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General Room: Opposite of a hot mic. Like to call the

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General Room: to order this evening's Westland Wilsonville School Board meeting, and I'm going to pass it to Director Douglas to

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General Room: cast a vote. Thank you. Director, shoemaker roll, call here, director, sloop here, chair, Taylor, present vice chair, Wyatt. Here, Director Vidal here. Thank you.

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General Room: Thank you.

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General Room: All right.

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General Room: we're going to jump right into district communications, and we're going to have our lovely high school students who join us every month to come up and speak, and I'm going to start with Riverside High School. Lucia Karamba.

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General Room: Welcome!

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General Room: Hello, Dr. Ludwig and board members. Thank you so much for having me here tonight on behalf of Riverside. I apologize if I sound a little different, or start coughing. I am a little bit under the weather this time

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General Room: this past month. We are so proud of all of our student scientists who presented their hard work at the 24th Annual, Jane Goodall, Science Symposium. The keynote speaker, Dr. Anelli Tostar, who graduated from Westland High School, challenged us to be curious about our world and find our true passion. Danielle Scroeder, program director quoted the judges who said this was the most competitive symposium they had ever participated in.

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General Room: We are so happy to announce that 66 students from the hundreds who presented are moving on to state next month

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General Room: a record. 4 of those qualified go to Nationals in May.

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General Room: and it was so fun running into you, Dr. Ludwig. I hope you will love all the projects presented.

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General Room: Last Thursday we had our winter sports dessert, where we honored our winter sports, athletes in boys and girls, basketball, wrestling, and swimming.

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General Room: We had 15 Varsity letter earners, and we got to hear an inspirational speech about how sports are like a generational puzzle from former Olympic trial athlete and D. 3 national swim champion Ben Weston, who also happens to be one of our swim coaches.

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General Room: Now that the weather is warmer and our winter sports have ended. It's officially time for spring sports. Practice has already started for track and field golf, tennis, and baseball. We are so excited to watch them compete in these upcoming weeks

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General Room: this week our theater is putting on one of another. One of their fantastic plays. Crossing over is a bone-chilling play about paranormal investigators attempting to communicate with the dead, and is being played this week from Thursday through Saturday, at 6 30 Pm.

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General Room: This year we are very excited to have our 1st ever riverside Prom. On April 26th it will be held at Clackamas County Fairgrounds, banquet hall, and students get the opportunity to vote on their favorite prom theme.

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General Room: The results of the vote have not been announced yet, but all of the options seem great.

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General Room: Coming up this month. We have an incoming 9th grade night on March 12, th to give students who are coming to Riverside next year a chance to learn about the course selection process. See what courses, offerings we have at Riverside and get any questions answered. Riverside is also giving the pre act to sophomores on March 18.th This is a great opportunity for students to get a feel for what the act will be like in the future years, to know where their current strengths are, and for possible scholarship opportunities.

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General Room: We are only 2 weeks away from Spring Break. Everyone is counting down to days until our last break before the long stretch of school after. I hope you all have a great spring break, and thank you for having me here tonight.

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General Room: Thank you for that update. And from West Lynn High School, mia Harmon.

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General Room: Welcome.

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General Room: Hello, Westland Wilsonville School Board. It's nice to see you all again.

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General Room: This past month has been very exciting and productive at West Lynn.

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General Room: February is Black History month, and to celebrate our black student Union held a black History Month celebration during lunch on February 27, th where they sold canes, chicken, and invited the student body to come together for some fun. By the end of lunch they sold out of Cane's, and everyone had a great time.

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General Room: Also, on February 27, th our 2025 amazing race came to a close. The finale was Sesame Street themed where teams competed in Sesame Street, themed challenges, such as matching the characters to the names, and a cookie monster catch where they had to toss and catch 3 cookies into their mouths before moving on

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General Room: our winners of the race were team, sky blue, raising $500 for the Northwest Children's outreach. In total, these seniors raised over $2,000 for 12 different charities.

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General Room: The arts have been thriving at West Lynn over the past month. Our very own fresh pitch choir won 1st place, in large group mixed ensemble as well as small mixed ensemble, they'll be heading to state in May. Our spring play. The servant of 2 masters held their opening night last Friday, and had a very successful turnout. There are 3 showings left of the play on Thursday, Friday, and Saturday. If anyone would like to see it.

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General Room: After months of preparation, mock trial went to their regional competition, where the gold team placed second in the region, black Team placed 3rd in the region, and the green team placed 8, th both black and gold, qualified to go to the State competition which they will compete at. On March 15th

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General Room: Westland students have been excelling in the stem and language arts. Recently

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General Room: in the world of stem. We held our science fair last month, which many.

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General Room: where many exceptional students were recognized for their hard work with a multitude of awards.

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General Room: and some are even moving forward to higher levels of the science fair competition. Additionally, our robotics team has been hard at work and will be going to robo state this weekend on the language arts side our Westland sophomore, Ben Miranda, competed at the State level poetry out loud competition this past Saturday, March 8.th

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General Room: Our Westland athletics have also had a lot of success. Over the last month our cheer team competed at State on February 15, th and we were so excited to see Dr. Ludwig cheering us on on the stands, which you can also see in our picture up there on the screen.

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General Room: You're a natural with the pom-poms.

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General Room: Cheer had the best performance of their season, and walked out with a second Place trophy.

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General Room: The High School ski Team State championships took place on March 6, th through 7th at Mount Ashland. The girls who went to state for the 1st time in 8 years. This year finished 10th overall with Lauren Mckinley qualifying for the Western Us. High School championships. Bryce Susani finished 30th in Slalom and Krishna Taran finished 51, st

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General Room: the Westland wrestling team came in second place at their State championships, Oscar Doces and Darian Johnson both placed 1st in their weight classes, and Oscar was named the Oregon 6, a wrestler of the year.

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General Room: Our unified basketball team had their senior night. On February 12th the student body came to support with homemade signs and coin. News even came to feature our incredible, unified team. You can see a picture of one of our athletes, Sophie, getting interviewed for the news station on the screen. She's a joy, and her interview is amazing. If anyone would like to search it up.

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General Room: Both our boys and girls basketball teams are heading to the Child Center this week to play in the State quarterfinals. Our girls play at 1 30 pm. On Wednesday, and our boys play at 3 15 Pm. On Thursday, in partnership with our basketball teams, our Muslim student Union held a fundraiser over the past month. Hoops and henna took place at basketball games over the span of 2 weeks. Our Msu students showcase their incredible artistic abilities while also enriching our school community with their culture.

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General Room: That is all I have for you tonight. Thank you so much for having me, and I look forward to seeing you again next month.

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General Room: How do you feel?

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General Room: Alright, thank you.

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General Room: And last, but not least, from Wilsonville High School, Carter Christensen.

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General Room: Good evening, Dr. Ludwig and members of the School Board on behalf of leadership, and asp at Wilsonville High School. I'd like to thank you for the opportunity to speak today. My name is Carter Christiansen, and I'm the Asp president at Wilsonville High School, and excited to give you an update of this last month's activities

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General Room: in the world of athletics. Our girls and boys battle teams both had strong wins this last weekend, and are excited to move on to the quarterfinals for state, as the girls will be taking on crater and the boys West Albany.

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General Room: Our snowboard team is looking forward to heading up to the mountain this Tuesday, as they will be competing at State this week, but some of our athletes were already up there, as we saw Caden Bertel, who placed 1st in the Slalom event.

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General Room: and we had wrestling state as well, where we saw our athletes, trying to finish Strong out on the mat and end the season off on a high note.

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General Room: We also saw our Isef competitions this last month, where we saw lots of Wilsonville students participating, showing off their latest and greatest ideas.

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General Room: We had many of our students do well with 3 of our wild wildcats qualifying for nationals, which they are very excited about.

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General Room: We recently had our counselors going class to class talking about course selection for this next year. Lots of our students are very excited as they get to pick out new electives as they get older and are exposed to new opportunities throughout the school year.

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General Room: This last week. We also had our incoming 8th grade assembly, where we saw many future wildcats and students from meridian and Wood Middle School come to visit for a tour and a small Pep assembly to see what high school was like. We had a great turnout, and many students participating in different events and games throughout the assembly.

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General Room: With that we also had our incoming 9th grade family night, where we had clubs setting up tables, and stands around the school to show families and students what Wilsonville High School is all about.

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General Room: Over this last month we have started a new twist to spring fest at Wilsonville High School.

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General Room: We had 2 rounds of qualifying competitions between 14 pairs, who will then eventually compete at a final 24 h overnight survivor competition to help determine our springfest champions.

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General Room: Asb also hosted a pop-up thrift shop where we saw lots of students and people from the community come out and get some great deals on clothes.

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General Room: This was one of Asp's fundraisers to help us go out and put different activities to help continue to build our school, community and spirit.

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General Room: We're looking very forward to this next month of activities, and I am also looking forward to updating you next month. That's all I have. Thank you.

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General Room: brilliant.

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General Room: Thank you so much we appreciate you, and this is where we give you the opportunity to either hang out with us or go enjoy the rest of your evening. So again travel safe home if you decide to leave, and if you decide to stay, which I think I know the answer on that one, sit back and relax. Thank you, guys.

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General Room: all right.

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General Room: That takes us right into recognitions, and I will turn it over to Miss Shilah Waldron.

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General Room: Good evening, School Board and Dr. Ludwig.

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General Room: I have the honor tonight of recognizing our amazing classified colleagues in celebration of classified Appreciation Week, and here to accept the honor on behalf of our classified staff is our Osea president, Jared Hayes, so I'd like to invite him up to join me.

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General Room: The 1st full week of March. Each year is classified Appreciation Week, and we delivered district bags and candy to each site last week to honor each of our classified staff

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General Room: in our district. The classified association is made up of a large number of staff in many different roles. These positions range from nutrition services and custodians to it, specialists and administrative assistants and our licensed maintenance crew to name a few. This last group includes our current Osea President as one of our district electricians who's priceless in all the things

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General Room: our classified staff do everything from direct services with students to keeping our buildings running smoothly, to ensuring that our buildings don't flood during storms.

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General Room: Our district is the place that it is because of the work our classified staff do every day.

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General Room: I'd also like to share that the Osea President roles a voluntary position that includes many meetings and work outside of regular work hours for Mr. Hayes and Jared became the Osea president in May of 2024. He's done a wonderful job, representing and advocating for our classified staff throughout the district. He brings forward staff questions and issues that arise from buildings and departments, and we have appreciated the

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General Room: we've appreciated Jared's inquiry approach to his leadership with Osea. Things can sometimes be difficult and complex to problem solve, especially with staff, who are in a variety of different roles with the district, but we take the time to sit down and talk through it, to find ways to come to resolution together. We greatly appreciate Jared's commitment to our classified staff, the district and students of Westland Wilsonville School district.

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General Room: So please join us in celebrating our classified colleagues for all the work they do in the support of the district.

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General Room: You're welcome. This is for you.

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General Room: Got it?

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General Room: Yeah.

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General Room: right?

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General Room: Yep, thank you for your recognition. That means a lot to classified staff, even though times are

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General Room: interesting right now. We appreciate being appreciated. So thank you.

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General Room: You're welcome, I'll say. Is there any comments that the Board?

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General Room: Thank you. From all of us, everyone

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General Room: Everyone who knows schools at all, whether you're a parent or

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General Room: a board member knows the work that you all do.

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General Room: Some of it's in the classroom, and some of it's all around the classroom, but we know our schools don't really go without you. So thank you.

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General Room: Hi. I wanted to thank you, Jared, for your advocacy and leadership, and being the voice for our classified staff.

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General Room: I know the time commitment that has been placed upon you this fall has been extra, and it's a truly heartfelt thank you.

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General Room: Thank you.

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General Room: Anyone else want to thank you as well. Thank you so much.

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General Room: I'll just echo how important it is. Shiloh's comments about your curiosity and your collaboration, because I think in these interesting and hard times it's that type of mindset that brings solutions to the table. And

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General Room: I mean, that's that's all we can ask, and all we can expect. So thank you.

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General Room: and I will echo what everyone else has also said. But more importantly, I know that when I was a student in school. My interaction was more with

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General Room: classified staff than it was with other staff, whether being a teacher or an administrator. So I just remember that a lot of the moments that I had to

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General Room: have within the hallways, or whatever it was, was usually interacting in the lunchroom with somebody who was serving. We had a favorite server, or you had a favorite custodian who always kept you out of the halls or protected you from getting caught by a hall monitor. So. You know the classified staff is is why I always felt like it was that

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General Room: you know, as a student. So I appreciate you. I have fond memories with your whole team as a child, and so keep doing that work, and just know that you're appreciated and regardless of the tough times. You know. Just know that you're seen.

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General Room: Thank you. Thank you all. Yeah, Dr. Ludwig, and not so fast here.

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General Room: Just to echo what's been said tonight? And and Jared, standing up here, represents 300 plus people who would be standing behind in 400. Thank you. Of our of our classified staff, and we've named the Departments Operations district Office. It nutrition grounds and maintenance and then those who work in schools, custodian engineer, Paris administrative assistants. So

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General Room: there's a lot of research around who becomes a significant adult in the life of a child.

