[1:14:59] Sorry, ninth grade on track four year graduation,
[1:15:04] five year completion and -- post-secondary readiness.
[1:15:11] The growth metrics will be for all students
[1:15:16] as I said and also for focal group students
[1:15:19] and that growth will need to be more than public students
[1:15:26] to close the gaps.
[1:15:27] And we are looking at four years.
[1:15:31] Next please?
[1:15:33] So this is just a point of interest really.
[1:15:38] As I said, this is new.
[1:15:41] But part of this is that in terms of meeting targets,
[1:15:47] it is that you meet metrics for both.
[1:15:52] So both growth of all and focal group and or you
[1:15:57] could meet a target for one as long
[1:16:00] as you're showing progress towards the other target.
[1:16:04] There are consequences over time if those metrics aren't met.
[1:16:10] So for example, if you or district doesn't meet a metric
[1:16:17] for consecutive years, there is coaching involved and if those
[1:16:24] metrics aren't met for three or more years then there's more
[1:16:28] intensive coaching with over time the --
[1:16:33] we don't expect that to be happening at all,
[1:16:35] is just more a point of interest.
[1:16:40] And this is a reminder.
[1:16:43] We've all seen the focal group students but we'll be talking
[1:16:47] about --
[1:16:48] next slide is going to be the specific growth targets.
[1:16:52] It's just important to just remember the focal group
[1:16:56] students.
[1:16:56] So students experiencing poverty,
[1:16:59] care and homelessness and disabilities --
[1:17:08] Some of these groups we don't have in our district.
[1:17:11] We do have American Indian and Alaska Native and Asian
[1:17:15] students come a Black and African American students come
[1:17:17] a Hispanic, Latino and a students,
[1:17:21] native Hawaiian and Pacific Islander
[1:17:23] and multicultural students.
[1:17:25] And next slide please.
[1:17:28] So these are the targets.
[1:17:32] And it's a little small and I get that.
[1:17:36] Again, this is for information only.
[1:17:39] And this is what Ode will be measuring us against.
[1:17:43] What we're looking at here, for example, with K2 attendance,
[1:17:48] baseline is 420 and 425.
[1:17:52] Notice it's not 2526.
[1:17:56] We don't have actual numbers yet to be
[1:17:59] able to compare so we are using 24 and 25.
[1:18:04] But we set our targets for 26.
[1:18:07] So let's look at K-2 attendance.
[1:18:11] So the baseline, 88.2, is all.
[1:18:17] And our focal group is 83.9.
[1:18:19] And I won't go through all of these but just to talk
[1:18:23] about how to read this.
[1:18:26] And also, I was able to get the similar district information
[1:18:30] so we can compare ourselves.
[1:18:32] So this is where similar districts
[1:18:34] are starting in terms of all students, 79.6 and 72.9%.
[1:18:43] And our targets -- we're just going to look at 26 and 27.
[1:18:47] Our targets are modest and their modest for all of our metrics.
[1:18:54] Partly Ode I think wants us all to start out
[1:19:00] with more modest targets and as we
[1:19:03] are understanding this process.
[1:19:06] Ode is learning about this process and the coaching --
[1:19:11] that's a lot.
[1:19:13] But let's look at ninth grade.
[1:19:17] So notice that we have for our baseline, 24 and 25,
[1:19:22] we have greater than 95 in both all and the focal student
[1:19:29] groups.
[1:19:29] Those numbers of course are higher but just in terms of pure
[1:19:36] --
[1:19:36] looking at grants, we don't talk about higher than 95.
[1:19:41] That's in terms of looking at these metrics.
[1:19:45] It's not necessarily where we are holding
[1:19:49] ourselves accountable to.
[1:19:50] But this is what the state of Oregon
[1:19:53] is holding us accountable for.
[1:19:55] And so that one -- there is no growth reported there.
[1:20:02] If you look at let's say -- graduation --
[1:20:06] the two groups come with all in the focal groups --
[1:20:10] they're really close.
[1:20:12] Our growth will be slightly smaller.
[1:20:15] It will be smaller for the focal groups
[1:20:19] and that's because there's less of a gap.
[1:20:24] And I'll give you guys a second to look through this.
[1:20:35] >> When you're looking at -- that point 1% --
[1:20:46] >> (inaudible) or these goals we're setting?
[1:20:50] >> Great question.
[1:20:52] So the way that Ode talks about these targets,
[1:20:56] they talk about setting them in conjunction with each other.
[1:21:01] I believe that was the original intention
[1:21:04] and certainly it is a partnership.
[1:21:09] However, I think the process of meeting with every district
[1:21:16] is set specific targets was more than ODE expected.
[1:21:25] We're looking at modest growth.
[1:21:29] I do believe that we will start looking
[1:21:32] at higher growth in the future but this is more
[1:21:35] where we're starting for now.
[1:21:38] So they do set parameters on how much --
[1:21:44] not how much but how little they grow.
[1:21:47] >> These are all margin of error?
[1:21:49] >> Yes.
[1:21:52] >> Okay.
