WEBVTT

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Board Room: Alright, are we ready great i'm calling this meeting of lesson will Seville school board and to order and Miss Douglas we please call.

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Board Room: here.

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here.

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here.

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Board Room: All right, great things and the first thing we're going to start with our reports from our students and they are zooming in because of this early hour they might even still be at at school.

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Board Room: Oh, you know let's see I don't see them.

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Board Room: let's try this, why do I have an ECHO probably coming through here.

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Board Room: yeah i'm muted.

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Board Room: Yes, me go.

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Board Room: yeah i'm still going to ECHO but.

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Remember, we switched.

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Board Room: We go go ahead and start talking.

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Miguel Tejeda: Can everybody hear me.

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Miguel Tejeda: Alright, so this week was a crazy week as i'm sure you guys already now, it was homecoming week so with all that being said.

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Miguel Tejeda: spirit week went and great for our school, we had a lot of participation, especially on country club versus 10 every day I love seeing everyone dressed in their country club attire.

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Miguel Tejeda: And their country attire as well, and then there is so many games this week um I feel like the highlight of the game.

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Miguel Tejeda: The highlight game this week was definitely less our prep school versus will Seville, it was a crazy game, it was the girls.

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Miguel Tejeda: varsity volleyball and we ended up winning on the fits that which was really crazy and it was exciting because we had not kind of five sets in a while.

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Miguel Tejeda: And so the game was super tight, but we'll civil ended up making it out and then homecoming was this weekend on Saturday, was the dance and.

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Miguel Tejeda: Students did very well keeping their masks on and like trying to stay distance and then whenever they needed water which the school provided.

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Miguel Tejeda: They went off like very far off away from the softball field in order to drink it, and so the managed that a little bit better than I think.

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Miguel Tejeda: The staff anticipated, which was really great to see our students cooperating with coven restrictions and then as well is can see on the photos.

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Miguel Tejeda: We have choir which is starting back up, which is very fun getting to sold out 7:30am every morning.

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Miguel Tejeda: And then I was part of homecoming court, this year, which was very fun, although we didn't get to do handshakes we were still able to go out there and then just cheer up our grades.

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Miguel Tejeda: And then the last thing is that this is Hispanic heritage month so for my child, we are thinking of having an event hopefully soon and that's what school has been this past week for Wilson, though.

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Board Room: Thank you, Miguel.

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Board Room: And Michelle Quinn.

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Michelle Quinn: All right, good afternoon, the first few weeks of school pass and i'm happy to report they went smoothly for the art tech students.

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Michelle Quinn: I know i'm not alone when I say I was nervous to move to a simple high school but thankfully everyone I started to adjust to our new surroundings.

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Michelle Quinn: Although some of us may have gotten lost in the halls during passing periods, we started to get we have started to get familiar with our new school.

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Michelle Quinn: Even though our tech may have moved, we still have a place to color on the our tech hub is on the first floor by the library.

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Michelle Quinn: How is the place for students can take a break during class if they're feeling overwhelmed some of us also eat lunch in there as well, most our tech students and putting myself out crew in English and the hub first and second period.

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Michelle Quinn: There is a coffee tea and hot chocolate station for both students and staff to enjoy.

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Michelle Quinn: Like I mentioned most of the students are most of student of the students at our tech crew and English in the hub.

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Michelle Quinn: and crew our teacher katie katie has been teaching us different ways to relieve stress and release our emotions through different means.

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Michelle Quinn: these past few weeks we've learned to release our stress and anxiety by painting.

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Michelle Quinn: We didn't have to pay anything in particular and said we covered the paper and different colors of choice, you know, in whatever way we wanted the papers have papers we have painted have been turned into a collage and put up on one of the blank walls in the hub for everyone to see.

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Michelle Quinn: Others, including English classes have been going well, students, including myself i've taken advantage of the new classes offered to us that Wilson go high school.

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Michelle Quinn: Our principal misshapen and katie has been working individually with students to find what class and best fit for them.

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Michelle Quinn: Whether it's changing class periods are entire classes, all together, to make sure that each student is comfortable with their schedules.

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Michelle Quinn: And aren't touching mission that we are hoping to bring with us to also high school is is the all school field trips.

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Michelle Quinn: In the past we have taken trips to the Pacific Northwest college of art, the portland international film festival, as well as taking tours of several colleges and universities.

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Michelle Quinn: we're hoping to have several field trips throughout the school year, starting with trip to leave farms later this month.

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Michelle Quinn: On the first day of school, we were asked what's one thing we're looking forward to the square and almost everyone said that they couldn't wait for graduation.

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Michelle Quinn: graduation may still be a few months away, but I have no doubt, so that we many amazing moments along the way it's safe to say that every one of our tech is excited for this new school year and everything that's to come, thank you.

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Board Room: Thanks Michelle and lucinda.

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Lucinda Fein: Hello everybody I don't think my slide got shared did it I don't believe so, I have it on my end so i'm just going to screen share if that's okay.

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Lucinda Fein: Can I get a thumbs up from somebody that we can see it okay great so we also had homecoming week was then.

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Lucinda Fein: And our homecoming dance was this Saturday night with our homecoming game being that Friday and we had spirit week leading up to it, so these are some pictures from.

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Lucinda Fein: The week on the left, you can see some people dressed up on pajama Day, which was Monday.

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Lucinda Fein: And then on the right, you can see that's me and that's one of my math teachers to laugh, and then a fellow student on spirit Friday I was also on homecoming court so that's why I have a sash on.

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Lucinda Fein: And then that middle picture is from our dance which we had on the tennis courts and once again we had really good.

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Lucinda Fein: mask wearing people were good at stepping back when they needed to drink water we had way more people than we expected, which was super exciting.

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Lucinda Fein: And then I also wanted to talk about a new element that we added to homecoming this year, which was called most spirited senior.

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Lucinda Fein: So I, along with the other asb officers picked six people to represent our senior class and every day I hid a spirit stick, which is.

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Lucinda Fein: A decorated baton you can see over here on the picture on the left this guy is holding the spirit stick that's what it looks like.

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Lucinda Fein: So I hit it around the school and then every day somebody had to find it and then by the end of the week, this senior who had found it the most times was crowned.

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Lucinda Fein: Most spirited senior so that was a super fun event that we had and people were following it on our instagram.

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Lucinda Fein: And we got a lot of participation from those 16 years.

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Lucinda Fein: And then, our spirit weekdays we had pajama day on Monday, which obviously a lot of people dressed up for it's easy to wear pajamas.

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Lucinda Fein: And then, on Tuesday we had Jersey day and we held a spike ball tournament in the main gym at lunch, which was so much fun, excuse me that's the bell at the school just got out.

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Lucinda Fein: And then, on Wednesday we had country day Western Wednesday so much participation and we had some Bingo on that day, and our sro actually call out the Bingo Bingo numbers.

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Lucinda Fein: And then, on Thursday, we had Westland trivia and Joe cerny who's one of our football coaches actually did the trivia questions which was super fun.

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Lucinda Fein: and on Friday we had karaoke we had a ton of participation from the student body, including myself, saying that karaoke.

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Lucinda Fein: which was also so much fun, so we incorporated all these new events into the week just because we couldn't hold our normal homecoming assembly.

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Lucinda Fein: We still wanted to get people excited for the game which we sadly did lose, but we did have a lot of people there cheering it on.

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Lucinda Fein: So yeah That was our homecoming week it was super fun and I was so glad that we actually got to all be together and celebrate homecoming and celebrate Westland so yeah thanks.

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Board Room: You so much.

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Board Room: Okay, I think, at this point.

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Board Room: I don't know why I keep going.

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Board Room: Okay.

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Board Room: We also have joining us remotely cat is I katie Meyer and i'll hand it over to Dr prior.

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Board Room: do two things right now first provide the board and update on our mentoring program for the district and recognize a very special Westland Wilson will leader educator and mentor K mayor.

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Board Room: So i'm going to start with some information about the mentor program, which is also replicated on this slide up here and as.

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Board Room: You probably know the Western Wilson, the district invest quite a bit of time and effort into hiring the very best teachers, that we can find.

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Board Room: And one thing we know that, once we bring them on board ongoing support is necessary because teaching is such a complex soulful work.

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Board Room: And so the mentoring program makes a difference in two main areas, the first is in teacher retention.

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Board Room: And if we can go back one slide please that's the one i'm on now, there we go teacher retention and the quality of instruction.

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Board Room: The graph or chart on the right hand side shows some research based experiences that we know many beginning teachers have.

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Board Room: And that they start the word with incredibly high levels of anticipation and susie as them.

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Board Room: And then they start moving into the work ethic required to be a successful teacher and then move into what we call a survival mode because they're learning curve is so steep and their work ethic so high.

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Board Room: And then, they often reach a kind of a dip right around November, December, where they start to wonder, is this the right work for me and am I, making a difference for students.

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Board Room: And then typically, especially with right levels of support from peers their principal and mentors they start rejuvenating in March and April.

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Board Room: and ideally reflect on their work and if supportive well began to anticipate the next year and even learn some skills for avoiding this disillusionment dip.

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Board Room: And more effectively influencing student achievement so that's where mentors come in mentors or coaches cheerleaders and facilitators.

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Board Room: One of the biggest jobs that they do is help our new teachers identify all the things that's going well.

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Board Room: What we know about amazing teachers is 1000 things might go well in the day and they lose sleep over that one or two students, you know who aren't doing well in their classrooms, and so we helped build upon their success.