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General Room: And it's it's not the title, it's it's the relationship. And the who

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General Room: and there are many students like you. Chair Taylor, who would say, there are people I know I can go to

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General Room: that, I trust, and who will keep me safe.

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General Room: And who are there every morning bell to bell

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General Room: and they know my name, and I feel safe in school, and I feel a sense of belonging. And for kids there really isn't this distinguishment of licensed classified? It's an educator

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General Room: and an educator is a person who's in my school or gets me to school, or is helping me cross

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General Room: into the the parking lot of school.

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General Room: But there's a truly a sense of someone who cares about them and wants them to be successful. And I know that these weeks in the calendar distinguish, you know, teacher, appreciation, classified appreciation. But in our district we really want to emphasize as educator appreciation of all of our staff, whatever role they play.

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General Room: that they, they come to school truly for kids and for school and learning to be successful and to be a significant adult in the life of a child. And so, thank you, Jared, for leading that group, whether it's tough times or not so tough times for your steadfastness and your

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General Room: calm demeanor.

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General Room: When when we're kind of paddling through some difficult waters, I appreciated your integrity.

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General Room: and we have to earn your trust and thank you for placing your trust in us. But we know that we can't take that for granted, and we always want to do our best. So thank you. On behalf of leaders who some of them are here tonight, others who aren't able to be here. But we know how important you are to this district. So thank you

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General Room: so much. Thank you. Dr.

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General Room: Alright.

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General Room: That'll take us right in the board member and superintendent reports, and we'll jump right into it with Director Shoemaker.

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General Room: Right? I just have a a few more comments tonight. Obviously, budgets are, I think, 1st on on our minds.

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General Room: I I was talking. I talked before I joined the board with a friend of mine who was on a local community. Hospitals board

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General Room: had been on a community's hospital. We're losing community hospitals, but he was on a community's hospital board, and I was asking him a little bit about the work he did in the Board, and he, of course, mentioned budgets because that was a role for the Board as well. He was not a hospital employee. He was not a doctor, wasn't in the medical profession.

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General Room: And I I'm really appreciating

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General Room: his words around his work because it's very much the way we think about it. And the way I hope our community thinks about and understands the Board's work. Boards don't

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General Room: create budgets right? Any more than

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General Room: my friend would create a hospital's budget because he doesn't have that expertise. We shouldn't do that.

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General Room: We provide vision. We provide oversight.

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General Room: We are all having regular meetings along the way. We are invited to have as many meetings as we want to have, but we continue to have meetings to learn more about. How how we're how this, how this budget is going. Ultimately we will have to approve a budget, and that's where we'll be.

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General Room: We do from time to time hear people lobbying around budgets, and that I think that's completely natural right now, at at such a time as this, where where the number is big, where 15 million dollars is a big number. That's a number

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General Room: that is very proportionate to our student size. With respect to other districts, districts bigger than us generally have a bigger number districts smaller than us or a smaller number. It's always fairly proportionate to student size.

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General Room: We are a little bit past the point where we're

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General Room: still looking for a ton of fat to cut honestly. And so I sometimes hear from people in community who say, Well, you know, if you would just cut this or this like boy. A lot of that stuff has already

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General Room: been cut.

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General Room: So when people come and say, Well, can you save this program or this level or this

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General Room: whatever that's getting really hard

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General Room: to be there right now, we are just at a point where we're gonna have to make the cuts. I just want the community to know that we're taking this very seriously. And we're we're doing the work.

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General Room: I do appreciate the community members we've spoken to. I know we've all continued to have coffees. We thought the fall was was a lot of coffee. We're we're having a lot of coffee now. Still.

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General Room: I want to again publicly thank especially directors, sloop and

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General Room: the doll for the work they're doing, keeping us informed about legislative pieces.

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General Room: It's funding funding right now, and we have to be thinking about funding any funding that we can have. And that's just kind of where our energies are. I really appreciate again, the community members who are who have been positive in their approaches to how we can try to go forward.

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General Room: it gets really easy, particularly with social media to catch something negative and go, yeah, yeah, and that sometimes there's a lot of misinformation there. And people start getting pretty negative. And I'm really disappointed when I see that. But I also understand part of that's the human nature when times are hard. So

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General Room: you know, that's I just wanted to say a couple of words about budget, and that's it.

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General Room: Or a shoemaker director sloop.

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General Room: So my board report will include a little bit of some updates on legislative advocacy.

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General Room: I wanted to reference a few points surrounding the budget challenges which are not unique to our district. Many surrounding school districts are facing budget cuts as well

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General Room: as Dr. Ludwig and Dr. Hughes have reported before. Public school funding is complex.

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General Room: School districts receive funding from some sources. State school fund, which is income tax and lottery revenue.

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General Room: local funding from our property taxes and voter approved local option levies.

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General Room: Federal funding for special programs like title one which is poverty, and last Friday Dr. Ludwig shared with Director Vidal and myself that Westland Wilsonville School district receives about 600,000 from Federal funding. But if you compare it to Lake Oswego, which has a less number of students, they receive just over 2 million dollars.

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General Room: Or what did I say? Oh, Oregon City. Sorry.

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General Room: Another source is State grants for specific programs, including the student Investment account, the High School Success Act and the early literacy grant

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General Room: capital bonds which need voter approval, provide funding for facilities, maintenance improvements, and purchasing technology.

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General Room: The largest source of funding the State School Fund is distributed, based on a formula which which considers student enrollment and funding weights for specific needs.

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General Room: This formula, the weighted adm equalizes funds to ensure equity amongst all school districts.

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General Room: It is important to note that the State School Fund is inversely proportional to property taxes.

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General Room: During last month's board meeting Dr. Hughes reported an additional revenue of 2 million from property taxes, which means ode will soon adjust the State School fund by a decrease of 2 million.

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General Room: The Legislature determines the total amount of the State school fund during each biennium, which is then divided amongst the school districts, statewide.

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General Room: Right now there is a collaborative group effort for legislative advocacy from community members, students, educators, superintendents, organizations like Osba, which is Oregon School Board Association, Cosa, which is the equivalent for superintendents, and Oea

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General Room: which Wwe is the Union for our licensed staff

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General Room: with this uniform ask to increase funding for high cost disability and increase the special education gap

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General Room: from 11% to 15.

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General Room: As you can see. The picture up above is from Advocacy Day, which was at the State Capitol on February 17.th

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General Room: Many parents, students, director, Shoemaker, our beloved teachers, Dr. Ludwig

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General Room: rallied with Director Vidal and myself to promote special education funding

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General Room: Director Vidal, A. Wilsonville parent. Mary and I met with the Chief of Staff for Senator woods.

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General Room: followed by Director Vidal and I joining some teachers who shared their stories with Senator Senate. President Wagner.

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General Room: I would really like to thank everyone who was there on the Capitol steps, rallying for special education. You parents are my superheroes.

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General Room: The following week Senator Meeks and Representative Walters asked a lot of questions about Westland Wilsonville's inclusive model and special education services. During a meeting that was held at Willamette, primary.

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General Room: and last Thursday Dr. Leidwig and I met with Senator Wagner Director Vidal was, wasn't feeling well to advocate for special education and answer questions he had

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General Room: next slide, please.

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General Room: So this Thursday, March 13, th is at 3 Pm. The House Committee on Revenue is allowing public testimony on both House Bill 2,448, which is to increase funding for high cost disability, and House Bill 2, 9, 5, 3, which is on our increasing the Special Education Gap

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General Room: testimony can be done in person or zoom by registering to testify or submitting testimony, which is on the next slide.

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General Room: So you'll go up to olis.gov, and you'll pull up these 2 bills actually can even pull up one, and it will say, Register.

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General Room: and you can click on that, and you can either register in person or zoom.

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General Room: And then for the written testimony. You scroll down to the bottom bottom of that page, and it will have this as well, and you can click both

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General Room: and then submit risk written testimony. The written testimony has to be submitted within 48 h of the

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General Room: the committee, hearing on Thursday, March 13, th

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General Room: and Director Vidal and I are going to be going down to testify. And I just want to emphasize that the State legislatures and we've heard this in all of our meetings. They truly value hearing stories from the educators, from the parents and from the students.

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General Room: Whether it's a story or your own personal experience. And the firsthand experiences are so impactful. So I encourage you. If you can't go down to Salem, try and

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General Room: testify in on Zoom, or submit your rested written testimony. So thank you.

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General Room: Thank you director sloop, I will go to Director Vidal.

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General Room: Thank you so much. 1st off, I just want to start out my report tonight with some gratitude. I would like to just thank Director Sloop for her true partnership in this advocacy work. I want to thank my board members for being so encouraging and supportive of us. And just it's just so

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General Room: nice like to use a very basic word. But it is so nice to get their support. And I'd like to thank Dr. Ludwig, Dr. Soyson, who made it to Salem. And then, if you could go to the next slide, this is just a super fun photo of us, the parents, the teachers.

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General Room: It was really Oregon Education Association's Advocacy Day, and we decided to go as a district to partner with them and show up for them, and we were actually the only school district there that day, with parents, grandparents.

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General Room: kiddos, administrators, there to support our teachers and education. And so I just want to echo everything that Director Sloop said about the meetings we had that day. They're so important.

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General Room: And

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General Room: and I really appreciate the legislators taking their time out President Wagner for meeting with Dr. Ludwig and director, Sloop and Senator Meek, who is not from our district. However, he serves on some very important committees that are going to be making some very consequential decisions about funding this year, and he was curious enough

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General Room: to come and learn about our schools and our inclusive model, but also the funding issues we're having, and representative Jules Walters, who lives in West Lynn to come and see one of our unique primary schools, Willamette primary, and we really enjoyed just showing them how special our schools are. And on that point I would just like to point out

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General Room: when we talk about education funding. We see that public schools are really where special education is thriving and excelling in the State.

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General Room: If we really want to be honest, I don't think that is a fact you can dispel. So I just want to really promote our special school district for having this very unique educational educational model, where we include kiddos in special education, in our learning, making all of our students and all of our teachers

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General Room: and our community better for it. And when we talk about these, when we talk about stories, we can see there's communities we visited

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General Room: where the entire school knows kiddos with special needs, and they rally around and support those kiddos and make them feel seen, and most importantly, make them feel loved. So when we go to Salem this week, we are going to tell those unique stories about how we love our children and all of our children. So thank you. That's it.

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General Room: Thank you, Director Vidal.

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General Room: I will pass it to Vice chair, Wyatt.

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General Room: I wanted to take a minute to thank and recognize our Ptas and parents and volunteers who have done some really heavy lifting in the last couple of months, following up on some of the things we learned during our small schools task force, and from that, you know, I think there were a lot of

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General Room: grassroots, great ideas that came out of it, and I know that this year I think I've seen more signs about preschool and kindergarten and dual language enrollment than I've

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General Room: been. Probably in the 17 years I've lived in Westland, and so that level of marketing and focus I know is a direct result of some of those conversations that we heard in the community about making sure that all families were aware of the educational opportunities we offer.

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General Room: I saw that the Stafford Pta. Is doing some open houses and some ways to introduce and showcase. You know the amazing work that our public schools do, and just want to thank them for taking ideas and putting it into action.

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General Room: And then one thing I wanted to follow up on.

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General Room: you know, in addition, as Director Shoemaker said, you know, we've all been having meetings about budget and enrollment, and where we are, and

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General Room: and for me, that has included some really interesting conversations about this soft boundary or this boundary shift proposal that is out there to equalize enrollment across our schools. And I'm really pleased and impressed by the work that Staff has done. I always love a really good map, and the maps that you have about where our

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General Room: students live and what the boundaries are, and then how that contributes to the size of our schools has been fascinating, and then to be able to walk through the scenarios that staff has put together about

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General Room: boundary changes and enrollment changes. But it's also showcased how moving our students around doesn't get us to a budget solution. It just moves students around which, I think speaks to some of the things we heard. And I think we all value about the educational experience and what it feels like in schools.

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General Room: But it has also shown to me that there are some major considerations around changing neighborhoods that currently have walkable schools potentially longer times on the bus to get to different schools, the change for families, that where they would go to a different school than maybe someone in their neighborhood did. And just the fact that this could impact up to, you know, 100 students if these soft boundaries were put into place. And so

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General Room: one thing I tried to speak about during small schools was my concern that because we focused on 3 schools, we didn't hear from the full community about a lot of the issues. And I do worry and have some concerns that until our full population is engaged, that there actually is a lot more concern about moving soft boundaries.

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General Room: and that just deserves a larger community conversation. And then, just fundamentally, this idea that moving students doesn't mean we get more money from the State or more property taxes. We're just moving a smaller student population within our buildings.

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General Room: So it's definitely something that I'm really interested in continuing to learn about. I just want to thank the staff for making it so easy to start thinking through these different topics with the projections, with the enrollment work that you've done with the mapping. And I just encourage our full community as we continue on this path of some really grassroots, participatory ways that we're thinking about enrollment

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General Room: to just to consider and keep thinking about this as well, because it really is fascinating. And so just fundamentally, I just want to take this time to thank everyone that's working on this with us, and that goes to our parents, our Pta. As well as our staff. So thank you.