[1:21:53] So for me, so what this says is how I would interpret this --
[1:22:01] things like ninth grade -- for year graduation, five year --
[1:22:06] we need to keep doing what we're doing and I'm less concerned --
[1:22:11] it could be as much as one student will make a difference.
[1:22:15] But to me, third grade Ela and eighth grade math --
[1:22:24] because while -- they are just unacceptable scores.
[1:22:35] I would want us to be more aggressive there in targets
[1:22:40] than in others.
[1:22:41] I get we're trying to be modest and we understand and know
[1:22:44] there's a lot of reasons why --
[1:22:46] and that kind of stuff.
[1:22:48] I don't think it's as bad as what
[1:22:50] that looks like but they're just the ones that to me require
[1:22:53] the most attention.
[1:22:56] How do we hold the four -- so we don't backslide on those while
[1:23:00] we focus in on -- new revisiting situation.
[1:23:08] >> Post-secondary rating makes me a little nervous with
[1:23:11] the definition -- is AP, IB, dual --
[1:23:17] because not all kids need that.
[1:23:19] It doesn't mean they're not ready
[1:23:20] for post-secondary success.
[1:23:21] So if it's an academic focus that's fine.
[1:23:26] But where's the major to say we are doing career stuff?
[1:23:30] It could be as important.
[1:23:32] It's like I want 100% of our kids doing a career thing or --
[1:23:36] isn't ready for college?
[1:23:38] That's really only measuring the percentage
[1:23:40] that's interested in school after high school, which
[1:23:45] I think it's okay to be at that percentage
[1:23:50] potentially if they're experiencing
[1:23:52] something else in a career or technical career.
[1:23:57] >> Yes, it can -- and Lou Bailey comes in often.
[1:24:04] As a district --
[1:24:06] I want to be clear.
[1:24:07] This is our agreement with the state targets.
[1:24:11] It's not necessarily what we are holding ourselves to.
[1:24:16] So CTE numbers -- we absolutely care about that.
[1:24:23] And we believe that our growth will be higher.
[1:24:27] But this is what we have reported.
[1:24:33] So it's a little bit of a -- this is the process.
[1:24:41] Do we think we can do better?
[1:24:43] Yes.
[1:24:46] >> Do those targets that you are referencing --
[1:24:50] those are in the reports?
[1:24:53] When they do the academic -- that's what I'm talking about.
[1:25:02] >> (inaudible)
[1:25:07] >> What about targets?
[1:25:08] We're talking about how these are relatively small.
[1:25:10] We have a public statement of this is --
[1:25:20] >> Not as a district.
[1:25:23] They are working on each of their own specific goals.
[1:25:32] >> And do we share those?
[1:25:34] >> Not at this level. (inaudible) about what
[1:25:39] their goals are for the year.
[1:25:42] When we bring those here we're talking about --
[1:25:51] (inaudible) it's a little different that way.
[1:25:53] This is all --
[1:25:58] I got you.
[1:26:07] >> When I'm looking at it, there's a big difference between
[1:26:10] -- (inaudible) when I look at it it's trying to make an average
[1:26:16] of it.
[1:26:17] It might seem like you're only trying to go up 0.1.
[1:26:20] Six, seven, eight, nine, ten -- so try to bring it back
[1:26:28] to something more --
[1:26:35] >> I'll keep picking on the post-secondary readiness.
[1:26:38] So for that, we selected the three majors
[1:26:43] that we're going to be AP.
[1:26:47] >> We don't select -- >> And so they told us not to --
[1:26:52] but when we look at post-secondary readiness we can
[1:26:54] say oh, but we also are looking at this.
[1:26:59] >> We could include our CTE.
[1:27:02] >> Is that included -- it's not included in what we reported.
[1:27:06] Having said that, we do -- in front of me at the moment
[1:27:11] but yes.
[1:27:12] >> But we could move forward there? (inaudible)
[1:27:20] >> Yes.
[1:27:20] The number seems low to me.
[1:27:28] >> When I look at the post-secondary --
[1:27:30] I think I'm thinking about rigor we
[1:27:33] can measure against other states.
[1:27:37] That is one of the ones where that would be comparable.
[1:27:44] >> It is definitely the one that --
[1:27:53] [inaudible conversation]
[1:27:54] >> So then you don't want to include CTE?
[1:27:56] Is that what you're saying?
[1:27:58] >> I think it makes sense.
[1:27:59] I get what you're saying but also -- the academic rigor of --
[1:28:08] like there's no point for it to be AP.
[1:28:12] >> This is participation, not -- >> Yeah.
[1:28:21] >> To be counted?
[1:28:26] >> That number 73% is --
[1:28:30] >> I'm sorry.
[1:28:31] Thank you because I wasn't capturing --
[1:28:34] I thought it was taking classes.
[1:28:35] Like the definition -- it looks like classes taken, not passing.
[1:28:41] >> Right.
[1:28:42] You have to have a three in AP or -- sorry,
[1:28:46] 3 or 4 in both AP and -- >> Got it.
[1:28:51] So in which case you wouldn't want to include --
[1:29:04] >> How many kids are --
[1:29:14] >> Yeah.
[1:29:14] I get it.