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Board Room: And then the mentoring is really special because many of our teachers come with strong experience excellent education.

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Board Room: But much of that education is in school, you know master space settings and the mentoring helps continue that learning it's in job embedded learning so they're learning, while they're doing the work.

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Board Room: And so, our mentors employee collaborative cycles of inquiry, where they bring forward strong question to practice and help lead toward measurable outcomes, both in terms of teacher practices and student learning and achievement data, so our mentors and.

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Board Room: mentors and teachers meet weekly to co teach observed lessons they look at student work they review achievement data and then, when they're ready they even visit peer classrooms next slide please.

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Board Room: Now our mentor program, and this is where we move into celebrating katie mayor.

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Board Room: is guided by the Oregon mentoring program standards and it began in 2008 with a grant written by the then deputy superintendent Dr James technique.

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Board Room: And the former human resources director Kathy human route that grant was accepted and that began our official mentoring Program.

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Board Room: And that's when we reached out to former principal katie mayor who assume the role of the program implement her, she was a mentor for all new teachers in our district.

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Board Room: In her second year of the program she also mentor beginning principles and she in addition conducted mentor training for the Oregon Department of Education she served in a variety of even for roles in the district until her official retirement and.

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Board Room: Even mentoring, or a volunteer basis, and I will say she's not officially done because she's been helping me train our new mentors for this year and katie mayor is a special person.

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Board Room: To the district, because she in some way, while she was a highly highly effective and successful and innovative principal at willamette primary for many years.

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Board Room: She was perfectly suited to be a mentor also katie is a deep believer in the capacity of people to be a strong educator she's incredible cheerleader she has.

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Board Room: A heart the size of Oregon and will do whatever it takes whether it's you know teaching co teaching with you, bringing you chocolate.

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Board Room: hooking left with someone who can model appropriate practices she's incredibly persistent and I will say to like in terms of believing in people.

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Board Room: I have a special relationship with katie mayor to because she hired me as a beginning teacher, even though at the time, I think my entire wardrobe consistent of T shirt shorts and questionable haircuts.

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Board Room: But her feedback helped me grow into a much stronger teacher and leader and her efforts into this program.

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Board Room: continue to this day it's been so successful that even though the grant is not available, the district, has taken on mentoring, because we see the outcomes so it's funded.

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Board Room: By the school district now it's overseen by the Department of teaching and learning and it seemed as a leadership opportunity for master teachers to step out of the classroom.

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Board Room: For two to three years mentor beginning teachers, we have the primary level when at the secondary level, and then they step back into the classroom and allow to more master teachers to step out so from 2017 2020.

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Board Room: diane crystal mentored our primary teachers and more flossie Internet secondary teachers.

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Board Room: We did take a break during the height of the coded can they make that this year we're proud to bring it back into place and Sarah Bradley cope.

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Board Room: It will will be mentoring primary teachers nj shower mentoring secondary teachers and, again, I just want to iterate the reason we're continuing forward is we've seen sex success.

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Board Room: Based on the vision and the heart that katie mayor route to the organization, so we didn't want to honor her tonight as a visionary person that brought this program to life.

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Board Room: Through supported so many great teachers in her role was principal and mentor and continues to to serve a district today in a volunteer capacity so with that are we going to we're going to turn it over to katie married for a few hours.

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Katy Mayer: Well, I want to say i'm very humbled and extremely humbled and i'm very gratified.

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Katy Mayer: That the district team need this program through all the different things have happened, historically, since the program began, which includes a recession, a while back.

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Katy Mayer: Initially, when the program started it was under a grant and there were seven districts that were included in the Grand application that Dr stickney and Kathy Monroe wrote.

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Katy Mayer: They really took the leadership on it, and when the recession hit most of the districts quit mentoring and I just really applaud the district and district leadership, obviously, Dr Ludwig actress voice and it's hard for me to say, David prior.

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Katy Mayer: Dr prior but David Dr fryer who yes i've known since he was a beginning teacher and.

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Katy Mayer: got to unofficially mentor him as a teacher, I was the one who went to his classroom and asked him if he had thought about school administration and he told me, I was crazy.

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Katy Mayer: And I remind him of that and he still thinks i'm crazy, but I then had the opportunity to mentor him as a beginning principal.

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Katy Mayer: And I just want to say to the board it's such a wonderful district i've obviously had a hard time leaving the district.

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Katy Mayer: Because I still believe in the values of the district, and the Westland Wilson ville school district work so hard to hire great people it's quite a hiring process to make it through.

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Katy Mayer: And when people from above pride provide great support and there are teams there to support teachers and to support new principles.

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Katy Mayer: it's it's huge, but if they're also is someone can be that can be there every week hearing the teacher and or the principles concerns and questions is like wow look out and i'm really pleased that several i've just seen teachers over the years change their roles.

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Katy Mayer: different ways go into the ic role become principal I told David I felt a little bit like a failure in my role of mentoring beginning principles, because.

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Katy Mayer: David left that role and went to district office Jennifer Patterson is now assistant superintendent for the Department of ED for this stage, Patrick makes is that district office in the beaverton school district and Saskia docs or is.

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Katy Mayer: Also at the Department of ED so I feel kind of bad these great people have left the district, but I just think man when there's so much support from all different directions, people can just there's no limit to what people can do.

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Katy Mayer: And I think I think everyone in the district again for allowing me to be in this role it's one of the best roles, maybe the best i've ever had.

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Katy Mayer: When your role just support teacher and students were a principal and students access it's such.

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Katy Mayer: A it's such an honor to be in that role, and I can't Thank you enough for.

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Katy Mayer: My opportunity to play that role in the district, and as i've told David i'll do whatever I can to support the success of the program in the future, and I just really appreciate that the district has continued this commitment, so thank you so very much.

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Katy Mayer: I, as I say, i'm humbled and honored.

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Board Room: Thank you so much for being here today to receive this recognition and for all the work that you've done over the years I know a lot of those people, you name to have moved on.

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Board Room: to serve public education and other capacities and other roles and, as you know, when one of your leadership qualities, is to grow leaders around you then your legacy lasts for a very long time, thank you for that work are there other members of the board, who would like to say anything.

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Board Room: Oh yeah here's the.

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Board Room: know where the camera is.

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Board Room: here's a plaque.

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Board Room: it's going to be delivered to you in some capacity yeah I can read it.

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Board Room: The Westland Wilson middle school district and board of directors recognizes katie mayor with sincere thanks and appreciation for your continued service support and care by providing mentorship to teachers and principals of our district, and it has this month and year October 2021.

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Board Room: You will make sure that you received that Thank you and we're going to hear from some board members and i'm sure Dr Ludwig as well.

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Board Room: Thank you and yeah, I just wanted to say thank you for having the vision to start this mentoring program as a first year teacher, I was on that graph.

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Board Room: Of so excited to start.

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Board Room: sharing my love of biology with my high school students and by December I was applying for jobs and other areas, because I didn't think I could keep up this level of teaching.

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Board Room: And so, had there been a mentoring program around like this, and I was in a different district, I may not have had to waste that time.

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Board Room: applying for other jobs, and I would have just been able to focus and have I think so important where it talks about it's not even someone just to meet with you, but to.

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Board Room: To encourage you, and to cheer on those teachers, because first year teaching is hard for all of us you've ever first year anything is hard and first year teaching you're grasping for.

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Board Room: curriculum and trying to figure out how you're going to use it to make sense, and I was watching every video at that point videos that was on the different.

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Board Room: units that I was doing and so just thank you so much, I think that is such a vital opportunity that we're now giving our teachers and I think not only adding to their success.

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Board Room: But saving them the time of applying for jobs and other careers, which i'm so grateful I stuck it out that year, and every year of teaching got i'm not going to say easier, a little bit easier, I still work just as hard, but much more enjoyable and.

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Board Room: just thank you for starting such a great program that I think is so needed in our district, and thank you to the district for continuing.

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Board Room: To promote that and even though the grant has gone to making that a priority for our teachers.

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Board Room: I will say that it is one of our most frequently asked questions after the interview process when we when we're done asking the candidate questions and then we say you know what questions do you have and you've had now three or four interviews you've learned a lot.

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Board Room: they'll often say you know, do you have a mentoring program and you know, thankfully, we can say actually yes and.

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Board Room: katie's incredibly humble the work that she has done in assembling that program and the training she had done an O D aligns well to.

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Board Room: The expectations of what quality instruction should look like it's very user friendly, it makes sense she's able to do what we call train the trainer so even training the mentors.

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Board Room: And just also she's incredibly personable I remember getting a job as superintendent katie came to visit and she sat down and.

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Board Room: And one of the first question she just said is, then, how are you doing you know just how are you doing.

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Board Room: And after a while I realized, she was mentoring me I said as the program now extended into superintendents because i'll sign up for it.

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Board Room: But it's it's just how she just really wants to know how you're doing as a person, and then trying to make sense of the work in front of you.

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Board Room: And the resources that are out there, and if she's able to call that into her the mentors then take on that kind of approach, and it really becomes something.

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Board Room: really important in the lives of our teachers, they certainly have their colleagues as great supports they have their team and their plc.

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Board Room: They have their ice a PS and principles, but to know that someone who's walking in the door isn't a part of that world, but just is there today.

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Board Room: With a cup of coffee for them or candy bar and says, just how are you doing making sense of this all and so it's such a gift and a very strong Program.

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Board Room: they're often helping young teachers put it Bulletin boards, while they're talking.