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General Room: Thank you.

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General Room: And it is my turn, and I'm going to go ahead and concede

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General Room: my report and pass it to Dr. Ludwig.

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General Room: Thank you. Chair Taylor, go to the next slide.

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General Room: So, just naming some of the recognitions that are nationally happening this month.

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General Room: it is disability, awareness, month. And

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General Room: I know that this is a national recognition and and phraseology, and I know that also in our schools we focus on ability and try not to over magnify something where students would say, I have a challenge, but there's so much more to me than that challenge. So while this is a national term that just gives us pause to recognize adults in our school students in our school

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General Room: community members, and how important their day-to-day experience is in their successes. I just also wanted to affirm

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General Room: that as we work with individuals, we

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General Room: take really great care to think about ability, awareness as well.

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General Room: Next slide

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General Room: also in March, and you have in front of you a letter from Music and Arts Partners, which is a nonprofit organization, dedicated solely to the support of Westland Wilsonville schools, and particularly the music and arts programs.

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General Room: And they've written a letter to you and the community recognizing this month for youth, art, and music in our schools.

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General Room: And I just want to particularly thank Jenny Evers, who is the president of Map.

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General Room: And if you go on the website and you look at the directors and the board, and

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General Room: who's leading so many of the events and activities. You'll see Jenny ever's name, I think, 6 or 8 times.

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General Room: She is a steadfast champion for music and arts in our community, and it's not unusual to attend some event, and there she is at a table giving information, supporting students and staff. And so I don't think she's watching tonight, but but somebody needs to tap Jenny and let her know that

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General Room: we were talking about her tonight and really appreciating all of her work. So in the letter you'll recognize that it says music and arts. Partners would like to engage our community in the acknowledgement of youth, art, month, and music in our schools.

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General Room: In all Westland, Wilsonville schools. Students have access to high quality music programs in general, music, choir, band, and orchestra. Our students are excelling in all state ensembles, festivals, musicals, and more, and I know you hear about them monthly from our students, and the next slide

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General Room: equally. The Council for Art education, declares March as youth, art month, and recognizes art education as a viable factor in the total education curriculum that develops citizens of a global society

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General Room: and art is necessary for the full development of a better quality of life for all.

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General Room: And so the Westland Wilsonville, music and Arts partners, celebrates all of our arts, educators, and students this month, and call on our Board district administrators and fellow community members to join our appreciation and support for arts education in the Westland Wilsonville School district.

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General Room: and then there's a little plug in for the dollar of the Arts fundraising campaign in your letter. So I think our families are really familiar with that annual campaign, and it's an opportunity to support the arts in the district. So again, thank you to the Board of the of the Maps organization, and particularly to Jenny Evers as current president

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General Room: and worker be extraordinaire.

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General Room: Okay, next slide.

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General Room: Want to just highlight a few of the activities. I don't get to talk about everything that's going on, but you get the flavor from our students. A few highlights for me, of course, were the science fairs, both at the High School Middle School level.

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General Room: over 150 projects, extraordinary number of students, judges, staff, all involved. And I want to again thank Danielle Schroeder for her lead on our science fair exhibits, and then her work year round with students as they identify their projects, think about methodology, and work with resources to see them through to completion.

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General Room: Thank you. Vice Chair Wyatt, for recognizing our Ptas and our parents with their efforts this year, and getting the word out about enrollment for next year. You'll see signs. I think there's a few more in the lobby if you want to take any home.

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General Room: but just want to again remind our community that we're having enrollment.

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General Room: and then I've been getting around to the theater performances. I didn't have the picture for crossing over, otherwise I would have included it in here, but I got to attend radium girls last week, Saturday, and I have on Thursday the docket for Westland High Schools, and then Saturday, the 15th for Riverside. So just

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General Room: tremendous talent of our students, but also an extraordinary example of time above and beyond school and homework and other things that students are doing to put on these amazing performances. And then all the adults that are responsible for theater sets and choreography and

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General Room: supporting students. So thank you to our theater communities for helping our students be so successful.

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General Room: You do know, as a board that we have a capital bond coming up this Saturday, and we have been inviting a representative group of the community. They have their invitations, their Rsvping parents, students, community members.

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General Room: school principals, a representative group who will come to the bond summit. And this is an event that you, as a board, will then be able to tap into the results of this summit as a way of hearing from a representative group of the community around the projects

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General Room: that are in the proposed capital bond. And so that morning that group will hear about the projects, and then they'll have an opportunity to give feedback in a variety of ways.

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General Room: both some open-ended questions and survey responses, as well as a very visual way of

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General Room: putting dots on some items that they believe are important to their community.

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General Room: and you'll get the feedback and the data from that summit. Then in April to consider alongside the completion of that long range plan

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General Room: and potentially a capital bond on the ballot in November.

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General Room: I want to thank in advance all the staff who are working really hard for Saturday to go successfully, and I see a few of them in the audience. Pat Mcguff and Remo. I know Jeremy's working with the crew, Andrew Kilstrom up in the booth, doing a lot of the communicating. And then there's a whole team of other folks also Amy Berger and Ellen.

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General Room: And Mindy and and their teams. So thank you so much.

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General Room: So we've been. We know that funding is on everyone's mind, and it's been talked about tonight in a context of various decisions, and whether it's advocacy or what's happening in the community or clarifying information. And sometimes

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General Room: people enter that conversation, and they've been in it for a while, and then there are times when someone tugs at my sleeve and says, I just heard that there's some budget challenges in Westland Wilsonville. And so we do recognize that folks are busy, and they're just entering the conversation at different times. So I did want to give a very brief review. This is what we're all talking about. The Governor has proposed a budget 11.3 6 billion. There is additional funding in her proposal for early literacy and summer learning.

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General Room: And right now there's mobilization around. Is that 11.3 6 enough at least securing that or asking for more. And in addition to those other aspects, some more funding towards special education of which we are lagging, certainly compared to other states

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General Room: next.

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General Room: So when someone says, I'm just not sure. How is it that school districts are in a budget? Shortfall? Just very briefly, again, revenues decreasing. That's because enrollments decreasing and costs are increasing, and the combination of both of those is what creates a gap in revenue and expenditure.

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General Room: And that's where districts are making hard choices about how to decrease their expenditures in order to match

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General Room: the the new proposed revenue that's coming in next

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General Room: and in Westland Wilsonville. We are in that

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General Room: category of school districts, like most in Oregon, where we've seen a decline in enrollment and on our website for those interested, you can get that 10 year projection that flow analytics did for us. We were trying to track ourselves in that green middle line to see if we're in the middle scenario of enrollment decline. And as of this school year. We're actually a little slightly below that.

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General Room: So next year we'll see if we're trending still pretty close to that middle scenario, or if we're above or below, but that will give us a kind of a 10 year outlook

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General Room: next.

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General Room: So in terms of enrollment declining, these are some examples of costs increasing, whether it's payroll and benefit costs, whether it's vendors, transportation utilities, I think we all know in our private lives, where we see increases, have gone up. It's no different in schools as well.

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General Room: Another aspect that hits schools are what we call unfunded mandates. When a very worthy initiative or legislative mandate gets passed, and then schools have to enact it. But there's a cost that wasn't often considered, or school districts weren't given additional funding to

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General Room: to enact that that legislation. You can see a couple examples there

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General Room: where very worthy legislation, whether it's around energy efficiency with lighting or classified unemployment, or this new paid leave Oregon Act, where employees can take 12 weeks during the year to take care of family medical needs.

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General Room: All very worthy, but it has seen rise in substitute costs for coverage, or in that energy efficient lighting replacement of fixtures and light bulbs, even though

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General Room: they're working well, we now have to do that costly replacement.

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General Room: And then, of course, liability insurance workers, compensation. And anybody watching tonight who's not sure what it means when it says pers retirement rates going up can just do a search, but our rates are doubled, and so we do have to then take that into consideration as another

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General Room: cost increase next.

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General Room: so just want to again, just do a very brief review. Director Shoemaker mentioned this, that in conversations in the community sometimes people enter. Is this new? Is this the 1st year that we're going to talk about reductions. We've actually been talking about budget reductions for a couple years now. We we knew this time was coming in 2324. You look at my budget message to the board.

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General Room: There are indications that while we had a robust ending fund balance, we were going to need to make some modest reductions right away, and knowing that others were were going to be coming soon. So even in 2324, this school Board was hearing.

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General Room: and the Budget Committee were hearing about reductions needing to come, and being very mindful of where we were making additional either staff hiring or program changes.

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General Room: Next, then, in 2425, which is this year, we did begin to enact a budget reduction.

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General Room: This was of 10 million dollars.

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General Room: The large largest amount were non-classroom reductions, about 8.5 million.

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General Room: And of that.

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General Room: as we heard also tonight, we really worked hard to reduce in those places that sometimes aren't seen. So in that 4.5 million, we did look at decreasing some vendor contracts, rentals, utilities, landscaping, maintenance, speak all those kinds of things that sometimes people say, can you? Can you reduce there first? st We did quite a bit this year.

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General Room: not seen often, because we just keep business going as usual, but it has been

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General Room: tight for our Operations Department and for some of our work across the district.

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General Room: and then some non classroom positions, and these were ones. Then we were able to identify, and they were mentioned in the budget.

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General Room: And then we began looking at some classroom positions, and we started at primary, because that was where our largest enrollment decline had been. We had lost 700 students

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General Room: since pre since Pre covid. So we we began there, and class sizes that were around 1920 21 have now gone up to about 2223, 24.

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General Room: Okay, which leads us to yeah.

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General Room: where we are looking at next year, and there's a lot of work for the Budget Committee to do, and a lot more details. But this was a slide I shared on January the 13, th with the School Board as you were making some decisions around small schools. And so again, this is where now folks can see at least those large categories of where the proposed reductions are. Again, the Budget Committee will be the, and the Board will be the final vote. But this is what we're looking at.

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General Room: and once again trying as best as we can to make those reductions in places that are non classroom

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General Room: again, even more around curriculum software materials.

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General Room: all those types of tangible things that

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General Room: aren't personnel related. But we do have some non classroom personnel

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General Room: and some systems changes that we'll be making. And then

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General Room: this this next year, some sizable classroom reductions.

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General Room: So and this is exactly the slide I had shared with you on January 13, th minus the typo that was next.

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General Room: So it's not unusual in these situations that we do get questions around, how do you make staff reductions in a school district? Is it the same as in private industry or a company? And it it is different.

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General Room: There are bargained contracts, there are statutes and law that we do have to follow, and we follow them very carefully. We've worked through a very thoughtful timeline in conversation and agreement with our licensed and classified leaders.

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General Room: So we're working in tandem and with each other. We don't want any surprises on one side or the other, and being as thoughtful as possible, and all conversations

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General Room: that will happen around a reduction will be in person between the supervisor and employee. Sometimes people think of maybe something they saw in a movie or their own experience. This idea there was a pink slip in my box, or something very impersonal, and we just want to assure you, the Board that

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General Room: we do take this incredibly, seriously, and understand

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General Room: how a person may experience and would experience this type of news

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General Room: and what it means for them. And so we're working very closely again with our unions, to make sure that these conversations

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General Room: are handled sensitively and with as clarity and care

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General Room: again with classified staff, we work with them through their bargaining contract. There are components around seniority qualifications, whether a staff is temporary or contract, and all those things carry weight and matter in terms of

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General Room: these types of reductions, and then also with licensed staff, a bargain contract agreements. We've made seniority licensure as well as Oregon statute that also spells out when teachers are reduced, what kind of processes to go through

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General Room: next?

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General Room: So it's March. There's a lot a lot of time between March and

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General Room: May and June, when perhaps the State will determine the budget. And so we're watching very closely. We're monitoring our enrollment.

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General Room: Were

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General Room: advocating at committee meetings. We're getting information out to parents. We're looking especially at legislation. There are a lot of bills on the docket, and whether those will again have unfunded mandates. We're looking at our estimate grant allocations to see if they're coming in higher or lower from the Federal Government or the State.

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General Room: And again, really watching our vendors and contracts, and seeing where we can negotiate.

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General Room: And then, of course, we talked a little bit about capital bond potential in November, and how that would

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General Room: bring relief to a general fund should that pass in November

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General Room: so shifting from funding. But it is kind of connected. I want to just talk a little bit about this information

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General Room: on House Bill 2656, which is the accountability framework.

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General Room: And if you read an article by our governor over the weekend you'd hear this comment of.

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General Room: I'm not sure about more funding for schools. What we need is more accountability or better accountability. And a year ago there was legislation around establishing

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General Room: an accountability advisory committee to take a look at ways that public schools receive funding and are accountable to the funding in terms of outcomes with students, and after so a committee met, was selected and met representing all different agencies, school districts, nonprofits, advocacy, groups. They met for about 7 months.