[1:29:15] So you wouldn't want to necessarily blend it with CT.
[1:29:18] I think that's what I was confused of
[1:29:21] is the name of the measure feels misleading.
[1:29:24] Got it.
[1:29:27] >> Post-secondary is broader than just -- >> Exactly.
[1:29:41] >> And so --
[1:29:42] I'm sorry -- >> Is that the same number that was evaluated by --
[1:29:48] the name and number of students who are taking -- gotcha.
[1:30:00] >> Dual credit would probably --
[1:30:04] I'm just thinking because we don't always get our numbers --
[1:30:07] issued there because our state --
[1:30:11] though with this information they are more inclined --
[1:30:16] >> May be.
[1:30:20] >> Can I ask one more question about the data?
[1:30:23] So if it's 73% of all, it's not all students.
[1:30:27] It's 73% of all students who took the course
[1:30:30] and got a three or above.
[1:30:33] >> So 73% -- yeah, for post-secondary readiness,
[1:30:39] the denominator is fifth year completion.
[1:30:45] >> All students.
[1:30:47] >> In that -- >> So then it isn't measuring them?
[1:30:52] The rigor?
[1:30:53] I was talking about post-secondary readiness.
[1:31:02] (inaudible) all of our kids took an AP or -- and passed it.
[1:31:13] At least one.
[1:31:18] >> Gotcha.
[1:31:28] >> And it is counting -- all students,
[1:31:30] the way that they count -- so that was their denominator.
[1:31:36] So basically -- 70 or 80% of our students -- but then of the --
[1:31:51] of the 27%, those are kids who might have taken it
[1:31:57] but didn't pass and kids who did not take it.
[1:32:00] Got it.
[1:32:03] >> Of that subsection of students, 60% -- >> Right, yes.
[1:32:15] >> That's trying to what I'm get.
[1:32:20] >> And we don't have a number that is -- or pardon me,
[1:32:26] post-secondary -- or career path.
[1:32:33] >> No because a lot of -- >> And it all makes sense.
[1:32:40] >> You could go through and I could --
[1:32:44] find out which kids we could add to that group.
[1:32:49] I wouldn't really say that means their post ready either.
[1:32:55] (inaudible)
[1:33:01] >> I don't even care about --
[1:33:02] I don't care.
[1:33:03] I'm trying to say we -- are ready to be participants in life
[1:33:08] after high school.
[1:33:09] They get a job or they go to college or --.
[1:33:22] So I guess --
[1:33:26] I'm trying to capture the collection of all the way
[1:33:30] students are ready for life after high school.
[1:33:35] Or they are not -- they are making their own job.
[1:33:39] Absolutely.
[1:33:42] But I get the purpose of this is -- >> It's okay.
[1:33:54] This is ODE's work in helping us do our job better.
[1:33:58] >> Great.
[1:33:58] I have a great idea of what will help us do our job better.
[1:34:03] >> Taking.
[1:34:07] >> Yes, so you will see me back next year.
[1:34:12] Talking about how we performed against these measures
[1:34:16] and there will be a lot more information
[1:34:20] about how it's going.
[1:34:23] Looking forward to watching it on video.
[1:34:27] Maybe I'm okay.
[1:34:32] >> Not lost on us.
[1:34:37] [laughter]
[1:34:38] >> We're going to enjoy the time that we have left together.
[1:34:40] Thank you so much.
[1:34:44] >> Thank you.
[1:34:45] And then we will move on to agenda item
[1:34:49] 4.4, school board self-evaluation.
[1:34:54] Director turn it over to you.
[1:34:59] >> Thanks for your patience, colleagues.
[1:35:01] I don't know if you all got a chance to read through .
[1:35:11] But we -- sorry -- navigate Google here.
[1:35:26] Okay.
[1:35:27] So thank you all for putting all your information in.
[1:35:36] I tallied all of these and average them.
[1:35:41] So just so -- so as a scale of 1 to 5 with one being don't know
[1:35:51] and five being we always do the thing.
[1:35:55] And we measured ourselves on all of them.
[1:36:00] Last year I think we didn't do that.
[1:36:02] I think we pre-selected one that we needed to work on.
[1:36:05] We didn't do that this year.
[1:36:08] So we did it on all of them.
[1:36:12] So not only did I look at averages,
[1:36:15] I also looked at how we got those averages.
[1:36:22] So one of the things I will say is
[1:36:26] we were like right in the margins of always.
[1:36:33] So collectively, overall, everything averaged out to we
[1:36:39] do these things either most of the time or always.
[1:36:42] We're pretty consistent.
[1:36:44] So again, we're just slicing hairs here
[1:36:48] in regards to opportunities for improvement.
[1:36:54] So greens are things we all agreed we always do or are out
[1:37:01] of 4.8 which means most of us and you can do the math --
[1:37:08] I think we always do it.
[1:37:10] And some of us think most of the time.
[1:37:14] So those are the greens which I qualified us as.
[1:37:18] Pretty consistent.
[1:37:19] We shouldn't backtrack.
[1:37:21] But maybe not it's not where we focus.