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Board Room: Or you know so conferences are coming up what are you thinking about you know how do you feel ready what questions do you still have so it's very practical help to katie you're just a gift to all of us, you were as principal.

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Board Room: I remember being in the ic at Stafford and always looking up to you and your strength of leadership and your humility and your kindness and compassion and that's who you've always been.

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Board Room: To all of us and in service of children and so we're just glad that we're taking this moment you, we should have done this, a long time ago, but i'm glad that it's this board that gets to know you and understand your story and to get an insight into our program so thank you for everything.

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Board Room: And we hope something came to your home a little bit ago we had a thank you that.

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Board Room: You ask it sent to katie.

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Thank you.

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Board Room: Okay, very good and we will move on to the board and superintendent reports.

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Board Room: And I think director Wyatt you were going to give one, but the topic is being postponed a little longer and correct, are you going ahead if it's okay i'd like to just preface something that maybe we'll talk about a future meeting.

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Board Room: So i'm.

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Board Room: Like many people i've watched the events in newburgh with the rubric school district to unravel and their decision to remove the every student belongs policy.

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Board Room: is frankly heartbreaking and I keep thinking about those students and how scared and alone, they must feel and so for background.

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Board Room: For any of our visitors that every student belongs policy protects children in the classroom it's a legislative action.

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Board Room: that created the policy, and it was really championed by student voices and the advocacy of Oregon high school students and 2020.

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Board Room: And so to read directly from the policy it recognizes that student health and safety are the cornerstone of education and that all students are entitled.

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Board Room: To a high quality educational experience, free from discrimination or harassment, based on perceived race color religion, gender identity.

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Board Room: Sexual orientation, disability or national origin and without fear or hatred racism or violence.

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Board Room: And the policy which we have here also prohibits three of the most recognizable symbols of hate the swastika, the confederate flag and the news these symbols traumatized students obviously and prevent student.

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Board Room: access and success so there's a quote, that I often think about that your focus determines your reality.

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Board Room: And as a school board, I think that we should reaffirm our focus to our students.

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Board Room: there's been so much news coverage of newburgh deplorable actions, and so I would love for us to reaffirm our focus on district goal one.

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Board Room: And every student belongs policy, so our students know that we are taking this seriously and that we are focused on keeping students safe promoting their success and fundamentally disrupting systems of racism.

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Board Room: And I just think it's important, so our students know that we're not sitting quietly and that the type of thing that's happening in a neighboring Community won't happen here.

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Board Room: Because I don't want that heartache for our kids and I don't want our kids to feel scared and alone like we've heard so many students in newburgh feel.

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Board Room: So what I would love to see happen is for any of my fellow board members who were interested work with staff and with me.

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Board Room: On a statement that we could potentially approve it our meeting on the 18th and then we could share that widely and the district, to again.

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Board Room: share our focus share our affirmation that all students are welcome, and I really just think this will be allowed reminder that we are committed to equity an equitable education system.

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Board Room: And that we reject the hatred and bigotry that we're seeing happen almost next door and so just fundamentally making a statement saying that we have no tolerance for hate.

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Katy Mayer: In the Western will civil school district.

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Board Room: And then working on that together, and then making that statement, so I would love to see that happen, I don't think we needed to certainly vote on it, but that would be something that we would work toward and then approve it, the meeting on the 18th all right great Thank you.

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Board Room: The only other board member who will report today will be myself and I just extend gratitude to my board members for being willing to forego some time to allow for a briefer meeting.

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Board Room: So that the board members and district staff to get on to the next meeting, they need to attend.

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Board Room: So i'll just briefly speak to what I know board members have been doing, and then in November will have opportunity for everybody to speak and report on whatever you want.

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Board Room: But I know that all of myself and fellow board members attended curriculum nights across the district.

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Board Room: they've been attending learning sessions, with the superintendent and other administrators taking a deeper dive into the work of the district.

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Board Room: Learning sessions that are being offered by the Oregon school board Association have been attended homecoming festivities have been attended one on one conversations with parents and the Community.

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Board Room: have been attended emails have been read, and I am sure I am missing some things but just a moment to say like we continue to do the work of engaging in our schools in our communities, even if we're not speaking about it at this moment in time.

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Board Room: And with that i'd like to hand the floor over to Dr ludwick.

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Board Room: Thank you.

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Board Room: Right our theme is we remember is leading with purpose lots of opportunity to all to start the year with that.

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Board Room: Next slide.

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Board Room: we've already mentioned some of those Sep tember events and activities curriculum nights and, unfortunately, they were virtual again this year, hopefully next year we'll be back in person.

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Board Room: But I think you know we've gotten gotten to this ease of how to have virtual conversations and some teachers pre recorded and had Q amp a and we do know for some parents it allowed them when there's a conflict of time to watch the recording later.

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Board Room: and did not feel like they missed something, because they weren't live there in person, so we're learning a lot about how to capture some of those asynchronous benefits.

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Board Room: Even when we go to more synchronous or in person opportunities, so this just a snapshot of.

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Board Room: A few people, you can see a principal giving a message you can see principal sharing their screen and talking through some important points together.

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Board Room: About kicking off the year and teachers, then would come on and in their classrooms are all together with their team have messages for families so.

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Board Room: want to thank our staff, putting together exceptional curriculum nice this year and for our parents and students who attended.

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Board Room: On the next slide just want to let you know coastal once again hosted incredibly powerful equity summit, this is, I believe their third or fourth year of having an equity summit and Dr Mohamed Khalifa spoke.

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Board Room: You can see in the screen on the left, that it was a hybrid conference to some people word over there at the Washington county fairgrounds in person in a large room.

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Board Room: If they were proof of vaccination, they were allowed to be in the room, and then some just for convenience, like myself, I had a lot of things going on.

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Board Room: we're able to watch from our own offices and Dr Khalifa is the author of culturally responsive school leadership so taking that framework of culturally responsive teaching and supposed to read a hammonds big ideas.

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Board Room: and moving it into what does it mean, then, to lead with culturally responsive thinking and mindset, we do have that book for each of you so don't go buy it on Amazon Dr Taylor, I know that Dr Taylor I know you're always looking for our next book to read we've got a copy for you.

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Board Room: But it was great to have.

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Board Room: Dr Khalifa here and with all of us, describing his framework and helping us think about how we could apply that.

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Board Room: A couple of things we might want to think of as a district is that his institute does have training modules that could come in very handy as we get new teachers who come on board.

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Board Room: And they could benefit from some of those equity modules and then one of his organization's called adjusted the word justin there does do equity audit.

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Board Room: So we thought, especially with some prompts from some of you, how do we know the impact of what we're doing.

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Board Room: Could it be a benefit to us to also think about another organization taking a look at our work over the last few years and giving us some critical feedback on.

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Board Room: Where they see we've made some strides and where those places that we don't even recognize still we need to keep doing the work.

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Board Room: So we'll be in touch with him and his organization and he's made himself available to school districts in Oregon and wants to partner.

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Board Room: In the work, so it was a really beneficial event number of our teachers were able to go a lot of our school leaders were able to, especially with it being hybrid they could kind of drop it in and out while still at work.

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Board Room: And then on the next slide as many of you as you, as you mentioned a director King lot of events that I know a lot of you have been attending.

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Board Room: outdoor fun runs that our schools are still putting on there's events of.

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Board Room: football and soccer and volleyball and.

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Board Room: it's that one on the bottom left, I could only get to that volleyball game by watching it on the screen, so I had to dial into the osa network and.

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Board Room: got to watch the Westland girls volleyball while I was doing something else but it's been great outdoors and and watch our students.

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Board Room: A number of things and middle schools got cross country up and going so just to see our students active with each other, outside of school is really heartening as well, so thank you for attending so many of those events.

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Board Room: couple other things we've started back up in September you've heard about the teacher mentor program that we were glad to get back on board.

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Board Room: it's great to have our professional growth wednesday's back again that time when we break from instructional earlier in the day for teachers to gather together.

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Board Room: Whether its principal lead or teacher lead and engage and learning together on the left, you can see a picture that's Michelle Murphy she's.

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Board Room: One of our reading specialist this year we moved into that role, and she is over at beckman creek giving an introduction to the literacy handbook and working with some teachers there.

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Board Room: We also were able to resume Thank you Dr prior to go back our K five World language program so we know we have dual language at to her schools lowery and trillium.

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Board Room: But often our Community doesn't know that we have a thriving world language program K five, in other words, in all of our elementary schools, starting in kindergarten.

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Board Room: Every child gets the opportunity to be multilingual so in six of our primary schools, they all start taking Spanish lessons in kindergarten.

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Board Room: all the way through fifth grade and in three of our elementary schools, they take Chinese.

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Board Room: And this was a decision, we made a number of years ago director King remembers when we were exploring dual language, and we were researching all the benefits of being multilingual.

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Board Room: And we said, why should that benefit, especially for young brains only happened for a small group of students.

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Board Room: And if we can't bring dual language to everyone let's at least bring world language to everyone so we started at simultaneously in the same year.

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Board Room: Two of our schools do have the dual language program but all of our schools have instructors and just like kids when they go to music or go to P, they go to their world language class.

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Board Room: And they're starting to learn, Spanish or Chinese we took a hiatus with the pandemic and everything being online.

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Board Room: And we were really pleased this year to bring that program back our instructors who are native speakers are really glad to they've missed the students.

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Board Room: they're glad to get the program reignited and so students take if they're in the Spanish program they have a lesson live with the teacher.

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Board Room: And then, they also have access to rosetta stone where they can practice as frequently as they want during the class time that's a lot of to them or even during at home and accelerate as far as they'd like to throw is that a stone.