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General Room: and out of that came this document called the Accountability Framework. And I'm just going to pass down this. All of this is online. But just for you to look at tonight, because I'm just going to reference a couple pieces on this.

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General Room: you know. Sometimes we hear in the community. We just want to keep the district accountable.

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General Room: Just want to assure you, as a board that we have a lot of accountability components already built into the system, whether it's policies or finance, accountability to Gfoa or auditors and ode, whether it's division 22, or data that we send in. And when the Governor

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General Room: received the report from the committee. One of the things she mentioned in her response.

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General Room: which you can also get online.

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General Room: Is that accountability is not about increased reporting or more testing Oregon needs the right level

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General Room: and type of assessments and reporting smarter oversight and reduced administrative burden

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General Room: will help educators to do their best work.

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General Room: So while we're going to see over the next months some new frameworks, some new data systems.

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General Room: these are the the comments I'm going to need to keep reminding that this isn't about more, but about doing it better, with perhaps more transparency, because we have more updated data systems, ways to display that on websites that Ode is really eager to look into

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General Room: tonight. You're going to hear from Dr. Spencer imes

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General Room: about accountability. And one of those documents is our integrated plan

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General Room: and embedded within that integrated plan are several components already mentioned in this accountability framework.

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General Room: like our grants and our funding and the strategies connected to those. And so in this short little excerpt that I sent you, you'll see

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General Room: this same graphic which talks about

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General Room: priorities for student success levers that can be adjusted, and

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General Room: a system of health measurements. Meaning, how are we collecting data in a way that's really informing us about how we're doing? Which was one of your goals this year as a school board

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General Room: is, how do we get data from even our own systems, internal systems around

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General Room: instruction that we're putting in place curriculum. We've adopted decisions. We're making strategies. And how well our students are doing, based on those decisions. So you'll see mentioned in the framework things like the Integrated guidance plan which you'll hear about tonight.

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General Room: you'll see you'll see indicators of longitudinal performance growth targets which you'll hear about tonight surveys

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General Room: that need to go out to staff and students, which we already do and have done this year. Common metrics

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General Room: and then evaluating.

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General Room: do we have the right statewide assessment is smarter balanced. The one we should continue using. What about local assessments?

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General Room: And so I really commend the committee for its broad

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General Room: engagement and feedback that resulted in a framework that I believe, is going to better communicate to legislators, community members, and school districts. How

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General Room: how accountable we are to fund, not just funding, but also strategies that we're implementing.

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General Room: So I know some of you are engaging a lot in the community with coffee talks, whether you're running again for school board or not.

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General Room: and having something like this alongside where someone is saying, how do we hold the district accountable

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General Room: could give you that information that actually, we already are

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General Room: in a number of these ways, and

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General Room: it's going to become and get better. There are ways that the State is looking at, sharpening its tools and again reminding us of the governor's words that it's not about more, but about doing it better.

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General Room: So just wanted to cue you up a little bit for a bigger context of what you're going to be hearing later tonight, as we get into our integrated plan.

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General Room: which is all about accountability to student outcomes and how we've engaged the community, but also the strategies that we've identified to help us do better with students.

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General Room: That's on the homework.

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General Room: Thank you for that, Dr. Ludwig, and

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General Room: that takes us to the consent, agenda. And do I have a motion to approve the consent? Agenda.

341
01:02:13.050 --> 01:02:20.180
General Room: I move we approve the consent, agenda, our second right.

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01:02:20.920 --> 01:02:29.210
General Room: I will pass it to Director Douglas for the vote director, shoemaker.

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01:02:29.520 --> 01:02:37.559
General Room: Hi, director, sloop! Aye, chair, Taylor. Aye, vice chair, Wyatt. Aye, Director Vidal. Aye, thank you.

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General Room: I don't know why I wanted to say Roll, call there, and I said, Vote when we open.

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01:02:43.050 --> 01:02:46.470
General Room: Thank you for the reminder.

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General Room: and this will take us into public comment, and

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01:02:54.480 --> 01:02:58.929
General Room: we only have one speaker for the

348
01:02:59.060 --> 01:03:01.900
General Room: 1st public comment, who is virtual?

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01:03:02.390 --> 01:03:08.979
General Room: And so we will start with Mr. John Mccabe.

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John McCabe: Alright. Thank you.

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01:03:14.150 --> 01:03:18.719
John McCabe: I wish it was a case of credit given to where it was brought up.

352
01:03:19.010 --> 01:03:21.679
John McCabe: because back in the February meeting, I said.

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John McCabe: we're going to lose the whole point 1 8 almost. I thought it was going to be next year. It's already been informed I got from the Department of Education of the 1.8. We're losing everything except $250,000. But my more important thing that you're bringing up for tonight is the Bond summit.

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John McCabe: and the biggest question on the Bond Summit is in the capital projects. There's 20 million dollars.

355
01:03:44.750 --> 01:03:53.810
John McCabe: I think, before a bond summit begins. I think the public should know. The people at the summit should know. How is that 20 million dollars going to be spent?

356
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John McCabe: In other words, why go out for more money if we have 20 million dollars, or in the capital project fund that has not been designated to any project I know I'm not allowed to attend the meeting this year. My daughter didn't win a car again on the prices right like she did in 2019. But things like this need to be known to try to shrink the number.

357
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John McCabe: and possibly one of the ways to shrink the number is to reduce the staff. It's over a million dollars in wage and benefits that we have in capital projects.

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John McCabe: And then, when we look forward to the April meeting, I think budget should be given to everybody. It's going to be given a few days prior to the Oregon department of Revenue. Because of what has happened in the past.

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John McCabe: I can go down there and ask them for it.

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John McCabe: or as a public record, the school district should put it on the website.

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John McCabe: And then, as far as hearing tonight that

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John McCabe: last year 2324, we lost 10 million dollars.

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01:04:58.630 --> 01:05:03.399
John McCabe: We're on track to lose 10 million dollars again in 2425

364
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John McCabe: since we're still heading that way.

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John McCabe: And we know what revenue we have coming in for next year. Next year we're getting 5 million dollars more than we're getting this year from total

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John McCabe: property taxes and from the Oregon Department of Education.

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John McCabe: It. It's really kind of necessary to have transparency.

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John McCabe: And when somebody said I was the one that said that the last meeting I know

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John McCabe: Director Shoemaker nodded his head when I said, we're not going to get any of that 1.8 million, because their ode will just reduce it.

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John McCabe: And I wasn't given credit in this meeting

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John McCabe: that I was the one that did that.

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John McCabe: and it's unfortunate, and I think if you go back to the minutes you'll find I was the one that brought that up that we can't assume that's going to come in, and that is why we're still going to lose 10 million this year. We lost 10 million last year with what we have in the Indian Fund balance right now.

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John McCabe: We will be insolvent at the end of next year.

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John McCabe: We need people that really look at it and go that is not acceptable.

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John McCabe: and if anything, start cutting some of these costs

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John McCabe: as as much as we can in the remaining portion of this year.

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John McCabe: so there's there's at least something left for next year.

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General Room: Thank you, John.

379
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General Room: and we only have anyone else who was

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01:06:38.640 --> 01:06:44.870
General Room: maybe miss the sign up sheet for the 1st session, who wanted to say something.

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General Room: Okay, we'll only have one speaker for the second public comment

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General Room: session. So, Dean, would you like to go on the 1st session?

383
01:06:57.390 --> 01:06:59.980
General Room: You would like to go on the second. Do you wanna wait? Okay.

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General Room: and we'll put you on the second.

385
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General Room: and I will give a quick commercial, because, I may not be here for the second session, so you may be

386
01:07:11.120 --> 01:07:12.460
General Room: taking that.

387
01:07:12.913 --> 01:07:18.790
General Room: I have a flight to catch this evening, so I'll be coming. Leaving this board meeting Tad early. Possibly. So

388
01:07:18.980 --> 01:07:19.690
General Room: all right.

389
01:07:19.840 --> 01:07:20.819
General Room: Moving on.

390
01:07:23.530 --> 01:07:25.610
General Room: All right. That gets us in the board business.

391
01:07:29.150 --> 01:07:30.290
General Room: Mr. Mcguff.

392
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General Room: Good evening. We have a couple of items tonight for operations. The 1st one is our quarterly report.

393
01:07:47.260 --> 01:07:49.745
General Room: Before I turn this over to

394
01:07:50.710 --> 01:07:56.059
General Room: Mr. Douglas, I'd like to give you a brief update on the status of Frog Pond.

395
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General Room: we have heard from Zurich the Bonding Company. They have selected a general contractor that is agreeable to the district.

396
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General Room: We are working on the final contract. Language for that.

397
01:08:15.730 --> 01:08:24.454
General Room: We would expect to see activities start to ramp up a little bit next week, but quite a bit of activity.

398
01:08:25.340 --> 01:08:27.049
General Room: by about spring break.

399
01:08:27.470 --> 01:08:36.719
General Room: and most of the subcontractors that were on the project, to begin with, have been retained. So that's good news.

400
01:08:37.531 --> 01:08:45.240
General Room: But we are working through those details, and I would expect progress to resume here shortly.

401
01:08:45.420 --> 01:08:51.450
General Room: So with that, I'm going to turn this over for the Quarterly report to Remo.

402
01:08:56.100 --> 01:09:01.760
General Room: Good evening board. You've all received the quarterly report from the 4th quarter of 2024.

403
01:09:01.880 --> 01:09:15.990
General Room: You'll notice that our spending rate has been somewhat slower the last 2 quarters. Of course, the the issues with those 2 large contracts the Board's well aware of resulted in less work, and thus less billing.

404
01:09:16.310 --> 01:09:28.030
General Room: Mr. Mcguff described the process on the Frog Pond project. Of late the 80 Creek Middle School Project is on the same track but a little behind.

405
01:09:28.130 --> 01:09:33.570
General Room: so currently that construction contract has been terminated.

406
01:09:33.740 --> 01:09:46.479
General Room: and we are working with the surety to determine a path forward. We expect them to propose that path forward in the next week or so, and we'll begin working with them on the same sort of contractual

407
01:09:47.649 --> 01:09:51.389
General Room: agreements to get that project completed as well.

408
01:09:53.640 --> 01:10:00.140
General Room: One item of note when you're looking at that summary page with the colorful bars there.

409
01:10:00.390 --> 01:10:12.029
General Room: when you look at the current commitments column of the table there. I just wanted to clarify. Briefly, you see, current budget. That's the total funds currently available

410
01:10:12.240 --> 01:10:17.679
General Room: and current commitments are the con. The amount of contracts in place.

411
01:10:18.340 --> 01:10:32.579
General Room: That there is a delta. There does not mean that the funds are not allocated, or that they don't have a purpose. It simply means that there's not a contract in place today that those funds are committed. It's a term our software uses.

412
01:10:32.730 --> 01:11:01.660
General Room: And so just to assure the board there are plans for all of the funds outstanding on the bond program. We are in a little bit of a holding pattern at the moment, as we work through some of these big contractual and legal issues with sureties. Want to make sure that we're preserving all rights of the district under all of those processes. And so we are in a bit of a pause on some other things while we wait for that to play out hopefully the next few weeks here are going to tell us a lot about how that goes.

413
01:11:02.323 --> 01:11:16.139
General Room: But, as Mr. Mcguff noticed, Surety is doing great work as a partner with us in getting around to getting those projects back up and running, getting people out on the site, getting the work completed.

414
01:11:16.540 --> 01:11:24.609
General Room: The other small works from last summer are complete. There's a few pieces of paper flying back and forth, but apart from that, those are complete.

415
01:11:24.910 --> 01:11:33.160
General Room: so don't want to. I know the board's got a lot on its plate, so I won't take any longer than that unless there are any questions that the Board may have.

416
01:11:36.040 --> 01:11:41.459
General Room: All right. Any questions. Director sloop.

417
01:11:44.150 --> 01:11:49.949
General Room: This is just more of a clarification. When I was looking through this showing that frog pond is opening.

418
01:11:50.130 --> 01:11:56.619
General Room: not this next fall, but 2026, 26. Okay.

419
01:11:57.040 --> 01:12:04.640
General Room: that is correct. That was a a board decision, right? When the termination of that contract happened. Staff

420
01:12:04.780 --> 01:12:34.430
General Room: could not, and today cannot say with absolute certainty that the building would be ready in time for students, and it would, of course, be a major disruption to go through the process of boundary changes, reallocating staff and families, doing all of that work. You can't do all of that on a guess of whether or not the school could be ready. There's a great deal of work yet to go as great as everything has been going in this process of recovering from that termination.

421
01:12:34.580 --> 01:12:38.630
General Room: There is not certainty today that everything will fall into place.

422
01:12:40.330 --> 01:12:42.260
General Room: Thank you. Any other questions.

423
01:12:43.820 --> 01:12:45.830
General Room: Thank you. Remo, yeah. Appreciate you

424
01:12:50.460 --> 01:12:58.606
General Room: and part 2 we have before you tonight. Policy updates 3 different

425
01:12:59.280 --> 01:13:11.580
General Room: actually parts. To this it is proposed by board policy, Ebca and Ebc that will replace the current

426
01:13:11.950 --> 01:13:16.000
General Room: Ebc slash Ebca.