[1:37:24] And then the yellows are where we mostly
[1:37:30] leaned to most of the time and fewer of us
[1:37:35] said we did it always.
[1:37:37] So we can think about what that means
[1:37:42] and if there's an opportunity of improvement there.
[1:37:45] And then there are three Reds or four Reds, sorry.
[1:37:49] And the Reds I called out because they were on the lower
[1:37:56] end, so that first one, 4.2, the way you get there is that almost
[1:38:02] everyone says most of the time and small number --
[1:38:09] a small number say always.
[1:38:11] So we were leaning more towards the four than the five.
[1:38:15] The other three are because at least one --
[1:38:21] there was a bigger range.
[1:38:23] We were at some of the time, most of the time or always.
[1:38:27] So what I indicated as a significant area of focus is
[1:38:32] because the scope was broad enough across our group,
[1:38:35] the scale was -- was anywhere from not consistent or most
[1:38:42] of us landed in the forest.
[1:38:46] We can't prioritize everything.
[1:38:48] So this is where the numbers kind of pointed to
[1:38:51] and where to focus on opportunities
[1:38:53] for self-reflection.
[1:38:54] That is what the color coding looks like and I summarized it.
[1:39:00] So I will stop and see what reflections that brings
[1:39:06] for folks and if this surprises you, interpretations --
[1:39:22] I'm gonna do --
[1:39:28] I'm going to do a quick update as you're doing that.
[1:39:41] >> So the thing that jumps out to me, is --
[1:39:44] particularly in the red -- community engagement
[1:39:48] and communication.
[1:39:51] And my question would be whether that's
[1:39:55] spread is more reflection of interpretation of the question
[1:40:00] and what I mean by that is I can see someone looking at this
[1:40:06] and saying hey, looking at it from a results
[1:40:10] oriented perspective, how effectively this is happening
[1:40:15] versus are we doing it?
[1:40:17] Does that make sense?
[1:40:19] To the extent that we go here from the community, and -- etc.
[1:40:28] That is one way to measure it versus what
[1:40:32] are the other things that we are doing,
[1:40:34] particularly year over year, to achieve that?
[1:40:40] So I was surprised by that.
[1:40:44] That would be a thing where we at least go back or collectively
[1:40:47] are very intentional about it which made me think that it
[1:40:50] might have been a -- impact. .
[1:40:58] Can you say which one -- >> Item three, number 13.
[1:41:09] >> My interpretation -- (inaudible) but I mean,
[1:41:12] I think -- our discussion that we had earlier,
[1:41:17] when we make decisions, do people --
[1:41:24] and also do people necessarily --
[1:41:28] I think people still don't quite understand
[1:41:30] what does a school board do?
[1:41:33] Do we hire and fire the principals
[1:41:36] and all that kind of stuff?
[1:41:39] I think that's the thing that we always come back to is --
[1:41:44] so if I had marked that lower that would be the reason I --
[1:41:50] I could see that perspective.
[1:41:54] >> So in the wisdom of our former colleague, director --
[1:41:59] who advocated if I remember correctly, for more proactive,
[1:42:04] going out to the community and doing our workshops every year
[1:42:07] -- or some kind of training session.
[1:42:10] I guess I take the position that everything --
[1:42:14] almost every interaction we have is --
[1:42:18] like I learned as much on the fly from being in this seat
[1:42:23] and doing what we do and if you pay attention and watch
[1:42:27] the board meetings and the meeting minutes,
[1:42:29] I feel like this is probably not an issue.
[1:42:33] I recognize that's not happening.
[1:42:38] So just trying to balance reasonable expectations with
[1:42:46] outcomes --
[1:42:47] I think putting something all on once a year -- by the public --
[1:42:55] free pizza --
[1:42:57] I think that would be helpful and go
[1:43:00] a long way towards that goal.
[1:43:05] >> Yeah.
[1:43:05] So is that one that we think we want to call out
[1:43:11] as an opportunity for educating about our -- especially --
[1:43:22] we have an election coming up.
[1:43:27] We always -- or maybe we need to do that more.
[1:43:33] Maybe think about the format of that.
[1:43:39] Maybe it's more a town hall format and also experiment with
[1:43:43] -- >> Or maybe we can do sessions this fall just --
[1:43:49] just more basics.
[1:43:52] And then that would lead into -- don't they normally --
[1:44:00] they start there get on the board campaign in the middle
[1:44:03] of the year, early in the new year?
[1:44:05] And then we have sessions soon after that because March
[1:44:09] is the deadline I think.
[1:44:12] >> I have one comment.
[1:44:17] I like all of these ideas and also sometimes it's
[1:44:21] hard to get to those meetings.
[1:44:25] So this is pretty far out but just a thought
[1:44:31] is that stuff gets made through a video.
[1:44:37] I couldn't go that night but at least I --
[1:44:41] a catchy reel that tells me all about it.
[1:44:45] We post it once a month.
[1:44:48] Great idea.
[1:44:50] >> I also think when we do in advance of board elections,
[1:44:55] I feel like our audience is pretty --
[1:44:58] people who participate are kind of --
[1:45:01] kind of preaching to the choir at a certain level.