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Board Room: Chinese rosetta stone is a little more challenging we've discovered, so instead of that we actually have two lessons a week with a live instructor instead of one live in one rosetta stone.

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Board Room: it's an incredible program where the only district in the state of Oregon that has a K 12 world language Program.

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Board Room: The closest you might get is woodburn which has a very robust dual language program where students can enter one of three tracks either Spanish and English Russian and English or English only.

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Board Room: But other than the two of us our district is the only one where we have a world language program that's K 12 and when students get to middle school, they can keep learning Spanish and Chinese if they like.

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Board Room: They can switch when they get to high school, they could continue and that's why our bi literacy seal rate has gone up and we have more students with multilingual proficiency when they get to high school.

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Board Room: And we know all the benefits of being multilingual and not only for your brain, for your language assets, but also just as global citizens.

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Board Room: So it's incredibly proud of, and I want to thank Dr prior for continuing to champion it.

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Board Room: He works diligently with all the instructors and it's our ice in our primary schools, who partner with that teacher and really help that program thrive.

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Board Room: So we were pleased you can see, the picture on the right are the teachers and the I sees and they're coming back to let's look at our curriculum let's remember strong instructional practices and how to get that program up and going.

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Board Room: The next slide.

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Board Room: we've been busy, this is a slide of a really exciting meeting that we've been waiting for as well we've been doing a lot of talking before coven hit about our third high school at all of our high schools.

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Board Room: And the career pathways and programs of study that would be at each high school, and this was a meeting.

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Board Room: That Nick shaping who we've hired to finish up the senior year at art tech, high school and then open the new High School he and Laura nappy, who is the director of our internship programs.

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Board Room: Put the meeting together with Dr Jennifer Spencer items who oversees our high schools.

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Board Room: And we invited all the high school teachers who have CTE certification or have been very invested already in programs of study and came together and said Okay, where are we let's get back on track we've got this new school opening we've got this vision.

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Board Room: As director Thompson knows and then just solidified what's going to be again those career pathways and focuses at each of the three high schools.

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Board Room: So that we have clarity about the third high school and it can then strategically start to put that information together materials together networking with the Community and am I allowed to say which three we landed on okay.

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Board Room: So we are at the the third high school is going to be health occupations and health sciences, because of our proximity to meridian park hospital.

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Board Room: Business marketing.

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Board Room: So we know that's often when we ask students, what would they like to know more about financial literacy and the third one that we're excited about is construction.

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Board Room: We feel like it's perfect venue with our operation Center their.

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Board Room: Students are very excited about building and designing it can have architecture focus, as well as designed focus, as well as construction, we feel we've got great.

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Board Room: Internal experts, as well as people in the Community, and as a field, a lot of young people are now interested as they think about tiny homes or they think about.

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Board Room: Their footprint in the world, and so, those are the three we've landed on as the pathways and then we have the other two high schools with their pathways as well.

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Board Room: So we'll start to get more information about that out to the Community, but it's exciting to get our staff back together talking not just about Cobra safety protocols, but actually about something else, equally important, and in our vision ahead for our third high school.

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Board Room: So I want to thank Nick and Laura of putting together a great meeting and getting us back into that exciting conversation.

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Board Room: And thank you to a number of you next slide who attended, it was great to get back with our partners in the Community, thank you for attending our Western Wilson will first responders joint work session.

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Board Room: Thank you, a director Thompson was there and Dr King Dr Taylor and director sloop so thank you, we had about 65 to 70 people.

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Board Room: Participating and that's even with some folks who said gosh we couldn't be there, or Supervisor was not able to attend.

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Board Room: You can see the small slide at the top right hand corner our partners represent Wilson bill police Westland police 12 valley fire and rescue.

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Board Room: clackamas county sheriff's office clackamas St for student and then often the two cities Westland and will Seville sometimes will send their city manager.

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Board Room: And they've created some new positions that each of the cities around people who are responsible now for emergency preparedness so that was interesting to learn our first meeting is always just updates and so we provided updates to each other so that we know.

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Board Room: Where our work intersects and then subsequent meetings we do what's called tabletop exercises where we take a scenario, and then we work through it and we see how all the agencies fit together as they think through that scenario.

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Board Room: So we'll start to do that we've got typically three to four meetings a year, but it was great again to get that group together and to meet some new folks and put faces with names and recommit to our partnership around safety together.

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Board Room: And then the last thing I just want to share is as you're thinking now as a board you've you've participated in these curriculum nights you've heard the big launch and now you're thinking about getting out into schools.

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Board Room: And you're thinking about school work plans and just wanted to provide kind of a connecting overview.

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Board Room: about how these systems and plans that you're going to hear about work together and there's three to keep in mind.

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Board Room: One is the district tenuous Improvement Plan you'll hear a little bit about that as you get ready to go into schools.

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Board Room: The other is each school has a work plan so on the district has a plan, then each school has a nested plan and then you also know about our equity Action Plan So how do all three of those connect align and interact with each other, so the next slide just very briefly.

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Board Room: The district continuous improvement plan is one that the state of Oregon expects each district to put together and they have some criteria for that.

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Board Room: But the idea is to really determine what's working what needs to change, how are you going to engage stakeholders.

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Board Room: How are you going to then leverage effective practices to make to make that change happened implemented plan and then what data are you going to use to monitor and how are you going to stay accountable to your plan so Those are some of the key ideas.

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Board Room: Currently, our plan that will last year, this state waived updating asking each district to update it because of the pandemics so we've been still living with our 2019 20 plan we just extended into 2021.

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Board Room: And we're waiting to see if the state is going to expect a formal continuation, but either way we're going to keep going with those goals, because they're worthy and.

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Board Room: we've got a lot at stake with continuing with those plans.

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Board Room: The next slide just shows you the big picture you, you can go on the website, or we can give you a copy but.

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Board Room: it's it's not flashy looking, this is the template from the state the continuous improvement plan, it really is kind of a working document.

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Board Room: But essentially we have three large goals, one for high school one for middle and primary and you can see those there.

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Board Room: And then, what the plan does is it takes each of those levels and goes a little deeper into what high schools will do middle schools and primary.

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Board Room: Around some strategies and measures of evidence and that's still again at a district level so it's there's still a pretty broad plan.

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Board Room: But identify some targets by the end of 2021 2023 and 2025 So the idea being stay long in these goals, because they should be big and meaty and robust goals, where you really want to see affect change.

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Board Room: The next slide shows that, alongside that district and Improvement Plan when you go to your schools that you're going to decide on at the work session.

298
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Board Room: you're going to see a school plan and the school plan should connect with the district plan so if you read if you heard in the district plan about reading and math.

299
00:49:01.620 --> 00:49:08.160
Board Room: You should be ready to hear what are you doing at willamette primary or beckman creek around reading and math.

300
00:49:08.580 --> 00:49:15.390
Board Room: And that's where principles will share how it's actually in our school our around these things that we're doing.

301
00:49:15.750 --> 00:49:27.270
Board Room: There might be some alignment with some other schools that they're doing some collective work together, but they'll also have an individualized school approach using their data and some of the moves that they want to make.

302
00:49:28.590 --> 00:49:37.980
Board Room: In the school work plans, because these are ambitious principles and everything is so connected they're also going to talk about school culture and they're going to talk about social emotional learning.

303
00:49:38.460 --> 00:49:47.610
Board Room: And maybe goals around equity and inclusive it or how they're reaching out to parents so you'll see both those academic goals around reading and math but you'll also hear.

304
00:49:48.000 --> 00:49:55.500
Board Room: About you know other goals that are happening at a primary school and similarly for middle school is they're working on reading and math and then high school.

305
00:49:56.940 --> 00:50:05.490
Board Room: So the idea isn't that they are competing but that they should be a large umbrella at the district plan that then manifest into the school work plans and there's alignment.

306
00:50:07.230 --> 00:50:12.900
Board Room: And then the next slide shows, alongside this, because comes the district equity Action Plan.

307
00:50:14.040 --> 00:50:22.470
Board Room: And we have those those four commitments and some of you have been in some listening sessions around that before commitments that help us really think with an equity lens.

308
00:50:23.070 --> 00:50:40.650
Board Room: Around that work and so again it's not meant to compete and often in the equity plan you'll see some nod towards or acknowledgement of work around a curriculum area that might be in both the district plan and the school work plan so they start to work together.

309
00:50:42.150 --> 00:50:52.920
Board Room: The equity action plan will reflect work that our schools are telling us they're working on, as well as an opportunity for at the district level to nudge us into the next work.

310
00:50:53.370 --> 00:51:04.290
Board Room: Maybe because it came up in an equity audit, we might say this is some work, we need to lean into or lead into so it's reflective work, as well as some nudging around things that are coming up.

311
00:51:06.540 --> 00:51:15.780
Board Room: And then last slide is just a reminder, you know what is the evidence of our equity work and loretta hammond reminds us.

312
00:51:16.560 --> 00:51:33.180
Board Room: That when students of color are making gains academically that's equity work it's not enough just to study racism or racialized systems that's important because they can present as barriers but there needs to be a difference in the student learning outcomes in the classroom.

313
00:51:34.350 --> 00:51:39.630
Board Room: So that's how it's all connected as well we we can't have an equity Action Plan that's not connected.

314
00:51:40.140 --> 00:51:56.220
Board Room: To our continuous improvement plan, which is about also academics, we should see the impact happening in both when students feel safe included that access it should show up and also how they're learning and how they're feeling a part of the Community.