427
01:13:16.520 --> 01:13:23.149
General Room: The old policy describes the requirements for a district's Emergency Operations Plan.

428
01:13:23.790 --> 01:13:33.730
General Room: The new policy. Ebca specifically addresses communications to parents, guardians, and guardians of students.

429
01:13:33.950 --> 01:13:45.390
General Room: The policy requires communications as expediently as possible, but not later than 24 h after the initiation of a safety threat.

430
01:13:46.850 --> 01:13:49.969
General Room: The second Ebc policy

431
01:13:50.170 --> 01:13:59.580
General Room: adds language that requires the district, all district buildings and vehicles to be equipped with appropriate 1st aid supplies and equipment.

432
01:14:00.050 --> 01:14:10.219
General Room: It also specifies that each school have at least one staff member with a current 1st aid. Cpr. Aed card

433
01:14:10.340 --> 01:14:12.750
General Room: for every 60 students.

434
01:14:13.510 --> 01:14:21.939
General Room: and that requirement also extends to school sponsored events, such as basketball football games, track meets

435
01:14:23.580 --> 01:14:39.190
General Room: policy. EBCB. Will have some language changes in it that reflect the changes in terminology, for instance, using the term secure, but instead of instead of lock out.

436
01:14:39.750 --> 01:14:50.780
General Room: But there are 2 changes that are identified in this, and there they may seem minor, but it brings us in alignment with a lot of other things.

437
01:14:51.330 --> 01:14:55.270
General Room: It does specify 2 safety threat

438
01:14:55.420 --> 01:14:58.629
General Room: and 2 earthquake drills every year.

439
01:14:59.580 --> 01:15:13.340
General Room: and it also specifies that during those drills the district's communication strategy be explained, following the safety threat action.

440
01:15:14.380 --> 01:15:36.109
General Room: The other change is that it specifically says we have to have our 1st evacuation drill within 10 days of the beginning of the school year that's in alignment, actually with current local fire code requirements. The fire marshal has always mandated that we do that within 10 days. But now it's being

441
01:15:36.740 --> 01:15:39.650
General Room: enacted at the state level.

442
01:15:40.610 --> 01:15:49.090
General Room: So those are really all of the changes related to the safety board policies.

443
01:15:49.320 --> 01:15:51.809
General Room: Happy to answer any questions. You may have.

444
01:15:56.500 --> 01:16:01.230
General Room: I'll start with Director Shoemaker any questions. No, director, sloop.

445
01:16:02.640 --> 01:16:03.470
General Room: Yep.

446
01:16:06.890 --> 01:16:10.209
General Room: I just have one regarding the Evca

447
01:16:15.890 --> 01:16:27.259
General Room: and I didn't see like a safety threat one before. Is there anything about notifying the board in all of this, since many people reach out to board members asking what happened

448
01:16:28.040 --> 01:16:30.159
General Room: so like for notification?

449
01:16:30.260 --> 01:16:34.770
General Room: Or does it just go out to the families?

450
01:16:35.670 --> 01:16:37.030
General Room: Well, I

451
01:16:37.530 --> 01:16:51.650
General Room: this is in alignment with state requirements and ode requirements. We certainly can go beyond that. But this the policy is to align with state requirements

452
01:16:56.030 --> 01:17:04.200
General Room: anything else. There was a House Bill, 3,584 that legislated the language that you see here.

453
01:17:04.360 --> 01:17:09.709
General Room: And so it didn't specifically say School Board. But I think if we

454
01:17:10.120 --> 01:17:17.920
General Room: go above and beyond that, which is what Mr. Mcguff is saying. We and you're on our listserv. You're getting that information.

455
01:17:18.333 --> 01:17:20.880
General Room: Then board members would be a part of that.

456
01:17:22.880 --> 01:17:23.610
General Room: Okay?

457
01:17:24.600 --> 01:17:26.939
General Room: Any other questions join a motion.

458
01:17:27.580 --> 01:17:31.560
General Room: if that's it for questions. Yep.

459
01:17:32.717 --> 01:17:43.710
General Room: I have a question on Ebcb. Under safety threats. It says at least 2 drills on safety threats shall be conducted each year.

460
01:17:43.970 --> 01:17:49.260
General Room: How many drills do we have per year already?

461
01:17:49.770 --> 01:17:58.230
General Room: We only have one. Okay, so we'll be okay. Sorry. We're adding, adding one other one. Okay, in alignment. Okay, thank you so much. That's it.

462
01:18:00.400 --> 01:18:04.070
General Room: All right. I don't have any questions. So do we have a motion?

463
01:18:05.550 --> 01:18:16.740
General Room: I move to adopt policy. Ebca, Ebcb. Ebc. And delete policy. Ebc slash Ebca as presented.

464
01:18:17.640 --> 01:18:20.563
General Room: Second, all right.

465
01:18:21.510 --> 01:18:29.969
General Room: any further questions or discussions. No, all right, Director Douglas, please call the vote. Thank you, director, shoemaker. Aye, director, sloop. Aye.

466
01:18:30.340 --> 01:18:33.180
General Room: chair, Taylor. Aye, vice chair, Wyatt.

467
01:18:33.660 --> 01:18:36.480
General Room: Director Vidal. Aye, thank you. Thank you.

468
01:18:36.950 --> 01:18:38.760
General Room: Thank you, Pat.

469
01:18:43.620 --> 01:18:44.650
General Room: all right.

470
01:18:45.190 --> 01:18:50.270
General Room: That'll take us into the Department of Teaching and Learning, Dr. Spencer Iams.

471
01:18:50.680 --> 01:18:52.180
General Room: Hi, hi!

472
01:18:53.620 --> 01:19:09.370
General Room: Well, thank you so much. Just we thought it would be a good segue to go from the policy work that Mr. Mcguff just presented to bring you up to date on a proposed policy update to Ikf

473
01:19:09.520 --> 01:19:37.400
General Room: and the deletion of board policy, Ikfa and these both have to do with graduation requirements. So there were several things that brought us to adopting, adapting and revising these policies. A couple were some just language, update recommendations, things like the term homeless, using the term houseless. Some were

474
01:19:37.920 --> 01:19:59.489
General Room: Oregon State Board of Education, adopting more specific language around the social studies requirements. So that is updated in here as well. It didn't change the number of social studies classes that or credits that a student needs to take for a diploma, but it clarifies a little bit what's constituted within those credits?

475
01:20:00.545 --> 01:20:01.330
General Room: The

476
01:20:01.470 --> 01:20:21.680
General Room: more substantial changes come from 2 House Bill, or one Senate Bill and one House Bill. So Senate Bill 3 is legislation that requires Oregon diploma to include a half credit course in personal finance for every student to graduate

477
01:20:21.800 --> 01:20:28.499
General Room: and a half credit course in higher education and career path planning skills.

478
01:20:28.610 --> 01:20:56.660
General Room: We felt very ahead of the game on this, because this is a big portion of the life class that we have built and already embedded in the work that we're doing with our students. So students that are in our schools for all 4 years, will easily hit those requirements and not really feel the difference, but will meet those requirements of very important personal financial literacy

479
01:20:56.770 --> 01:20:58.390
General Room: and planning skills.

480
01:20:59.090 --> 01:21:09.239
General Room: The other House Bill 4,131. And I want to give a shout out to Brittany Drake, who's here. Who's our Ib coordinator at Riverside High School

481
01:21:09.280 --> 01:21:23.919
General Room: is a fantastic opportunity that the State passed to allow us, in recognition of the rigor and comprehensiveness of the International Baccalaureate program.

482
01:21:23.950 --> 01:21:43.390
General Room: and that when a student fulfills that entire program, especially for the Ib full diploma that can take up all of the time that they have for their classes, and they may not be able to reach every part of the Oregon specific requirements.

483
01:21:43.450 --> 01:22:02.330
General Room: So what this bill allows boards to do is to choose to if they want to add a part of their graduation requirements. Policy that says, if you fulfill the Ib diploma, you will have fulfilled everything for our diploma as well.

484
01:22:02.450 --> 01:22:12.190
General Room: There's a little caveat that they still need, that personal finance and that career planning. And we have ways to to meet that that we've worked on with Riverside as well.

485
01:22:12.420 --> 01:22:18.129
General Room: So those are the primary parts that we wanted to bring forward and

486
01:22:18.330 --> 01:22:40.739
General Room: policy. Ikfa was an older policy around early graduation opportunities that now we just no longer need that, because in the language of our current ikf, it already talks about, there's a pathway. If a student wanted to complete their requirements early. So it's just an unnecessary additional policy.

487
01:22:40.880 --> 01:22:44.209
General Room: So that's why we are presenting to you this evening

488
01:22:50.780 --> 01:22:54.719
General Room: any questions, Director sloop.

489
01:22:55.420 --> 01:22:56.020
General Room: Well,

490
01:22:59.170 --> 01:23:03.320
General Room: Regarding the certificate of attendance, what?

491
01:23:04.250 --> 01:23:33.060
General Room: What? What is I mean? I can read what it says, but I don't understand what this is for. Yeah, thank you. That is confusing. And we the the guidance in the State of Oregon has sort of gone back and forth, about which terminology, to use alternative certificate or certificate of attendance. This is an extremely rare event in Western Wilsonville almost never happens where a student wouldn't be working towards

492
01:23:33.210 --> 01:23:38.730
General Room: a standard diploma, a Westland Wilsonville standard diploma, which is more rigorous.

493
01:23:39.080 --> 01:23:54.850
General Room: an Oregon diploma that's standard, a modified diploma, or at a minimum an extended diploma which is a 12 credit diploma contemplated for students with more significant support needs within the special education eligibility process.

494
01:23:55.854 --> 01:24:04.069
General Room: A certificate of attendance may occur if someone moved into the district with,

495
01:24:06.300 --> 01:24:15.299
General Room: a significant, maybe a significant challenge. And they aren't going to have an up. Maybe they moved in at 17 and a half.

496
01:24:15.390 --> 01:24:33.520
General Room: and so that they may not have an opportunity to earn a diploma with us, but we want to congratulate them for finishing the year. Well, that might be a kind of an example again very rare, very unusual. I can't remember the last time we did a certificate of attendance.

497
01:24:33.550 --> 01:24:48.539
General Room: but it kind of just holds that space. This law makes it or this policy makes it very clear. It's not a diploma. You can't say that you've earned a diploma, but it's a way that if a student, maybe they really struggled

498
01:24:48.820 --> 01:25:07.330
General Room: and we're in treatment for several years, and then they come back and they're wanting to finish strong with their peers. Maybe they really haven't been able to finish all those diploma requirements, and they're gonna do something else at community college in the future. But we can still celebrate that they came back and tried to finish strong.

499
01:25:10.660 --> 01:25:16.850
General Room: I might add, it also recognizes at some level where they did attend high school.

500
01:25:17.330 --> 01:25:27.159
General Room: so that if in the future they had to report that they had attended a certain high school, whatever the completion was, something would be on record that that was the high school. They attended

501
01:25:29.860 --> 01:25:31.089
General Room: any other questions.

502
01:25:34.300 --> 01:25:35.580
General Room: Do we have a motion?

503
01:25:36.310 --> 01:25:45.060
General Room: I move to adopt the revisions to policy. Ikf as presented, and delete policy. Ikfa I second.

504
01:25:47.320 --> 01:25:49.159
General Room: Director Douglas, will you call the vote, please?

505
01:25:49.300 --> 01:25:59.530
General Room: Thank you. Director, shoemaker. Aye, director, sloop. Aye, chair, Taylor. Aye, vice chair. Wyatt director, vidal aye, thank you.

506
01:25:59.910 --> 01:26:09.960
General Room: I want to thank you. We have a couple of students at Riverside who were very nervous about how they were going to possibly fit in everything, and thought they might have to take

507
01:26:10.060 --> 01:26:20.160
General Room: classes somewhere else over the summer, or something to be able to finish and do the full ib. Diploma. So now this will really support those students in finishing strong

508
01:26:23.980 --> 01:26:41.460
General Room: and and thank you, Brittany, for all of your work is Nick Chapin still here. So I'm here earlier, but the tremendous amount of work your team has done to get Ib qualification for Riverside and to just launch this program. So thank you.

509
01:26:45.440 --> 01:26:46.270
General Room: All right.

510
01:26:47.630 --> 01:26:52.629
General Room: I believe we still have it in your hands. Okay, Dr. Spencer Adams.

511
01:26:53.610 --> 01:27:00.620
General Room: thank you so much. We have some slides, all right.

512
01:27:03.770 --> 01:27:10.440
General Room: So I'm very excited to connect with you today and thinking about as

513
01:27:10.840 --> 01:27:20.840
General Room: Dr. Ludwig was sharing earlier about accountability. And I was thinking about that word and different ways that we use that.