[1:45:04] The thing I like about this idea of town hall
[1:45:07] in the school cafeteria is you're just
[1:45:11] trying to invite the community at large, unless they
[1:45:17] have an intentional purpose for attending.
[1:45:20] >> That to me feels like what the missing piece is because I
[1:45:22] think we do a good job of saying hey, I'm interested in learning.
[1:45:26] Come to this thing and we'll talk to you
[1:45:27] about what that means.
[1:45:29] And to your point, these are all the things you can do.
[1:45:35] This is I think bigger than that.
[1:45:38] I don't think people understand what school boards are.
[1:45:40] And no one's picking up the statute to read it's.
[1:45:46] Talk about civic engagement.
[1:45:49] Everyone is an armchair quarterback and they
[1:45:52] don't understand the context by which --
[1:45:55] by which they are yelling at the wrong group 90% of the time.
[1:46:00] That's what I'm trying to advocate where you can complain,
[1:46:03] but I'm saying people don't know actually
[1:46:06] how government is set up in Oregon
[1:46:08] and they don't understand what actual school boards do relative
[1:46:10] to what the city and county does and to what the state does.
[1:46:14] And then the operating versus the actual policy Lane --
[1:46:18] and that to me seems like an opportunity to have more
[1:46:23] conversations.
[1:46:24] But you know, doctor Sheila goes and talks to the leadership,
[1:46:31] whatever that group is.
[1:46:33] And that's a perspective but that is not the legal --
[1:46:37] so I don't think people understand what the role
[1:46:41] differential is between the executive or the largest
[1:46:44] employer in the city versus the governing body of that employer.
[1:46:48] So how do we get in more of those civic spaces
[1:46:52] to talk about?
[1:46:56] >> Maybe more bang for your buck is -- where we put that out.
[1:47:05] Obviously that's super summarized --
[1:47:08] and then the poster that sits behind us.
[1:47:12] So as you're pulling the video or you're here to watch -- o,
[1:47:18] maybe they said that -- >> I think that's a great point.
[1:47:25] There are oftentimes where we are passionately asked to do
[1:47:30] things and we cannot do.
[1:47:33] They are not within our rights or purview
[1:47:35] to do whether we want it to or not and that causes frustration.
[1:47:40] To your point -- and also I'll say we are about to hit another
[1:47:47] cycle and to the extent that we have the institutional knowledge
[1:47:50] sitting in this room now, I would like to start that process
[1:47:54] this year and leverage that knowledge while it's here to be
[1:48:00] leveraged.
[1:48:00] Not to put too fine of a point.
[1:48:08] >> And that's what --
[1:48:09] I think part of the frustration is --
[1:48:13] we weren't able to talk back in the setting but in that setting,
[1:48:18] we do need the structure a little bit so it's not --
[1:48:23] I think it can be done.
[1:48:28] >> I do wonder if there's a town hall topic that warrants just
[1:48:32] more of the back and forth dialog? >> (inaudible)
[1:48:43] >> I'm hearing we want to hone in on 13.
[1:48:45] Is there maybe one other one that we
[1:48:49] want to focus on as a group?
[1:48:52] And then I would ask that we each select one that we want
[1:48:56] to personally -- .
[1:49:00] >> I would say on 13 --
[1:49:02] I'm sorry, not 13 -- on 18 --
[1:49:07] I think I'm always just a little confused --
[1:49:13] (inaudible) Stewart does a great job.
[1:49:14] When we see that term we're like, should we do that?
[1:49:19] I don't think so.
[1:49:21] So maybe that's not one.
[1:49:38] >> I also take your point --
[1:49:39] I also think number 18 -- as we are getting into the discussion
[1:49:45] about how we want to deliver education moving forward with
[1:49:49] respect to screens and technology etc.
[1:49:53] I think this is a topic that is going to have a spotlight on it
[1:50:00] that we need to do and handle well.
[1:50:03] I don't know what the spread or how --
[1:50:09] I would be surprised if it wasn't
[1:50:14] that new piece of technology and the screen time.
[1:50:18] So any insights?
[1:50:23] >> I was surprised by this one too.
[1:50:26] Not wanting to speak for the folks but I was --
[1:50:32] I do think AI and that stuff comes into it but also,
[1:50:37] I wasn't exactly sure -- so there was some of the time was
[1:50:46] recognized in this one.
[1:50:48] And most of the time and always.
[1:50:51] And so I mean it was obviously because of --
[1:50:56] mathematically it will be more in the most and always
[1:51:00] but because there was a threat, it was recognized that there was
[1:51:06] a belief that we do this some of the time and not all the time.
[1:51:10] So I wasn't sure if that's just --
[1:51:13] I don't know.
[1:51:15] I don't want to pretend to speak to it.
[1:51:24] >> I don't remember what 18 said but --
[1:51:26] I'm wondering if it's more about -- just our role --
[1:51:35] then the superintendent and all the staff --
[1:51:40] how do we actually convey that we -- how adoption works and --
[1:51:53] and for me it comes from the -- at least in the section about
[1:51:55] technology.
[1:51:58] >> This is the action of us adopting policies.