315
00:51:58.320 --> 00:51:58.980
Board Room: So that's.

316
00:52:00.270 --> 00:52:06.960
Board Room: When you have your work session in the 18th you're going to be talking about your visits to schools.

317
00:52:07.620 --> 00:52:13.020
Board Room: you're learning walks with me and others, and by that time we'll make sure that you kind of have.

318
00:52:13.710 --> 00:52:22.260
Board Room: The district plan you'll hear about the school plan we are updating the equity Action Plan there's going to be a recursive process with that a lot of input.

319
00:52:22.800 --> 00:52:35.340
Board Room: And we should start to see these feeding and fueling each other in a way that feels really connected and and and redundant in some ways in a good way to and a lot of alignment and you'll be a part of of.

320
00:52:36.180 --> 00:52:47.220
Board Room: Listening to that and also giving feedback, the last slide just shows that we do want to engage stakeholders in each of these plans, not only is it your board goal number three.

321
00:52:48.000 --> 00:52:58.290
Board Room: But it's also the strength of these plans and in the district can continuous improvement plan you'll see how we work through surveys and conversations with families.

322
00:52:59.880 --> 00:53:04.320
Board Room: To ask about what is it you need to see the district continue to work on.

323
00:53:05.370 --> 00:53:15.030
Board Room: The school work plans will be shared through either pto or PTA or monthly meetings at the principal setup drafts and gather input.

324
00:53:15.840 --> 00:53:26.340
Board Room: And our district equity plan has often has opportunity for people to read and get input, but we also have the district equity team that has staff representation, giving input.

325
00:53:26.850 --> 00:53:36.270
Board Room: We have our parent equity team called soccer that gives input and then this year we're going to be instituting a student team that will be giving input into our weekly Action Plan.

326
00:53:37.830 --> 00:53:48.060
Board Room: So as you're engaging in these plans and seeing the connection be also listening for, and how are our stakeholders engaged What was their input What was their feedback.

327
00:53:48.840 --> 00:54:02.760
Board Room: Because I know you're also looking to do some listening sessions out in the Community and thinking about how are we hearing what's important to our stakeholders and our families and being mindful of that as we plan forward.

328
00:54:04.380 --> 00:54:13.920
Board Room: So that's just kind of getting us ready and setting the stage you've had these great launches with the curriculum nights now we're going to go deep into the work and you'll have these documents to take alongside with you.

329
00:54:15.690 --> 00:54:16.200
Board Room: and

330
00:54:17.370 --> 00:54:19.950
Board Room: If we have time we can take questions, but I know we've got.

331
00:54:21.060 --> 00:54:25.590
Board Room: i'm just looking at chair king, I can always take questions through an email to later.

332
00:54:26.100 --> 00:54:44.100
Board Room: yeah I was checking out that time also I think we're right on schedule and if we start asking questions and maybe we'd get off yeah so but I will just take the liberty to say that that third option conversations so exciting to watch it coming to fruition so thanks for the good news.

333
00:54:47.940 --> 00:54:59.910
Board Room: Okay, we will move on to the portion of the meeting, which is communications and comments from the audience and I do believe we had no official public comment via email.

334
00:55:01.950 --> 00:55:03.000
Board Room: Has that changed.

335
00:55:08.100 --> 00:55:12.120
Board Room: Oh, did I pass that oh yeah I did okay great that let's do that one.

336
00:55:13.200 --> 00:55:15.690
Board Room: Yes, so the consent agenda, we can.

337
00:55:16.980 --> 00:55:21.570
Board Room: entertain a motion on that I make a motion that we approve the consent agenda.

338
00:55:25.800 --> 00:55:35.640
Board Room: Okay, great we have Dr Thompson with the motion and Dr Taylor with the second is typically we don't have discussion, so I think we can just call it about.

339
00:55:39.930 --> 00:55:40.200
Board Room: Ai.

340
00:55:41.430 --> 00:55:41.820
Board Room: Ai.

341
00:55:43.320 --> 00:55:43.650
Board Room: Ai.

342
00:55:44.970 --> 00:55:45.300
Board Room: Ai.

343
00:55:48.240 --> 00:55:58.980
Board Room: All right, thank you, so now we can move on to comments from the audience, we do have somebody signed up if you're here, and you wanted to speak and you did not sign the sheet, then please do so, but otherwise.

344
00:56:00.330 --> 00:56:03.840
Board Room: I will go ahead and just say a few things about how this works.

345
00:56:05.070 --> 00:56:13.440
Board Room: Thanks, for being here, we appreciate you taking your time to visit us and we want to hear your your thoughts and recommendations and opinions.

346
00:56:14.880 --> 00:56:21.900
Board Room: This is an opportunity for us to listen and we will engage in dialogue it's just an opportunity for you to be heard.

347
00:56:22.800 --> 00:56:29.460
Board Room: it's an opportunity for the board to hear you not necessarily for an audience outside of the board.

348
00:56:29.880 --> 00:56:45.930
Board Room: And we do ask that you keep your comments to three minutes that you state your address, because we are often curious on whether or not people live in the district or outside the district, and I think those are the main things, and with that it's cheryl Dewar door.

349
00:56:48.210 --> 00:56:50.490
Board Room: door Oh, thank you that's helpful.

350
00:56:53.070 --> 00:57:00.090
Board Room: Is it Okay, if I pull this down speak Okay, thank you um my husband and I came to the very first in person.

351
00:57:00.720 --> 00:57:11.040
Board Room: meeting and I never door may interrupt you, for just a second I apologize for that that better that is going to be better and would you please just let us know your address my address, thank you.

352
00:57:12.840 --> 00:57:33.030
Board Room: 193377 Chris drive less than me Michelle door yeah my husband and I came to the very first in person meeting and I never got a chance to thank you personally, because you had such a warm and welcoming from the outside greeters to inside you smiles and.

353
00:57:34.800 --> 00:57:36.240
Board Room: I just wanted to thank you so.

354
00:57:37.290 --> 00:57:43.500
Board Room: Much sure other boards do that as much as first time we've ever been to a board meeting but.

355
00:57:44.430 --> 00:57:54.000
Board Room: I have emailed you on occasion and Kelly always responds back Dr ludwick always responds back and I just think that speaks volumes of.

356
00:57:54.510 --> 00:58:01.440
Board Room: What this district is about and what our board is about, but I thought today i'm going to come, thank you personally so.

357
00:58:02.190 --> 00:58:08.580
Board Room: My husband and I want to thank you for your leadership and your hard work to get her children back in school full time every day.

358
00:58:09.360 --> 00:58:20.190
Board Room: No one could have imagined a better world would shut down for 18 months, how to navigate this educate how to move forward was filled with and possibilities.

359
00:58:20.880 --> 00:58:32.280
Board Room: We thank you and applaud you for how you did it, it was far from ideal, and this our kids last a year of connecting and learning, but our teachers did their best.

360
00:58:33.030 --> 00:58:43.170
Board Room: And now, our grandsons are so excited to be back at trillium and rose month and Wesson masks or no masks they want to be in school.

361
00:58:43.920 --> 00:58:58.170
Board Room: They love their teachers, they signed up for whatever was available, starting with cross country orchestra clubs at school, of which there are so many to choose from on them so thankful to you for production excellence.

362
00:58:59.340 --> 00:59:11.850
Board Room: Many districts have not done this as we've seen around in a greater portland area and some families are still on a roller coaster trying to figure out how to get fusses to their kids.

363
00:59:13.140 --> 00:59:13.890
Board Room: How to.

364
00:59:15.300 --> 00:59:27.330
Board Room: await quarantine until they can get back in school and so emotionally and mentally they still are in a roller coaster and we are so thankful our kids with us, we thank you.

365
00:59:28.770 --> 00:59:37.740
Board Room: football games or back homecoming dance that wisdom hire you that on the tennis courts how fun for those kids to experience that the share.

366
00:59:38.520 --> 00:59:51.690
Board Room: Our schools are truly is the lifeblood of our communities, and we see that when families gather together go to sports events cheer their friends to their peers to their children so really healthy thing.

367
00:59:53.280 --> 01:00:09.120
Board Room: It goes without saying that we're diverse and we all have our strong passionate opinions, but what we can agree on this, we want our children to look forward to getting up every day eager to go to school, we want them to learn, there is so much for them.

368
01:00:10.170 --> 01:00:24.360
Board Room: We want them to be kind and respectful to our peers, teachers and counts, we are now grandparents that we've raised three children and less than and they all are teaching their children to honor and respect the dignity of.

369
01:00:26.940 --> 01:00:30.900
Board Room: who they are, to you, along with our church values.

370
01:00:33.900 --> 01:00:44.010
Board Room: We are believing that wisdom, will continue to be thoughtful and why you should make decisions and policies that will impact our families and this wonderful community.

371
01:00:44.610 --> 01:00:52.020
Board Room: Thank you for not jumping on the train of emotional persuasion, but staying the course give our children, the education they so right they deserve.

372
01:00:57.210 --> 01:00:59.310
Board Room: Thank you very much, Mr.

373
01:01:02.850 --> 01:01:06.750
Board Room: All right, we can move on to board.

374
01:01:07.920 --> 01:01:10.440
Board Room: General business and.

375
01:01:13.020 --> 01:01:17.850
Board Room: let's see here that will be the Department of teaching and learning and Dr swanson.

376
01:01:20.490 --> 01:01:34.770
Board Room: Yes, this report is a brief Annual Report Dan think some of you have have heard it before and we just stopped every year and go through.