514
01:27:20.970 --> 01:27:45.730
General Room: And there's an accountability in being accountable to our constituents, to our State government. What is often the strongest motivator for us is our internal accountability? Are we reaching the goals that we've set? And how do we know? So what's interesting in this plan is we're going to try to make sense of both of those

515
01:27:45.880 --> 01:27:50.620
General Room: at the same time. So thank you for digging in with us tonight.

516
01:27:51.500 --> 01:27:54.180
General Room: and we're going to go ahead to the next slide.

517
01:27:54.560 --> 01:28:19.759
General Room: because this is a little complex. I wanted to give an outline of what we're going to go into together. 1st of all, you were sent. The plan to get. Let you get an overview ahead of time. If that was supportive to you and your learning, we're going to do some understanding around background of the plan. We're going to talk about our engagement and needs assessment process.

518
01:28:20.020 --> 01:28:34.810
General Room: And then we're going to do an activity where we try to connect some of the dots with a couple of examples of plans, strategies, data investments. How are those coming together in a particular context?

519
01:28:35.080 --> 01:28:41.279
General Room: And then we'll finish up talking a little bit about our strategies and investments and outcomes for the future.

520
01:28:45.680 --> 01:29:10.880
General Room: We feel our mission deeply every day. Our commitment is to each and every child and every student as a learning organization, we are constantly engaging, reflecting, improving. Dr. Ludwig helped us start the year with thinking about the concept of rise and run. That idea of. We take action, and then we step back and reflect, and see how are those actions moving forward?

521
01:29:10.880 --> 01:29:24.999
General Room: We bring that equity lens to thinking about, ensuring that all students are benefiting, not just looking at one statistic and saying, Oh, our graduation rate's high. So we're happy. How's that really playing out for all students.

522
01:29:25.160 --> 01:29:29.980
General Room: And we think about ways that we're supporting students in

523
01:29:30.110 --> 01:29:42.269
General Room: their learning, their sense of belonging and their exploring, of who they are and how they exist within the world, guided by our mission question, which has stayed the same for so many years.

524
01:29:45.610 --> 01:29:54.719
General Room: So the Board and district together think deeply about the board goals, the district goals that are here.

525
01:29:54.840 --> 01:30:03.480
General Room: and that idea of growing student achievement through those high leverage, instructional and engagement strategies

526
01:30:03.650 --> 01:30:26.039
General Room: and thinking about eliminating opportunity gaps for students that can result in achievement gaps. We think about this in many areas, not only the couple that I've listed there, but those are some of the key ones that we're focusing in on. Now, Literacy, how are our investments and

527
01:30:26.050 --> 01:30:36.169
General Room: gaps being closed for all students when we think about belonging one way to look at that is, through attendance. And then also thinking about our graduation data.

528
01:30:36.750 --> 01:30:46.749
General Room: just a couple of big buckets that we are constantly thinking about as a district when we monitor our own accountability, are we achieving our mission?

529
01:30:48.200 --> 01:30:55.190
General Room: And then we get to layer in Oregon's

530
01:30:55.420 --> 01:31:06.830
General Room: thinking about aligning different initiatives. And this is coming together in this integrated guidance, which we have a

531
01:31:07.570 --> 01:31:35.490
General Room: about 170 page document of directions for the integrated plan that helps provide us some guidance with this, which sometimes can be a little overwhelming. But one of the things that's helpful is to think about what are the common elements or common goals of these different plans. So we're really in all of the plans we're thinking about. How do we engage our community in this?

532
01:31:35.490 --> 01:31:51.480
General Room: How are we thinking about equity in this and that those elements really are the same throughout these different initiatives? You notice, we say initiatives because those things on there things like everyday matters.

533
01:31:51.480 --> 01:32:08.599
General Room: That's an initiative around attendance. It doesn't come with any funding particularly, but it does come with some ideas about things that are good for schools to be doing, and some resource sharing sometimes, which can be helpful. Other ones are actually funded. Mandates.

534
01:32:08.700 --> 01:32:22.059
General Room: Top one is that we are. There's an expectation from the State that we are engaged in continuous improvement. Planning? Yes, we absolutely are. That is our expectation for ourselves, that internal accountability as well.

535
01:32:22.500 --> 01:32:28.310
General Room: You can see the common goals and elements listed there.

536
01:32:28.480 --> 01:32:30.770
General Room: and we're going to go on to the next slide.

537
01:32:32.400 --> 01:32:40.219
General Room: So, as I was saying, and as Director sloop mentioned earlier. Some of these initiatives come with funding

538
01:32:40.320 --> 01:33:07.610
General Room: tied to them. The biggest ones are the student investment account, which you get a separate board report on in the fall, as you might remember, the High School Success Act, which was 1st known as Measure 98, a ballot measure that supports focus on high school graduation rates, increasing of career and technical education classes and college and career readiness

539
01:33:08.190 --> 01:33:23.039
General Room: and then very exciting, that now the early literacy success, grant is also moving in to be part of the integrated grants rather than a separate grant as it came up last year

540
01:33:23.320 --> 01:33:41.099
General Room: in the little boxes. You'll see there are a couple there are is a little bit of money that comes through Perkins funds and the Eiis Grant. It's such a small amount that we're not really going to talk about it tonight. But if you're ever interested I'll be happy to fill you in.

541
01:33:44.530 --> 01:33:53.299
General Room: to give, just to remind ourselves and to give our community that's watching some context.

542
01:33:54.110 --> 01:34:03.319
General Room: This, those are the grant amounts that Westland Wilsonville received in those 3 Grant areas last year. So

543
01:34:04.330 --> 01:34:19.040
General Room: 808 million dollars a little over almost to 9 in Sia you can see about 2 and a half for high school success and 600,000 for that early literacy.

544
01:34:19.640 --> 01:34:27.489
General Room: It's incredibly important to understand that these grants exist within the context

545
01:34:27.590 --> 01:34:32.836
General Room: of our overall funding structure. So when we have

546
01:34:33.620 --> 01:34:44.249
General Room: the kind of deficits that we're talking about right now in our State School Fund. We are incredibly grateful to have these other funds, but they.

547
01:34:45.130 --> 01:35:10.290
General Room: the ways we can invest these funds has to be mindful of what's happening in the system overall. So, and right now we have estimates of allocations for next year for these funds, but that's what they are. They're estimates, and there have been times where they have gone up or down in different ways that can really affect our budget planning

548
01:35:14.680 --> 01:35:18.260
General Room: in that spirit of accountability.

549
01:35:18.680 --> 01:35:36.680
General Room: You may remember from the last time we did this integrated plan, that the targets that we're working towards in terms of student outcomes. There's a process where we co-create those targets with the Oregon Department of education.

550
01:35:36.790 --> 01:35:49.880
General Room: But really they're pretty well baked in that. These are the main targets. You're going to look at graduation rates, both four-year and five-year cohorts.

551
01:35:50.080 --> 01:36:05.979
General Room: The concept of 9th grade on track rates, meaning by the end of the 9th grade year has the student earned enough credits that if they keep going in that pace that they're on track to graduate at the end of their senior year.

552
01:36:06.580 --> 01:36:24.850
General Room: attendance rates and 3rd grade reading. There is some conversation in the accountability structures that Kathy or Dr. Ludwig was just talking about, about adding some additional points of potentially mathematics in middle school and some other

553
01:36:25.030 --> 01:36:32.149
General Room: Lpgts as well. But these are our current Lpgts.

554
01:36:34.410 --> 01:36:37.379
General Room: So I wanted to pause there

555
01:36:37.580 --> 01:36:43.140
General Room: and to see if you have any questions before we keep going any questions.

556
01:36:44.790 --> 01:36:48.669
General Room: No, all right, continue. Let's rock on.

557
01:36:51.020 --> 01:36:58.480
General Room: Okay. So now we're going to move into that second component, our engagement and needs assessment process.

558
01:36:59.980 --> 01:37:00.940
General Room: So

559
01:37:02.210 --> 01:37:29.329
General Room: the 1st year that we did an integrated plan, several of us collaborated together and said, My goodness, we need to do some reach out and engage our community specifically for this plan. What was really exciting for us when we got together in the fall and started saying, Okay, this plan is coming up. What do we need to do to prepare? Was, we realized, we have a lot of engagement structures in place that can inform this plan.

560
01:37:29.330 --> 01:37:44.170
General Room: and that's a good sign. Because, again, with our own internal accountability, we want to be constantly hearing from our community our constituents. We want to have structures for engagement where we hear frequently.

561
01:37:44.170 --> 01:38:06.589
General Room: and we want those to be varied. So some of them are wide open structures. When we have information from things like a community budget survey that anyone can respond to. And that's an important way to gather information. Other structures are things like regular input structures that are ongoing. For example.

562
01:38:07.290 --> 01:38:21.940
General Room: Ms Brigsby runs the parent Special Education Collaboration Group, which is an ongoing structure where we're really focusing on the needs and input, of families of children who experience disability.

563
01:38:22.399 --> 01:38:38.369
General Room: It's a great structure that's ongoing. The Educational Equity Advisory Council is an important structure for ongoing input. About, how are things going in our schools. What do we need to adjust? What perspectives are we hearing or not hearing?

564
01:38:39.730 --> 01:38:42.230
General Room: We did do some specific

565
01:38:42.450 --> 01:39:09.640
General Room: focal group outreach specifically for this as we looked at some voices we hadn't heard. One was a native American family survey which we have never had. That group in this district where we've gotten their input specifically before. So that was exciting to us. It's small, but it's important to to listen to the perspectives of folks who are experiencing different things in our district.

566
01:39:10.486 --> 01:39:15.130
General Room: Another specific group was students

567
01:39:15.280 --> 01:39:28.460
General Room: who were transitioning from 8th grade to 9th grade. We've heard transitions is an important process of a lot of people in our community. So this was a group of students who had been

568
01:39:28.590 --> 01:39:45.859
General Room: noted by their 8th grade team that they might need some extra support to feel successful and ready for high school. So to have a great experience in that summer between 8th and 9th grade year is called our bridging Pathways program that has

569
01:39:45.860 --> 01:40:01.969
General Room: had a number of different iterations in our district. But it's always focused on. How do you really accelerate students to have that positive experience in high school. So we had some focal outreach to those students to hear their experiences as well.

570
01:40:02.820 --> 01:40:03.530
General Room: The

571
01:40:04.800 --> 01:40:19.149
General Room: Esd works with us also to gather some input in a consortium methodology. So this year they engaged with, there's a program called Ctech.

572
01:40:19.410 --> 01:40:30.710
General Room: which reaches out to to youth who have become disengaged from school, so they may be youth that we're not even aware of, but they still are living within our community.

573
01:40:30.710 --> 01:40:43.270
General Room: And so this is a group reaching out to them and finding out more about what worked for them in school, what didn't work for them in school, what could work to re-engage them. So that's an example of

574
01:40:43.270 --> 01:41:01.810
General Room: some input we have already received from that consortium. We're excited about 2 others that haven't come in yet. So we weren't able to include them in this needs assessment. But again, we want the feedback anyway, right? We will continue to use it. And that is youth that may be involved with the juvenile department

575
01:41:01.810 --> 01:41:13.120
General Room: and migrant families that qualify for migrant family services. So we are excited to get that, input we will use it, even though it may not, it may have been too late to include in this particular plan.

576
01:41:16.510 --> 01:41:39.279
General Room: So when you gather a whole bunch of information from lots and lots of different groups and and folks. The challenge is, how how do you make sense of that? And who's going to do that sense making and try to bring forward what we heard in all of those community engagement activities.

577
01:41:40.203 --> 01:41:49.830
General Room: There are some examples in your tabs here. You'll see community engagement artifacts. So we have some of those artifacts there if you wanted to look at those.

578
01:41:50.280 --> 01:41:52.460
General Room: So we

579
01:41:52.820 --> 01:42:01.660
General Room: worked with our leadership forum structure and then added to it. So within our leadership forum structure. We already have

580
01:42:01.710 --> 01:42:05.139
General Room: teacher leaders that are involved in that.

581
01:42:05.170 --> 01:42:31.889
General Room: We have building administrators, we have program administrators. We have folks from operations from the district office, and then we added to that our association leadership. So Jared, who was here tonight, was part of this as well as a couple other folks from the Classified Association and a couple of other leaders from the Licensed Association.

582
01:42:33.280 --> 01:42:38.379
General Room: Having a fairly representative group. Then we spent

583
01:42:38.550 --> 01:42:48.900
General Room: a pretty intensive afternoon going through this process. So they were in heterogeneous groups.

584
01:42:49.420 --> 01:42:56.429
General Room: and each group had a couple of the community engagement artifacts assigned to them.

585
01:42:56.550 --> 01:43:13.210
General Room: so they might have had that native American survey and the Budget survey, or the eaac information, and the information from the Cte listening session that you held as a board. So they had a couple of different community artifacts.

586
01:43:14.150 --> 01:43:22.809
General Room: Those weren't good pairings I gave you because we tried to pair things that were more likely to go together in themes, so you can rearrange those in your head to make them make more sense.