[1:52:01] So there's a concern that we're adopting
[1:52:03] policies that don't do this?
[1:52:06] Or is the concern that we are adopting
[1:52:10] policies that make it harder?
[1:52:14] Do we need to look at policies differently?
[1:52:20] >> What you're grappling with is why this gave me so much --
[1:52:24] this is -- this is our North Star and if we're doing this,
[1:52:29] not most of the time -- but some of the time -- then at best 66%,
[1:52:34] two thirds because not most of the time --
[1:52:38] that's a pretty big deficit.
[1:52:39] That exists, I think we should --
[1:52:43] I think we should circle the wagons.
[1:52:48] >> It did make me wonder if it's about adopting policies.
[1:52:56] I don't believe we are adopting policies
[1:52:59] that are against the curriculum quality
[1:53:02] and instructional effectiveness and student support.
[1:53:04] I think the state is passing or not passing policies that do
[1:53:09] that, not enough money, not passing policies that protect --
[1:53:15] I do think we're challenged with that.
[1:53:18] We have not adopted policies, in my true belief,
[1:53:22] that do the opposite.
[1:53:25] Because it's the action of adopting the policies.
[1:53:31] >> To play devil's advocate and try to understand where that
[1:53:33] concern lies, so we approved staff reductions.
[1:53:40] >> Sure.
[1:53:42] >> It doesn't promote instructional --
[1:53:45] but to your point, I think what you're trying to do is --
[1:53:51] like that is the lane that we had to live in given that --
[1:53:57] it's not policy per se.
[1:54:01] >> Right.
[1:54:02] That would have to be balanced with the fiscal --
[1:54:07] >> And legal requirements.
[1:54:11] >> But I think you're exactly right.
[1:54:13] If there's a concern that we are passing policies that challenge
[1:54:20] curriculum quality, instructional effectiveness
[1:54:23] and student support systems, that we need to circle
[1:54:27] the wagons and figure out -- >> (inaudible) it's also the AI
[1:54:34] discussion where --
[1:54:36] I don't know how -- it's a larger conversation.
[1:54:42] But -- just because of the recent conversations.
[1:54:51] >> So in passing policies around that,
[1:54:53] it alludes to that some of the time do we pass policies that
[1:54:58] support?
[1:55:01] >> Just an example that -- that schools that are going to make
[1:55:07] that random policy -- on the fly and just do it within a month.
[1:55:12] I'm not saying that's effective --
[1:55:16] I'm just saying those are the examples --
[1:55:21] that this school board that did this and this.
[1:55:25] And it doesn't mean we should.
[1:55:28] But I do think it deserves some consideration of why --
[1:55:35] and saying yes, here's our tech policy.
[1:55:41] That's how I think of it.
[1:55:49] And then just even bringing it up that --
[1:55:54] like other schools do.
[1:55:56] Different school boards doing.
[1:56:00] So we don't have to be like that.
[1:56:06] >> So that's what was meant in --
[1:56:10] >> I don't want to get too much into the --
[1:56:15] the balance of some and most --
[1:56:24] >> Exactly.
[1:56:25] Everything was -- there were only three that said some
[1:56:28] of the time.
[1:56:29] Everything was in the most of the time or always.
[1:56:33] The red one that's a 4.2 is because --
[1:56:37] and one wasn't always.
[1:56:39] I imagine most of us -- that's the only reason why
[1:56:41] that's so low.
[1:56:42] The other three are because they're higher than the 4.2
[1:56:46] because they had fours and fives.
[1:56:49] So one of us thinks that we're doing something
[1:56:55] some of the time and the others think we're doing something
[1:56:57] most of the time we're always.
[1:57:00] And that could be much less about the interpretation
[1:57:06] or the understanding --
[1:57:08] >> I was going to say these are -- >> Totally.
[1:57:14] >> These are hard for me because --
[1:57:17] comparing what is the rubric and what is the --
[1:57:24] >> There is no wrong answer.
[1:57:25] That's really helpful.
[1:57:27] What I'm hearing you say is that the possibility that we are not
[1:57:34] -- adopting policies that could support curriculum quality
[1:57:38] and instructional effectiveness -- the speed by which we --
[1:57:45] >> This is the reason why we --
[1:57:55] >> Yep.
[1:57:55] >> We do this because -- just to help people understand --
[1:58:02] >> That ties it to -- and our decision making process --
[1:58:11] so to me it's part of that same --
[1:58:14] >> As we're communicating it -- >> I mean,
[1:58:21] I would like to then have it be focused on that
[1:58:23] because to Brian's point, I think it's not great.
[1:58:26] I don't want to change -- the 18 being read is concerning
[1:58:33] because this is our job.
[1:58:34] I actually thought anything in policy -- well this is our job.
[1:58:39] Are we not following science or do we not
[1:58:42] agree on the time frame?
[1:58:43] Those are two very different things.
[1:58:46] And then how do we communicate about it?
[1:58:48] I do not think we're not following science.
[1:58:50] I do think we are applying what we're hearing and feedback
[1:58:56] a new science pretty rapidly and quickly in this district
[1:58:59] if I were to say so.