377
01:01:35.580 --> 01:01:53.250
Board Room: A Sir assuring you that we have met the vision 22 requirements and standards, and you know the the six page memo that you receive his men to let you read the summary of each one of the standards and you know, to check to see if you have questions.

378
01:01:54.450 --> 01:02:05.790
Board Room: The idea of this just to to remember is that this is reporting on last year, and so this is saying that everything was in compliance for last year next slide please.

379
01:02:08.700 --> 01:02:20.610
Board Room: So the idea is the Oregon Department of Education, like all departments of education is trying to have this to where you look at where you are, and you look at where you're going.

380
01:02:21.000 --> 01:02:32.940
Board Room: And some of the things within those standards that you saw will will show this and the language that they are using about high quality educational experiences and equitable outcomes.

381
01:02:33.510 --> 01:02:42.450
Board Room: Is from eau de and they are signaling a real shift and commitment to that in this equitable outcomes for students.

382
01:02:42.840 --> 01:02:52.380
Board Room: And being very clear that these are meant to be looked at as a floor and not the ceiling, so when we say that the Western Wilson bill school district is in compliance.

383
01:02:52.680 --> 01:03:04.290
Board Room: With all of the standards we also look at it, as and now, what are we going to do you'll notice, if you look at some of them that there some of them are very broad saying yeah we have a process for adopting curriculum.

384
01:03:04.620 --> 01:03:13.680
Board Room: Some of them, the ones about anabolic steroids, are very specific and that's because, in looking at that safety measure you know they they need to be.

385
01:03:14.670 --> 01:03:27.780
Board Room: So the other thing that is looked at is that it's meant to be that, when the district informs the Community publicly, then this of course is posted along with the actual standards on our website.

386
01:03:28.290 --> 01:03:43.890
Board Room: And that's a commitment to our Community and that actually fits with the ongoing and with what Dr Ludwig was saying is within those standards you'll see things in the work plan that really get to, and how are we actually using them what is our.

387
01:03:44.400 --> 01:03:52.260
Board Room: Not ceiling, but soaring beyond the ceiling, you know to working with those you know for for all students, the.

388
01:03:53.550 --> 01:04:08.610
Board Room: The other idea is they always encourage you, and the way the standards are set up now is we're looking ahead for next year, and now that we're in the 2021 22 school year that's exactly what we're doing next slide please.

389
01:04:10.980 --> 01:04:19.410
Board Room: So some of the adjustments just that and i'm just going to briefly speak to those and give you a sense of direction is in.

390
01:04:21.960 --> 01:04:32.850
Board Room: Most of them were due to the pandemic, so there was not a kindergarten assessment, there was not in last year, an essential skills assessment.

391
01:04:33.390 --> 01:04:50.550
Board Room: tag identification vision screening and some legislation that has been in the works for the last seven years around time for physical education and physical activity all of those things were stalled.

392
01:04:51.960 --> 01:04:59.280
Board Room: However, there were some things added the ready school safe learners That was a standard so you'll notice that we spent a lot of time.

393
01:04:59.760 --> 01:05:08.910
Board Room: With that that Dr Spencer is lead us through having blueprints and plans for all of that that's still ongoing, and that is something that really mattered.

394
01:05:09.510 --> 01:05:25.710
Board Room: director Wyatt spoke to every student belongs, and they are very clear that that is also a standard now the other one is Suicide Prevention and that's something that is now a standard area and just want to highlight those because those are things that are expected.

395
01:05:26.820 --> 01:05:34.410
Board Room: This year, in looking at this, the kindergarten assessment continues to be suspended, but it's, not just because of the pandemic.

396
01:05:34.890 --> 01:05:44.070
Board Room: it's also that the Oregon Department of Education, and this is similar to some other states has embarked on a look at all assessments.

397
01:05:44.880 --> 01:05:56.580
Board Room: The quality of them and the ways that they're implemented and that assessment is just an example of one that was meant to highlight what are some of the before children begin school.

398
01:05:57.240 --> 01:06:04.830
Board Room: Things in partnering with other Community agencies that should be in place that the kindergarten assessment might show.

399
01:06:05.940 --> 01:06:17.610
Board Room: In using it they've seen that maybe it didn't give them that information, and I only mentioned that, because the other one that has been talked about is the essential skills.

400
01:06:18.540 --> 01:06:30.090
Board Room: And the essential skills in looking at that the assessments are still required and and the actual part that's under revision.

401
01:06:30.600 --> 01:06:36.360
Board Room: is how they will be used for high school graduation, but this is something I know that.

402
01:06:37.110 --> 01:06:41.610
Board Room: Some of you have asked about and that there has been some confusion about that.

403
01:06:42.030 --> 01:06:55.980
Board Room: And that's part of the state of Oregon looking at how does this all fit together, not that we aren't going to have these assessments, but there's looking at this review until the 2023 24 school year.

404
01:06:56.310 --> 01:07:12.690
Board Room: To look at improving it not taking it away, however, the grades three through eight and 11 assessments are still there as as the education plan and profile for students to graduate from high school so i'm just highlighting that because it's one that was misunderstood.

405
01:07:13.710 --> 01:07:25.350
Board Room: The Westland Wilson ville pieces that were paying attention to are also in line with when we have been working with tag identification our goal has been around the equitable outcomes.

406
01:07:25.950 --> 01:07:33.090
Board Room: So, for example, students of students of color students who are emerging bilingual.

407
01:07:33.630 --> 01:07:48.090
Board Room: and students who learn differently or have learning disabilities have often been very underrepresented with that, so you look at that identification by broadening and deepening your measures and that's something that we're looking at.

408
01:07:48.780 --> 01:08:00.120
Board Room: However, we're also looking at our offerings and some of you have heard us talk about that before we are still looking at the depth of that work and how do you look at the content.

409
01:08:01.410 --> 01:08:12.000
Board Room: What students learn how quickly they learn it the processes and then the actual opportunities they have four different different products and so that's a we're paying attention to.

410
01:08:12.750 --> 01:08:21.780
Board Room: The daily weekly physical activity minutes and i'm choosing that instead of just P minutes because there's ongoing conversation.

411
01:08:22.200 --> 01:08:43.770
Board Room: about what was initially given as numbers of minutes you know 154 K five 180 for grades, six, eight and how now you know there's looking at how can other kinds of physical activity be looked at as part of that finally we're continuing the health and sexuality education.

412
01:08:44.910 --> 01:08:56.430
Board Room: work that we were doing, we have a task force, and this year before the end of the school year there will be another comprehensive sexuality education plan brought.

413
01:08:57.060 --> 01:09:11.010
Board Room: To the board for approval and that's in every two year piece or district does have a 27 Member Task Force, made up of stakeholders that include parents, teachers and.

414
01:09:12.090 --> 01:09:12.660
Board Room: staff.

415
01:09:13.950 --> 01:09:29.700
Board Room: who are working counselors nurses, you know just representing all aspects of stuff So those are the biggest areas that i'm just touching on and just want to see if you have any questions.

416
01:09:36.660 --> 01:09:44.820
Board Room: For Dr Thompson driven question yeah I was just gonna ask that, so the physical education requirements, you said now for K five it's 118 hundred and 50 minutes a week.

417
01:09:45.690 --> 01:09:57.030
Board Room: For six or eight it's 180 What was it before that's the that's what's being discussed, and there are plans being submitted and right prior to the pandemic.

418
01:09:57.420 --> 01:10:07.770
Board Room: There we're looking at this doesn't necessarily mean just a PE class, this could be would there be some sort of plan where students have.

419
01:10:08.640 --> 01:10:20.670
Board Room: opportunities to get up and walk between classes were students have something where they are doing some structured activities that classroom teachers would have them do.

420
01:10:21.690 --> 01:10:33.900
Board Room: As opposed to just doing this set 30 minutes and it's still under discussion, you know as of this week in terms of what that will actually look like the intent behind it, because.

421
01:10:34.320 --> 01:10:49.080
Board Room: weaving in physical activity during the school day there is discussions about could it be looked at as a percentage of a school day, along with a menu of ways to get physical activity and.

422
01:10:49.560 --> 01:11:06.690
Board Room: that's really where the discussion is right now there's interest at all levels in looking at making sure that we don't just say let's add minutes to a class period, as opposed to let's look at the real heart of it, which was physical activity and quality physical activity.

423
01:11:11.100 --> 01:11:13.620
Board Room: What it is now that's what during the.

424
01:11:16.020 --> 01:11:28.530
Board Room: school year we are working into, and when we think about that, when we think, maybe children aren't in a PE class for that amount of time, when we look at I know what we're looking at this year with.

425
01:11:29.820 --> 01:11:33.930
Board Room: activities outside during recess that's the goal and.

426
01:11:34.230 --> 01:11:47.760
Board Room: Other districts, for example, and winning clackamas county and we're in touch with say portland school district beaverton school district what they're doing they're putting together composites of the actual class the actual.

427
01:11:48.240 --> 01:12:03.330
Board Room: What does recess what a recess opportunities for children, what walks you know look like between classes things that we think would be helpful overall anyway and we've learned that you know as returned from the pandemic.

428
01:12:04.920 --> 01:12:20.940
Board Room: is a unique this is unique legislation because typically the state and the State Department while they might say it's important to teach health and physical education does not dictate to a district and exactly how many minutes.

429
01:12:21.990 --> 01:12:29.880
Board Room: This was a unique legislation that was passed a number of years ago that all of a sudden had this REACH and ascribed minutes.