587
01:43:23.940 --> 01:43:48.470
General Room: So they, as a group, looked at those artifacts, and then they did some discussion and some note taking, what are we hearing from these voices? What is being elevated about? What's working in schools? What's being elevated about what's missing, what we think should be improved from our perspective. So they recorded what they heard as themes from each one of those artifacts.

588
01:43:48.990 --> 01:43:54.380
General Room: and then they moved into looking at

589
01:43:55.690 --> 01:44:04.959
General Room: grant strategies that related to that topic. So if it was, were art, if they were artifacts primarily around high school.

590
01:44:05.150 --> 01:44:21.639
General Room: then they probably looked at the High School success, grant strategies and said, Here's the family is saying transitions. I see we're doing this for transitions that feels like a good match that we're addressing this, or they might have said.

591
01:44:22.620 --> 01:44:45.310
General Room: it looks like this family is really advocating for a kind of academic support that I don't see us supporting here. So that is maybe missing right now. So they tried to match up what's being heard. Another example was artifacts from the literacy. Many different community input opportunities on literacy.

592
01:44:45.970 --> 01:45:04.969
General Room: We heard a lot of from our community about what they felt should be in place around literacy and taking that and being able to bring that early literacy grant alongside it and saying, Are we hearing what the community raised reflected in the strategies that we are currently engaging in.

593
01:45:06.670 --> 01:45:14.779
General Room: and then they took it one step further and gathered some data to say.

594
01:45:14.970 --> 01:45:21.610
General Room: what kinds of student outcome data are we seeing related to this same strand or topic.

595
01:45:21.740 --> 01:45:27.630
General Room: and it included those, certainly those Lpgts

596
01:45:27.940 --> 01:45:57.299
General Room: that I mentioned before, but also a bunch of other data that they could get their hands on. So. Yes, the 3rd grade reading, for sure. That's that state required one, but also some information about some of the internal assessments we've used from Aimsweb or from map data, or when we're talking about high school success. Yes, graduation rates. Yes, on track. But also cte participation rates, data, things like that.

597
01:45:58.540 --> 01:46:00.020
General Room: And then

598
01:46:00.460 --> 01:46:11.139
General Room: they did sort of a holistic step back and saying, Okay, now, we've looked at community input, we've looked at current grant strategies. We've looked at some student outcome data.

599
01:46:11.330 --> 01:46:15.019
General Room: What do we think might need to be updated in our planning?

600
01:46:19.340 --> 01:46:22.070
General Room: And all of this was done

601
01:46:22.410 --> 01:46:40.169
General Room: with centering ourselves 1st in our district's equity guiding questions. So as we ask these questions about voices being raised student outcomes, how are we really thinking about making sure our schools are working for all students, and that we're not

602
01:46:40.580 --> 01:46:47.959
General Room: missing or not considering the outcomes or perspectives of any of students who may have been historically underserved.

603
01:46:52.010 --> 01:46:58.310
General Room: So through that process we did see some common themes.

604
01:46:58.500 --> 01:47:11.510
General Room: So across those 9 heterogeneous groups that looked at those community engagement artifacts, there were some themes that were common across them. Those connections with adults really matter

605
01:47:12.340 --> 01:47:29.559
General Room: kindergarten through 12th grade. Positive peer relationships really make a difference. Strong instructional practices. We need to be in place teacher learning the opportunity for interactive and hands-on learning for students

606
01:47:29.600 --> 01:47:53.929
General Room: a clear plan and use of assessments to inform what students need. Sorry for the typo there, and continuing to value, reasonable class sizes and caseloads to support both academic growth. And there was a real theme around mental health there as well, representation really mattering and strong parent and community partnerships really making a difference.

607
01:47:54.460 --> 01:48:06.419
General Room: I want to pause and just thank Maria Horton and Andrew Kilstrom and Laura Nappy, who really helped organize a lot of this process. So thank you very much.

608
01:48:07.240 --> 01:48:11.420
General Room: So, taking those community engagement themes.

609
01:48:16.670 --> 01:48:17.740
General Room: And

610
01:48:19.090 --> 01:48:32.059
General Room: as a reminder they were, think they each looked at the different strategies that we currently have in place. So with high school success, we are investing in dropout prevention.

611
01:48:32.770 --> 01:48:36.189
General Room: and that includes work with our 9th graders

612
01:48:36.820 --> 01:48:42.559
General Room: really supporting that on track work in many different ways and

613
01:48:42.740 --> 01:48:53.619
General Room: some support with what we call our creative engagement specialists. Those so 9th that 9th grade work is more preventative catch support students early.

614
01:48:53.780 --> 01:49:18.900
General Room: But there are still going to be some students who may need continued support in that 10, th 11, th and 12th grade, and our creative engagement specialists really work on individualizing needs and strategies to support kids moving forward that way, that college and career we've been investing in Cte programs Ap and Ib

615
01:49:19.450 --> 01:49:31.540
General Room: teachers as well, and then supporting folks in those pathways. We've been using some of those Grant funds for school counselors who really deeply work on that planning for students

616
01:49:35.930 --> 01:49:44.320
General Room: as a reminder in the Sia Grant, we've been thinking of the focus of the Sia Grant is specifically to meet

617
01:49:44.360 --> 01:50:03.959
General Room: behavioral and mental health needs and to reduce academic disparities. So you can see the strategies here really align. With that, some are very specifically mental health based with our social workers or mental health specialists, school counselors, school psychologists and nurses. So we've been, that's the investment we've been making there?

618
01:50:04.340 --> 01:50:22.240
General Room: For academic achievement. We've been thinking about, how do we meet the needs of all students? So we've been investing in some of our eld specialists, some of our learning specialists, some instructional coordinators, and also some general education classroom teachers to try to reduce class sizes.

619
01:50:22.920 --> 01:50:44.770
General Room: We've been investing in a data dashboard and tool that helps us get those touch points that panorama tool on both some mental health and intervention systems and dashboards that really are giving principals. In the moment I can look and see who might need some help right away. Who's doing great?

620
01:50:45.330 --> 01:51:11.780
General Room: Also the really connecting with offering an opportunity for kids who need to learn in a different fashion. We are still supporting that in our high schools, you know. At 1 point we had Wkoa, K. 12. As we came back from the pandemic, the need really reduced in the younger grades. But it's a strong, vibrant program at the high school, and there are a lot of reasons that students access that program.

621
01:51:12.340 --> 01:51:36.999
General Room: And then, of course, our amazing Family Empowerment Center, which has really tipped the scales in connecting with families with a lot of events in Spanish. A lot of invitation. Also Mckinney-vento work so many things that our Fec is doing in partnering with building partnerships with Clackamas Community College as well.

622
01:51:40.910 --> 01:51:41.650
General Room: Okay.

623
01:51:41.880 --> 01:52:08.310
General Room: just very quickly. And again. This is, our community knows we are investing with the early literacy and thinking about professional learning, making sure we're continuing to have very strong literacy instruction for all having good tools in place for progress, monitoring to know when students need more and to provide some extended learning opportunities as well

624
01:52:11.840 --> 01:52:13.610
General Room: any questions so far.

625
01:52:16.230 --> 01:52:18.860
General Room: Okay, let's get to the fun part.

626
01:52:19.560 --> 01:52:21.500
General Room: connect the dots on a couple things.

627
01:52:22.470 --> 01:52:25.950
General Room: So next, go ahead and go to the next slide. Thank you.

628
01:52:26.800 --> 01:52:27.470
General Room: Okay.

629
01:52:27.710 --> 01:52:28.850
General Room: So

630
01:52:29.890 --> 01:52:39.120
General Room: I thought this would be a fun little scavenger hunt. So when you, if you look at your 1st orange tab with the number one on it.

631
01:52:40.410 --> 01:52:43.680
General Room: you will, it'll take you to a place

632
01:52:45.570 --> 01:52:49.499
General Room: that has a couple of things highlighted.

633
01:52:49.820 --> 01:53:07.959
General Room: One is from that native American student survey where folks were saying academic support is really what they are seeing. Their students are needing. They want help with academics. And then on the backside of that you can see

634
01:53:08.920 --> 01:53:15.769
General Room: that on the bridging pathways, summary families, 80% of the families

635
01:53:16.090 --> 01:53:31.619
General Room: really thought this was an important academic benefit to students to be able to start high school already having taken a class and earned a credit. They're sort of already on a winning streak right from the beginning. So there's that community engagement.

636
01:53:31.740 --> 01:53:36.709
General Room: and if you can see, then move to blue. Tab number one.

637
01:53:40.660 --> 01:53:48.333
General Room: This is the sort of a summary of those artifacts, themes, and

638
01:53:49.450 --> 01:53:59.020
General Room: which group and which artifacts those themes came from. So you can see in this one that

639
01:54:00.750 --> 01:54:05.699
General Room: this idea of supporting that bridging pathways course

640
01:54:05.890 --> 01:54:11.899
General Room: and getting support with 9th grade teams was something that came out in both of those themes as well.

641
01:54:12.660 --> 01:54:25.009
General Room: So then, if we take that to strategies, that's green number one, and you can see

642
01:54:25.170 --> 01:54:30.320
General Room: right there, there's a strategy that we're doing, which is

643
01:54:31.030 --> 01:54:33.920
General Room: we're investing in that bridging pathways program.

644
01:54:35.230 --> 01:54:39.670
General Room: And then let's go to see some outcomes

645
01:54:40.070 --> 01:54:42.959
General Room: and go to the pink tab number one

646
01:54:46.220 --> 01:54:48.719
General Room: and look at our 9th grade on track data

647
01:54:50.890 --> 01:55:00.009
General Room: I'm now seeing. I wish I had put this all on the slide so everyone could see it, and I'm feeling sad about that. But at least I had it well tapped.

648
01:55:01.115 --> 01:55:04.779
General Room: Aren't. I will tell you. Let me describe what we're seeing here.

649
01:55:05.400 --> 01:55:08.400
General Room: Our 9th grade on track data is improving.

650
01:55:08.930 --> 01:55:25.220
General Room: It is improving for all students. It's improving for students with disabilities. It's improving for emerging bilingual students. And it's improving for Latino students. So all of them trending up in a pretty significant way.

651
01:55:28.050 --> 01:55:31.019
General Room: So this is how we're trying to make sense

652
01:55:31.110 --> 01:55:34.099
General Room: of not just writing a plan.

653
01:55:34.140 --> 01:55:42.999
General Room: But how are we actually connecting the dots so that we can try to within this complex world

654
01:55:43.000 --> 01:56:07.249
General Room: of education, where there are so many variables that are impacting kids. It could be the custodian that's really making that child want to come, as we said earlier, right? That they have a relationship with, or it could be this, you know, a friend group that they've connected with, or that they're now on the wrestling team, or you know, who knows? There are so many things, but we can look for trends

655
01:56:07.420 --> 01:56:11.570
General Room: in larger data sets that help us see that we're moving in the right direction.

656
01:56:12.180 --> 01:56:24.780
General Room: I'm being conscious of the time here, and seeing that I know chair, Taylor has to catch a flight. If you want to go down that same Easter egg with the twos, you will see that

657
01:56:24.940 --> 01:56:25.980
General Room: attendance.

658
01:56:26.490 --> 01:56:33.299
General Room: It's improved a little, but not quite as dramatically yet. So that would be an indicator of we've still got work to do.

659
01:56:33.460 --> 01:56:51.199
General Room: So. We're not only looking at data that just affirms, Oh, great! This is going well, but also data that shows us we've got work to do here, and that attendance. You can see the connection of the artifacts, the needs, the strategies, and the outcomes aren't.

660
01:56:51.400 --> 01:56:57.409
General Room: They're starting to creep up. But we're not there yet. So we know we have more work to do. Moving forward.

661
01:56:59.510 --> 01:57:01.709
General Room: I did have those goals.

662
01:57:02.120 --> 01:57:10.649
General Room: I did. Sorry. Wow, okay, sorry. So the 9th grade on track, and so going back to the L

663
01:57:11.490 --> 01:57:37.419
General Room: anyway. So when we met with the Department of Education to set those you had to like, here's your baseline. Here's a, you know, a goal for next year, a goal for next year. You couldn't just say 100. You had to have very, you know systematic goals that seemed reachable. And what's exciting is that our Ode target for all students? We've reached it

664
01:57:37.540 --> 01:57:58.990
General Room: this year and in that 9th grade on track which is exciting. And they in those Lpgts. They kind of combine students from historically underserved groups into one group and call it focal students, so that would include both students with disabilities emerging bilingual students. It's all in one group.

665
01:57:59.090 --> 01:58:07.260
General Room: And that group, we also met our target. So 75% and we met, it exceeded it. Actually.

666
01:58:07.770 --> 01:58:09.560
General Room: So that per ode

667
01:58:09.690 --> 01:58:21.330
General Room: we're doing great for us, we got work to do because we're not at a hundred percent. So the way we interpret, that is, we're doing some good things. We're showing some promise, but we still have work to do.

668
01:58:22.450 --> 01:58:24.889
General Room: Let's see, did I put the other one up there, too.