[1:59:01] People not getting what they want doesn't mean we are --
[1:59:05] but we can communicate it better.
[1:59:07] So to me the opportunity to use communication,
[1:59:10] not that we're not actually doing the important policy work.
[1:59:16] >> I think that makes sense.
[1:59:22] And then I think --
[1:59:27] I think our students -- this isn't necessarily a judgment
[1:59:35] on you all.
[1:59:36] And if there's things you think we can
[1:59:38] improve please share with us.
[1:59:40] What are your thoughts?
[1:59:44] Great, thank you.
[1:59:46] What do you think we need to work on?
[1:59:51] >> I think just always -- the only thought I had is that this
[1:59:58] is very detailed specific.
[2:00:00] I still have --
[2:00:02] I don't know if there's software worked on it or --
[2:00:11] and so AI is -- so that's what you're focusing on --
[2:00:18] >> Please make it stop.
[2:00:25] Like you should have access to the New York Times.
[2:00:29] >> But these are part of the conversations, right?
[2:00:31] It's what people ask for.
[2:00:38] >> I really do want to circle back to that discussion.
[2:00:40] I think it was -- about how do we advertise this is a school
[2:00:48] board and this is what we do.
[2:00:49] I like that poster on -- and honestly,
[2:00:55] I like the idea of like a real just because I can --
[2:01:00] whether that's about what the school board does or --
[2:01:03] or how to be on the school board or anything along that,
[2:01:06] I feel it's going to reach a greater volume of people
[2:01:10] if you're sitting down one night in Au,
[2:01:13] I open up Instagram and Facebook and whatever it is and you see
[2:01:17] oh cool, this is --
[2:01:20] the school board.
[2:01:21] I think that leads into more -- and then having that
[2:01:25] in partnership with the town hall event like --
[2:01:28] to make it that more specific of an audience of how this is who
[2:01:34] we want and who's further interested in it.
[2:01:36] Yep.
[2:01:37] I like those ideas.
[2:01:48] >> Podcast two reels?
[2:01:49] >> Diversify.
[2:01:50] Diversify.
[2:01:59] >> We are much too savvy.
[2:02:00] >> I think as a chair you can do --
[2:02:02] a quick two minute summary or 62nd summary after every board
[2:02:07] meeting.
[2:02:07] Here's what we did today.
[2:02:12] >> Some of our students -- >> Or we could all take turns using
[2:02:18] our own --
[2:02:26] >> I can -- >> Yeah.
[2:02:33] >> Sorry.
[2:02:33] So I know this is slightly different than --
[2:02:35] >> It just has all of the options in it and we had taken
[2:02:41] some out.
[2:02:42] And I can never remember -- but I was curious if those three
[2:02:49] that happened to be read or for might have been ones that we had
[2:02:56] -- >> I will say, I don't think last year, although I think --
[2:03:02] I don't think we had anything below most of the time.
[2:03:08] >> I wish I could --
[2:03:10] I wish I could remember.
[2:03:12] I don't remember it being such a sustained discussion
[2:03:16] as we're having.
[2:03:18] >> When we did it last year -- >> Did we use the logger tool,
[2:03:24] like the -- we used this one.
[2:03:28] >> Two years ago I think we used the OSB provider tool and then
[2:03:32] it was condensed to last year.
[2:03:35] Right?
[2:03:36] >> This is still condensed.
[2:03:39] >> And then starting last year we started using --
[2:03:43] the condensed tool.
[2:03:45] I think director did some work on that.
[2:03:49] >> I remember when I did the first couple I had done --
[2:03:55] I had some never and some some of the time.
[2:03:59] I didn't realize -- and being on the board --
[2:04:04] I didn't realize that was coming and I just hadn't seen it yet.
[2:04:16] >> That's fair.
[2:04:17] Especially because -- just as you suggested,
[2:04:21] it's pretty vague.
[2:04:23] Absolutely.
[2:04:24] Like this I feel like someone might say -- o, that's what --
[2:04:32] >> Yeah.
[2:04:35] >> I think that's what happened last year.
[2:04:39] >> What does that suggest?
[2:04:42] What does that suggest about our --
[2:04:45] I do think we deserve a scrutiny.
[2:04:48] I don't know if that should come the backs of further clarity
[2:04:51] of what the intentions were.
[2:04:56] >> I would agree with you.
[2:04:57] I think particularly the board uses
[2:05:02] appropriate protocols to guide interactions and decision
[2:05:04] making.
[2:05:07] I think we always do that but --
[2:05:13] I think that's more reflection of --
[2:05:16] and being the spread again.
[2:05:21] >> Or would be super helpful to understand what is perceived
[2:05:24] to be a protocol that we use that is not --
[2:05:26] >> And or back to board operations and development,
[2:05:32] I think there's lots to be said for orienting new board members.
[2:05:39] >> Yep.
[2:05:43] >> It's a learning process.
[2:05:45] There's only so much that we can do.
[2:05:50] >> But there's a need to say hey, you didn't do that.
[2:05:55] >> It does help a new board orientation toolkit.
[2:06:02] We could use more >> I had one example -- for number 32.
[2:06:16] I think it was a positive change we made.