430
01:12:31.170 --> 01:12:43.140
Board Room: And it became quite challenging for school districts, especially during times when there was a recession and some school districts removed P, all together, for music.

431
01:12:44.070 --> 01:12:55.470
Board Room: Because of staffing cutbacks and so all of a sudden, how do you how do you balance having this legislation, alongside real staffing needs.

432
01:12:56.070 --> 01:13:03.660
Board Room: and also his first iteration there was a real insistence, these classes had to be taught by PE teachers.

433
01:13:04.200 --> 01:13:12.240
Board Room: So now school districts are looking at, we have to build two gyms you know how do we manage going from like in our district, we have tea twice a week.

434
01:13:12.870 --> 01:13:18.090
Board Room: Now it would be every day in our primary school and some school districts, maybe they had at once a week.

435
01:13:18.930 --> 01:13:27.120
Board Room: And so it became a real challenge around implementation, which caused some stall and some more negotiating and conversation.

436
01:13:27.630 --> 01:13:38.190
Board Room: And then slowly some definition change well, what does it mean to have physical activity what could count so it's been a number of years as Dr swanson mentioned around seven.

437
01:13:38.820 --> 01:13:55.650
Board Room: we've kept kind of pushing on this legislation that went from this division 22 typical standard of make a plan for curriculum area to we're actually going to dictate how many minutes children have to spend in something which is very unique so we're all working through it and.

438
01:13:56.880 --> 01:14:07.080
Board Room: I would say we're further along than some because, at least we have P still and we're just looking at increasing it and for some it's been a real challenge around just getting some.

439
01:14:07.590 --> 01:14:24.570
Board Room: Some basic physical education restored in school districts so you'll you'll be hearing more about this in the coming months and years it's something to pay attention to and really appreciate Dr boyce and leaning into not just that standard that we're working on, but all of them, so.

440
01:14:28.260 --> 01:14:43.680
Board Room: Thank you so much, Dr slice and it was a pleasure to read the memo and just get a real sense of the complexities of what you know what you're applying with these this legislation and standards and whatnot so thank you for organizing that so comprehensively for us.

441
01:14:46.350 --> 01:14:55.860
Board Room: Alright, and now we can move on to Dr Spencer items and the student investment account grant update.

442
01:15:02.700 --> 01:15:09.720
Board Room: Good afternoon, thanks so much for letting me come connect with you today about this important work that's going on in our school district.

443
01:15:10.380 --> 01:15:27.690
Board Room: And just as a reminder and i'm really glad that Dr Ludwig gave you those kind of nested components of our continuous improvement plans and for plans, because it's really lies right alongside that, when we think about the work of the student investment account.

444
01:15:28.710 --> 01:15:37.650
Board Room: So on the next slide it's just a little visual of the top is a little reminder that the student success Act was.

445
01:15:38.880 --> 01:15:49.050
Board Room: very big legislation here in the state of Oregon that came about from a lot of stakeholders really leaning in and saying how are some ways that we can really support.

446
01:15:49.560 --> 01:15:58.560
Board Room: Funding some key components of education that would support outcomes for students so Oregon school boards association or again.

447
01:15:59.310 --> 01:16:10.020
Board Room: educators associations on all kinds the administrative associations business associations that are really interested in coming well educated.

448
01:16:10.980 --> 01:16:18.030
Board Room: folks graduating from our schools came together and pass this historic legislation, the student success act.

449
01:16:18.450 --> 01:16:27.030
Board Room: And that has three buckets or components to it, one is the student investment account that's about half of the student success act funding.

450
01:16:27.720 --> 01:16:37.260
Board Room: And then the early learning account, which supports a number of different early learning hubs early childhood special education and number of other important.

451
01:16:37.860 --> 01:16:46.110
Board Room: components there and then 30% went to some other important statewide education initiatives so we're really reporting on that.

452
01:16:46.770 --> 01:17:01.530
Board Room: Big bucket that 50% student investment account and the student investment account came with very clear goals of focusing on meeting the needs of students mental and behavioral health.

453
01:17:02.340 --> 01:17:11.850
Board Room: and increasing academic achievement for all students, including reducing academic disparities for students in a number of categories.

454
01:17:12.480 --> 01:17:28.800
Board Room: students who had been economically disadvantaged from different racial or ethnic groups that have been historically experiencing them a disparity students who experienced disabilities students who are English language learners foster children, or almost so all of these categories.

455
01:17:29.910 --> 01:17:39.030
Board Room: As we think about those goals and our continuous improvement plan and that equity Action Plan that Dr Ludwig was talking about before.

456
01:17:39.330 --> 01:17:49.320
Board Room: We know that sometimes we need to put in additional focus and area and supports, to help us get there we're all children each and every child or reaching those goals.

457
01:17:54.870 --> 01:17:57.750
Board Room: So here's a very, very skinny timeline.

458
01:17:58.980 --> 01:18:00.060
Board Room: The summer of.

459
01:18:01.470 --> 01:18:18.000
Board Room: Through the spring of 2020 we were heavily involved in a lot of Community engagement processes so we during that time we had a number of surveys, we had Community meetings focus groups.

460
01:18:18.990 --> 01:18:25.980
Board Room: For particular families particular students, we called homes, we had Community surveys.

461
01:18:26.340 --> 01:18:36.900
Board Room: A lot of ways to engage our Community and try to hear different voices at the table to help us determine what are the priorities that we really want to pursue with this student.

462
01:18:37.590 --> 01:18:54.600
Board Room: Investment account money through that engagement we developed a plan with seven strategies and some very specific activities under each strategy I included that in your memo but i'm not going into all of those today just for brevity of our report here.

463
01:18:56.280 --> 01:19:05.460
Board Room: We brought that plan to the school Board and the school board approved that plan, with an estimated budget, the best information that we had at that time.

464
01:19:05.910 --> 01:19:19.530
Board Room: was that we would be receiving about seven and a half million dollars to really implement those seven strategies and work alongside all of the other work that we're doing to make those student outcomes that we wanted to see.

465
01:19:20.430 --> 01:19:31.200
Board Room: And then, right after that board meeting, where we approve that plan is really when coded became such a clear impact and.

466
01:19:31.890 --> 01:19:50.910
Board Room: We things began to shift so in summer of 2020 we received our actual grant amount for that year, which was almost two and a half million dollars so significantly less and not only was that funding last but our general fund was in many ways impacted as well, so it was um.

467
01:19:52.080 --> 01:19:55.050
Board Room: was a time for a deep breath and a centering.

468
01:19:56.070 --> 01:20:02.220
Board Room: In what we're going to get there, but it really truly was a setback, because we were looking at pretty good academic outcome.

469
01:20:02.520 --> 01:20:09.090
Board Room: outlook for the future and then having the student success i've come on top of it, so we thought we would really be able to increase.

470
01:20:09.480 --> 01:20:20.040
Board Room: And then we had to reevaluate in that summer not change our plan, but prioritize what could be implemented, right now, what we need to wait on until things got better.

471
01:20:21.330 --> 01:20:23.760
Board Room: So on the next slide and.

472
01:20:24.810 --> 01:20:32.910
Board Room: With that two and a half million we did get some things done and we're very proud of the activities we moved through.

473
01:20:33.900 --> 01:20:49.080
Board Room: We had already been planning on online and blended learning as part of meeting the needs of all students, of course, with coven we really upped that considerably, but we were able to use some of that money to hire those online.

474
01:20:50.580 --> 01:20:59.460
Board Room: coordinators to help us implement that giant program of her online schooling last year for almost 1500 students.

475
01:21:00.090 --> 01:21:18.330
Board Room: We were able, in the time of some economic challenge to really maintain key staff to support students mental health needs, including social workers school psychologists and school counselors maintaining key staff around working with students with academic disparities.

476
01:21:20.010 --> 01:21:28.680
Board Room: We really maintained a number of different staff there and then one edition, we were able to bring forward was.

477
01:21:29.970 --> 01:21:41.070
Board Room: A data tool to support us and listening to student voice in different ways around social emotional learning and that was we adopted a tool called panorama that it has.

478
01:21:41.700 --> 01:21:58.500
Board Room: A series of surveys for students that helps get at some of the things we've had a strong beliefs and we've invested in for quite some time things like, how is the student growth mindset, what is the student's ability, you know how do they feel empowered to solve problems.

479
01:22:00.000 --> 01:22:17.130
Board Room: How did they feel about the school climate and culture, what sense of belonging, do they have at school connected do they feel with their teachers, so that was a really important tool that we added last year, and not only was it that data tool but it's a really awesome curated.

480
01:22:18.900 --> 01:22:30.930
Board Room: opportunity for a number of different tools that can provide options of lessons or interventions or supports or ideas that if you notice a number of your students are saying.

481
01:22:32.100 --> 01:22:34.170
Board Room: They are not feeling.

482
01:22:35.640 --> 01:22:42.480
Board Room: A lot of they're not feeling empowered in terms of self advocacy what are some things you might be doing about that as a school, so those.

483
01:22:43.080 --> 01:22:53.910
Board Room: tools are curated they include a number of the top publishers for social emotional learning and some equity and inclusion lessons as well.

484
01:22:54.720 --> 01:23:10.830
Board Room: The other really exciting thing that we did last year was hiring our new bilingual family support specialist and launching our family empowerment Center I know you've heard a lot about that, through other presentations, but we did want to hire that as part of our si funding.