669
01:58:25.550 --> 01:58:47.050
General Room: Go ahead. Let's just go right to the end. So with attendance again, we know attendance was hugely impacted by Covid, it just changed the whole landscape around attendance. And so if you look at that orange bar, that's the 2324, our most recent attendance data.

670
01:58:47.220 --> 01:58:54.789
General Room: It's encouraging. It's promising, but we can't yet say that we see a trend, because that is a 1 year

671
01:58:55.543 --> 01:58:58.459
General Room: data point there. But for

672
01:58:58.700 --> 01:59:12.819
General Room: Oregon Department of Ed's accountability with us did we meet our target on attendance? Kind of. We met it on the for all, which was a 70% target. And we met it on the

673
01:59:13.230 --> 01:59:18.760
General Room: focal group, but not on the stretch, so

674
01:59:19.260 --> 01:59:21.499
General Room: partially met it. So for us.

675
01:59:21.960 --> 01:59:24.430
General Room: some things promising lots of work to do.

676
01:59:27.900 --> 01:59:28.610
General Room: Okay?

677
01:59:29.880 --> 01:59:41.509
General Room: So basically, as we looked back through the input, many of the current strategies are working well, and we've seen some good outputs from them.

678
01:59:41.600 --> 02:00:01.860
General Room: high school promising data with attendance the literacy data. It's just too early to tell. We have some good promising things in some of our internal assessments, but we have not yet gotten, you know, trends yet with Osas, but we want to hold with a strategy and give it time to see that work.

679
02:00:02.120 --> 02:00:07.530
General Room: We think it's going to be going very well, and

680
02:00:07.950 --> 02:00:30.910
General Room: because of our 15 million dollars, general fund budget shortfall, many of our investments aren't going to go as far in the Grants this year. We will, though, continue to work intentionally and strategically, to keep investing in the things that we think are working, even as we're making very tough decisions.

681
02:00:33.769 --> 02:00:38.080
General Room: Just a side. Note that 3 Rivers Charter School.

682
02:00:38.640 --> 02:01:06.299
General Room: they are in this plan with us. They have done some of their own needs assessment that will be included in the final work with Ode they are. We have been investing in paying part of a school counselor there which has made a huge difference has been universally supportive to students and families in so many ways. So they are looking to continue that investment as well.

683
02:01:08.940 --> 02:01:10.620
General Room: So here we are.

684
02:01:11.322 --> 02:01:12.830
General Room: This kind of

685
02:01:12.910 --> 02:01:29.179
General Room: caterpillar shows us the requirements for this integrated plan. You are here on the section of Public Review of Board approval which tonight you may choose to approve it as presented.

686
02:01:29.180 --> 02:01:49.930
General Room: If you had some questions, we're happy to come back. We could come back one more time, but it has to be approved by April. So there you go. Then it will get submitted to ode. They will have people that will review it on a very, very rigorous criteria. And but we've already we know what the criteria is. So we've been able to pre check that. We have met all those.

687
02:01:50.050 --> 02:02:12.450
General Room: And then the budget again huge shout out to Dr. Hughes, to Brad Toronto, who help us with all of that budgeting work, and then it goes through another quality. Assurance is kind of what that orange bucket is there. Then they will come back to us and look at our goals for those

688
02:02:13.410 --> 02:02:21.650
General Room: Pgts, and then send out grant agreements to get that money.

689
02:02:22.430 --> 02:02:28.189
General Room: So I want to say, Thank you.

690
02:02:28.631 --> 02:02:41.159
General Room: As I was thinking about how to end this kind of large topic that we're trying to make sense of. I just kept coming back to where all of our hearts are right now, and that's with our staff.

691
02:02:41.400 --> 02:02:53.819
General Room: our incredible staff that are the ones who are connecting with students and making a difference every day. So we're so thankful for each and every one of them. And

692
02:02:54.320 --> 02:02:56.989
General Room: thank you. I'm open to any questions you might have.

693
02:02:57.890 --> 02:02:58.800
General Room: Right.

694
02:02:59.280 --> 02:03:00.989
General Room: Thank you. That was very thorough.

695
02:03:02.560 --> 02:03:05.119
General Room: Dr. Schumacher. Any questions, director, salute.

696
02:03:11.300 --> 02:03:14.320
General Room: So I appreciate this.

697
02:03:14.630 --> 02:03:20.059
General Room: But personally for me. I need some more time to go through it and digest it, because

698
02:03:20.210 --> 02:03:23.340
General Room: I'm a processor, and there's a lot to digest.

699
02:03:24.170 --> 02:03:31.140
General Room: But this was very helpful as far as the directions. So I'd like to go over this

700
02:03:32.120 --> 02:03:34.070
General Room: until next month. Okay.

701
02:03:39.180 --> 02:03:40.000
General Room: go ahead.

702
02:03:41.150 --> 02:03:43.229
General Room: I just wanted to say that the

703
02:03:43.520 --> 02:04:08.169
General Room: the integrated plan. Choose your own adventure. Presentation style was hugely effective. And I just really appreciate that. I do think, as director sloop mentioned. I mean, there is a lot of information. But you showing us the pathways from all of the different ways that we evaluate and engage on these programs was incredibly helpful, and I couldn't help as we were going through this to think about.

704
02:04:08.270 --> 02:04:33.369
General Room: You know, in these times of budget challenges there's always this call of you know what's happening at the district office. And why don't you just cut there? And why don't you just cut, you know, not in classrooms. And then I think you see something with this heft and this much reporting that we need to do. And then, in addition, I mean, as we saw in the pathway about having an Fte for the bridging pathways

705
02:04:33.610 --> 02:04:40.659
General Room: position that you know. If we want to receive these funds, there are positions we have to staff

706
02:04:40.780 --> 02:04:53.059
General Room: that are critical for these programs to happen. And then, in addition, just the reporting that goes into it. So thank you for making that easy for us to see. And I think at this point in time when

707
02:04:53.360 --> 02:05:12.069
General Room: you know we are thinking about reductions. And that question comes up about, you know, what are they doing in in that district office being able to work through this and see how it actually results in us getting more funds, and then, more importantly, better outcomes for our students is is really appreciated. So thank you for that.

708
02:05:13.390 --> 02:05:14.690
General Room: Director Vidal.

709
02:05:15.220 --> 02:05:30.069
General Room: Yeah, I just want to say, as a as a director, I really loved your presentation, and I'm not using that word lightly. I was very engaged. I heard everything you said, I

710
02:05:31.972 --> 02:05:42.620
General Room: and fine to wait until next month, so we can all digest this a little more. I just wanna make some comments about, you know, the time of year. And what? What?

711
02:05:43.140 --> 02:05:55.899
General Room: So this month is the 5th anniversary of Covid and you know, this month, 5 years ago, we began a journey that changed all of our lives, and

712
02:05:56.450 --> 02:06:03.860
General Room: We are still being affected by that journey, that terrible that terrible health

713
02:06:03.890 --> 02:06:18.100
General Room: disaster, basically. 5 years later. And we can see that in the attendance. But we we see, I know you. I know you can't say, because you're an educator, that that it's a trend yet.

714
02:06:18.100 --> 02:06:35.960
General Room: but I feel like as a mother of a 6th grader going to one of our middle schools that I feel like, culturally, the administration of that middle school is inculturating in its students the importance of attendance, and I just want to say, as a mother, I am seeing that. So I'm seeing that

715
02:06:35.960 --> 02:06:56.200
General Room: improve. And then, lastly, I just want to say, throughout this whole presentation and this whole you know all of this information. What my main takeaway is the importance of support for everyone, and meeting students where they are where they need to get their education at.

716
02:06:56.200 --> 02:07:08.656
General Room: And I really see this throughout. And I'm so happy, of course, that we are shining a light on mental health that is so important to me, and I'm happy that we are supporting that. And I agree with you that

717
02:07:09.610 --> 02:07:32.519
General Room: I am holding our teachers and our staff very close right now, and I know some of these initiatives are going to be hard to accomplish. Given our budget shortfall. But I'm happy to review this even closer and take another look at it in April. But I want to appreciate you and your team for all your work on this. Thank you.

718
02:07:35.715 --> 02:07:42.669
General Room: Okay, so it looks like we're gonna have a an amended emotion. So

719
02:07:44.050 --> 02:07:48.699
General Room: to wait before we do, we have to have a motion, or we just gonna table it. And

720
02:07:49.060 --> 02:07:50.130
General Room: okay, good.

721
02:07:50.250 --> 02:07:51.390
General Room: All right, perfect.

722
02:07:52.060 --> 02:07:54.699
General Room: Well, that makes it makes it easy. So we'll

723
02:07:54.850 --> 02:08:00.089
General Room: we'll we'll see you next month. How about that? Alright?

724
02:08:01.050 --> 02:08:01.930
General Room: All right.

725
02:08:02.910 --> 02:08:12.332
General Room: Well, it looks like, I may be able to make this whole thing all right. We're gonna move into the last part of our meeting, which is public comment, and we've only got

726
02:08:12.920 --> 02:08:17.319
General Room: one person for that who is familiar with the public comment.

727
02:08:18.154 --> 02:08:22.930
General Room: etiquette. So, Dean, if you'd like to come forward. Thank you.

728
02:08:27.380 --> 02:08:55.829
General Room: I'm not hearing myself, Dean, sir, from Westland. I'm the founder of friends of Oppenlander. We started this journey. We talked about a 5 year covid anniversary. This is basically our 4 year anniversary of working on the Oppenlander field transfer. There are 4 parties involved in the efforts over these past 4 years. The city, the school district, the friends of Oppenlander. We joined after you all made the initial offer to the city, and of course, the public that we're all trying to represent.

729
02:08:55.890 --> 02:09:03.180
General Room: It's not been a straight line to get us here. It's been a zigzag journey, maybe some back and forth, forwards and backwards, and so on.

730
02:09:03.260 --> 02:09:06.339
General Room: But I am seeing light at the end of the tunnel. There's hope.

731
02:09:06.660 --> 02:09:25.489
General Room: I hope there's hope that we're going to get to the end of this. There's currently a developer working with the city and friends of Oppenlander. I'm sure that's not a surprise to all of you. They're trying to preserve some of Oppenlander, and it's a work in process. So then, that now puts a 5th party at the table, which is both a plus, and it also complicates things as well.

732
02:09:25.750 --> 02:09:40.680
General Room: I'm not privy to what you all discussed at your executive session meeting this afternoon or earlier this evening. I would presume it might have included Oppenlander, but I have no idea, and shouldn't have any idea, but we remain hopeful that the district

733
02:09:40.790 --> 02:10:05.119
General Room: is still on board with trying to preserve the fields and being responsive to the limitations that the city has. And now, with a developer at the table, some of the limitations and the upsides that they bring to the discussion. So I just want to thank you for hanging in again. I see light at the end of the tunnel, and I hope that all of you do, too, that we can work through this together to a good outcome for

734
02:10:05.470 --> 02:10:09.790
General Room: the communities and the the citizens that we all represent. Thank you all.

735
02:10:16.180 --> 02:10:19.350
General Room: Oh, Kara Yup.

736
02:10:23.970 --> 02:10:40.899
General Room: thank you for adding me to the list. I just want to say something about the last integrated plan. I sorry I didn't get to pre-read it, but I got stuck on the 1st part of it when they said that some of the feedback was the ongoing feedback from the Parents collaboration group from special education.

737
02:10:41.380 --> 02:11:04.990
General Room: I don't think we've ever had a chance to talk about outcomes. We never had a chance to talk about data. The last couple meetings. I'll tell you. I've done one on unified sports. Great. We've done 2 on the smart start program, which is a great program, but it's 1 day of the Kid's life just to get them started. We've never had an opportunity to talk about what their educational achievement outcomes have been, or what we could do to improve it.

738
02:11:05.360 --> 02:11:19.200
General Room: And so I find it slightly insulting that we are put in there as a good supportive feedback for how we are dealing with kids outcomes. And that's where we got to put our voice. Because I would like to be asked for real.

739
02:11:20.220 --> 02:11:32.089
General Room: We need the Special Ed Advisory Committee, and I will tell you. At the 1st meeting that we went to this year we had a conversation, and as a community. We talked about it, and we were told that it could be whatever we wanted it to be.

740
02:11:34.060 --> 02:11:38.079
General Room: and we've never had a chance to take a vote or talk about what we wanted it to be.

741
02:11:38.660 --> 02:11:46.840
General Room: And this was from an administrator in the district, saying it can be what we want it to be and what we need it to be, and we don't have a voice or a choice for what it's going to be.

742
02:11:47.050 --> 02:11:50.550
General Room: How do we make that happen. We need the board to make that happen.

743
02:11:51.530 --> 02:11:57.980
General Room: Please consider it. It's time. Please let us have a voice, because we are the only ones who can help

744
02:11:58.350 --> 02:12:00.199
General Room: our community. Thank you

745
02:12:04.970 --> 02:12:06.550
General Room: alright. Anyone else.

746
02:12:07.880 --> 02:12:11.090
General Room: No, all right.

747
02:12:15.940 --> 02:12:22.310
General Room: Next regular board meeting will be on the 21st of April. See you all. Then meeting adjourned.