[2:06:29] (inaudible) whether or not that is the same thing we say every
[2:06:32] time -- each person who shows up or -- they get it.
[2:06:41] We hear you.
[2:06:44] That's huge.
[2:07:00] >> Okay, I want to make sure everyone has contributed here
[2:07:03] and what I'm hearing is a conversation and maybe some work
[2:07:11] collectively to think about how we communicate roles
[2:07:14] and responsibilities and our strategic priorities and ways we
[2:07:17] can do that.
[2:07:18] I heard reels and town halls.
[2:07:21] And then the poster on like what the rules are.
[2:07:27] And then I have heard in regards to the ones that are read,
[2:07:32] more clarity around communications and whether
[2:07:36] that's communicating -- which lines up with the sustainability
[2:07:39] conversation we had about how do we publicly document and be
[2:07:44] explicit in our decision making practices?
[2:07:47] It might tie into the things that are read both while doing
[2:07:52] the job and -- or why we're not doing something.
[2:07:57] Those are the things that stood out to me.
[2:08:00] Okay.
[2:08:04] So we can work on 13 and I'm hearing the other one
[2:08:13] isn't really in an action -- community engagement
[2:08:17] and Communications.
[2:08:21] And then I would encourage you you
[2:08:24] don't have to report this out loud
[2:08:26] but just think about when you want to work on yourself.
[2:08:30] What would help you if you scored it
[2:08:34] as a most of the time or lower, everyone did score something
[2:08:40] outside of always.
[2:08:41] Of that one, what do you want to do
[2:08:46] to move it from most of the time or some of the time to always?
[2:08:52] >> Can I ask you a question?
[2:08:54] So I know we have topics potential school closures.
[2:09:04] It's helpful when you do a great job of --
[2:09:07] these are common questions.
[2:09:10] I often think when I get done listening to you --
[2:09:16] or reading some of the correspondence,
[2:09:19] that I attribute no fault of the writers and speakers.
[2:09:26] But just the factual basis and some of the things
[2:09:29] that they speak on is inaccurate.
[2:09:31] We may not have an opportunity here to correct that
[2:09:35] and that's when it would be most well received --
[2:09:39] but I do think there would be benefits --
[2:09:43] and without making it pointed, these are some understandings --
[2:09:49] or community perception seems to be held and --.
[2:09:55] Because what I've noticed over time
[2:09:59] is a lot of times in the first kickoff,
[2:10:04] there's a lot of misinformation.
[2:10:05] But then that sort of dwindles down into some storylines that
[2:10:13] -- those storylines are factually accurate.
[2:10:17] So is that something we think we can do?
[2:10:24] >> We can do more of it.
[2:10:28] We have an FAQ on our website right now --
[2:10:31] on the current topics.
[2:10:34] Sometimes Doctor Shealy will address --
[2:10:40] >> At the top of the curtain?
[2:10:44] >> At the top of the current.
[2:10:46] But -- a little bit more of a direct fact checking --
[2:10:59] >> It's not -- just let's all be in the same semantic space.
[2:11:04] >> That's exactly -- >> Yeah.
[2:11:07] This very night that this happened,
[2:11:10] that's what you're referring to at --
[2:11:13] a lot of times you're able to address it --
[2:11:18] but that seems like -- it's a really excellent >>
[2:11:32] And the theme tonight's takeaway -- >> Mhm.
[2:11:34] But there's a lot of different ways that we do that.
[2:11:38] Sometimes there's a direct FAQ and sometimes --
[2:11:43] articles and sometimes it's the update --
[2:11:54] and interpret it understand it.
[2:11:55] >> We did for a time think that Christina --
[2:12:02] Christine -- she after every board meeting put together
[2:12:07] a brief of kind of what happened at the meeting.
[2:12:12] >> We could do that -- >> On any actions that we're taking --
[2:12:20] so not necessarily summarizing of any discussion but --
[2:12:25] we set to direct the current for Friday --
[2:12:33] and then include that in it.
[2:12:36] Let me give some thought to what we might do --
[2:12:43] >> I understand it sounds confrontational -- but yes.
[2:12:59] >> Just being clear --
[2:12:59] I think it's helpful -- if that's not the right language --
[2:13:08] but close enough to understand oh --
[2:13:11] that's what they're talking about.
[2:13:14] For example, if there's -- a board decision that we make
[2:13:21] and -- has a particular outcome --
[2:13:28] the board decision allowed for consideration of that outcome.
[2:13:34] I think that's clarification that is helpful for everyone --
[2:13:39] because the process of how we ultimately get there --
[2:13:44] is things we're often charged with --
[2:13:47] I think a reason is it's not always understood and when this
[2:13:53] was said here, we weren't --
[2:13:57] we talked and deliberated.
[2:14:11] >> I hear what you're saying.
[2:14:12] >> That's all I've got.
[2:14:14] I will write up something for the current --
[2:14:20] your board's going to be working on.
[2:14:24] I'm hearing a continued commitment to transparency
[2:14:28] and what is realistic and also --
[2:14:34] >> And then would you also like us to --
[2:14:42] >> You move it from one to the next.