485
01:23:13.860 --> 01:23:26.280
Board Room: So we are seeing some outcomes, even with this reduced investment to start with, and it gives us great hope that, as we are able to increase that investment in the future we want to keep building on these strike so.

486
01:23:26.790 --> 01:23:40.140
Board Room: We have increased a lot Community partnerships we've been priest connection to resource, particularly for Spanish or barely Spanish speaking families lots around Suicide Prevention.

487
01:23:41.310 --> 01:23:53.190
Board Room: Dr sexton was talking about Suicide Prevention being explicitly in the division 22 we are really proud that we have a strong and comprehensive Suicide Prevention program in place.

488
01:23:54.120 --> 01:24:01.560
Board Room: parent parent nights that really are supporting those are collaborative skills around supporting all of our students so.

489
01:24:03.180 --> 01:24:11.760
Board Room: I think i'll just pause there and see if you had any questions about the student investment account and what we were able to do so far.

490
01:24:12.120 --> 01:24:27.510
Board Room: This is your the official Annual Report on our spending from last year and this will go into the notes and will be uploaded to O D that we've officially reported to you, there are a lot of this amount of money also a lot of.

491
01:24:29.190 --> 01:24:38.910
Board Room: safety net things in place to make sure that we are very accountable with these funds to our taxpayers and all the folks that work together to bring this forward so.

492
01:24:39.210 --> 01:24:50.760
Board Room: We do a lot of reporting on this, and some of those reports, need to be brought forward to the board and it's a great opportunity to share with you, something that you've been excited about bringing more resources to our students all.

493
01:24:53.790 --> 01:25:05.400
Board Room: Thank you, and is the pause minute The presentation is continuing, or is this the end and I just ask, let me be clear that's all I have okay great i'm open for questions okay great.

494
01:25:06.990 --> 01:25:16.350
Board Room: yeah Thank you I I don't open the floor to school board other score numbers and, if not i'll jump in, but if you want to.

495
01:25:21.120 --> 01:25:21.840
Board Room: Know okay.

496
01:25:24.570 --> 01:25:35.730
Board Room: When you gave us that day in September that extra day of care and connection Community it was time for our teachers to delve into some of that panorama data.

497
01:25:36.420 --> 01:25:43.920
Board Room: of surveys that they had gotten from students around some of those ideas around belonging and what do you need from school and.

498
01:25:44.310 --> 01:25:50.610
Board Room: who's an adult that you connect so they were able to then look at some of that data that they had in the spring, they hadn't had a chance to look at.

499
01:25:51.060 --> 01:25:58.350
Board Room: And then to be thinking about, then, how do we open school this fall knowing what our students are telling us, and some of the information we've gleaned so.

500
01:25:58.710 --> 01:26:05.940
Board Room: Thank you again for giving that day that a lot of just to slow down and really delve into some of what we've learned from our panorama survey.

501
01:26:07.710 --> 01:26:28.770
Board Room: Remember hearing a lot about that panorama survey in the fall of last academic year when I had the learning walk through my questions are will just honestly when I read this I couldn't help but feeling pretty upset because i'm hearing news that Oregon is receiving record.

502
01:26:29.850 --> 01:26:38.520
Board Room: revenue, and in fact it's going to there's going to be a kicker maybe $2 billion kicker and so part of me is like wait a minute.

503
01:26:39.030 --> 01:26:56.970
Board Room: This se si was well vetted it was thoughtful it was long overdue, it was critical and we're not the only school district who put a bunch of effort and plans into this, so I know, things were uncertain and unpredictable but I can't help but think.

504
01:26:58.020 --> 01:27:00.240
Board Room: How are we going to keep this funding.

505
01:27:01.500 --> 01:27:14.970
Board Room: system, sustainable and reliable because school districts, like us, and others can't do this kind of work and make those kinds of hires with the threat of the money may not be there, so I guess i'm just asking you like.

506
01:27:15.660 --> 01:27:21.060
Board Room: What does a fluctuation like this, even while the economy is blowing up in a good way.

507
01:27:22.320 --> 01:27:34.980
Board Room: Its robust, what does a fluctuation like this mean for our future and implementation of these types of moves, can we do them and how can we do them strategically and wisely with that type of you know, uncertainty.

508
01:27:35.460 --> 01:27:42.300
Board Room: And what does the state need to do if you have any answer on that, like a school board members, if we were to talk to.

509
01:27:42.690 --> 01:27:54.780
Board Room: legislators are decision makers like what can be done to stabilize the funds that are coming from this grant so I know those are kind of big questions and i'm you know springing them on you, but that's what came up for me.

510
01:27:55.920 --> 01:27:58.740
Board Room: Well, I appreciate those questions they are.

511
01:28:00.060 --> 01:28:14.700
Board Room: As you see, that fluctuation there you think if that were to we were to go up and down like that every year would be very difficult to have the confidence to hire staff that we have anticipated hiring in this plan.

512
01:28:16.590 --> 01:28:32.550
Board Room: I will say that you know a lot of wisdom from our district early on allowed us to not cut staff and maintain stuff earlier, so that I think continuing to look for opportunities, where we.

513
01:28:34.590 --> 01:28:37.320
Board Room: maintain other sorts of savings, so that we can.

514
01:28:38.400 --> 01:28:44.130
Board Room: support when we need it might be part of the strategy, but I think.

515
01:28:45.630 --> 01:28:55.320
Board Room: Our state is always looking for ways to stabilize and so that the educational funding isn't as volatile, as it is because that's what's so difficult.

516
01:28:55.650 --> 01:29:01.770
Board Room: To plan, as you all know this, this is ultimately you're approved new budgets every year and.

517
01:29:02.340 --> 01:29:17.310
Board Room: It is one of the biggest challenges of Oregon we have really good years and then we have really challenging years and what we don't have a lot of stability between those two so that is one of our biggest challenges I don't know that I have.

518
01:29:18.480 --> 01:29:31.380
Board Room: In this forum, a lot of wisdom to share, about how we move for that, but I think stability is probably a word, and we would like to hear more and more spoken about in the funding for education Oregon.

519
01:29:35.040 --> 01:29:45.570
Board Room: Dr Spencer i'm so when do we get you know the number was we the 2,000,002.4 million when do we find out our number for this year.

520
01:29:46.080 --> 01:29:58.020
Board Room: And how i'm just curious how that compares because well it's frustrating to look at we thought we are getting 7.5 we got 2.4 I also want to acknowledge all we did with the 2.4.

521
01:29:58.560 --> 01:30:10.230
Board Room: And that that's exciting what we were able to do so, what do we know the number that's coming at us and my thought is if it's up to close to the 7.5 i'm super excited.

522
01:30:10.770 --> 01:30:16.260
Board Room: about what we could possibly do with that extra revenue yeah we are.

523
01:30:16.920 --> 01:30:26.070
Board Room: Things are looking more encouraging this year for the money that we are anticipating to receive we are have been able to move forward with a few of the positions that we.

524
01:30:26.400 --> 01:30:42.450
Board Room: For example, our additional social worker that we hired for our high schools that were funding that position, out of the FAA grant several other positions like that i'm going to look at Director Hughes.

525
01:30:43.650 --> 01:30:46.980
Board Room: You remember the number offhand is at 6.7 share.

526
01:30:49.650 --> 01:30:50.310
Board Room: Its point one.

527
01:30:56.790 --> 01:30:59.790
Board Room: still not quite backup to let that original.

528
01:31:00.840 --> 01:31:08.940
Board Room: estimate was when we first were building the plan, but certainly an increase over what we had this year.

529
01:31:20.760 --> 01:31:27.270
Board Room: yo yeah did you want to say something else to lead with before I move forward see poised on your microphone.

530
01:31:27.750 --> 01:31:37.290
Board Room: yeah I think I was just gonna say I was just going to ECHO Dr Spencer items comments that stability and even the general fund has been an Oregon problem for years and you've probably heard.

531
01:31:38.310 --> 01:31:42.090
Board Room: Many proponents of public school say we need to get stable funding.

532
01:31:42.570 --> 01:31:52.170
Board Room: Because when a district vacillates constantly and you feel like you're just starting to invest in something and then you have to abandon a program or even a core component like PE and music.

533
01:31:52.770 --> 01:32:01.800
Board Room: You know that's really hard, and so you don't feel like you can go all in with an idea, because a year or two later you're pulling that staff away or cutting that Program.

534
01:32:02.790 --> 01:32:09.990
Board Room: it's incredibly frustrating and kids suffer from that and the Community feels you know, like a rug was pulled out from under them so.

535
01:32:10.980 --> 01:32:16.800
Board Room: We have this sense of cautiousness you know we got this grant and we got excited and right away this reaction happens so.

536
01:32:17.280 --> 01:32:28.440
Board Room: Even though we've got this optimistic number there is this cautiousness that's just pervading all school districts like do we really build a program that's 6.1 million.

537
01:32:28.830 --> 01:32:39.360
Board Room: If we don't know, two years from now we're going to get that So how do you carefully and slowly start to build some infrastructure that if the grant doesn't sustain.

538
01:32:39.900 --> 01:32:51.540
Board Room: You know you've got some ways to maybe continue it with your general fund, you know if that's going to be robust so as board members, you know just stay on top of this topic of stable funding and Oregon.

539
01:32:52.080 --> 01:33:03.150
Board Room: and keep putting the press on leaders and legislators and those who are running for offices around the priority for stable funding for K 12 schools.

540
01:33:04.290 --> 01:33:12.210
Board Room: Because even I mean this is a grant but it's a grant where we're asked to do a lot with it, but, like any other grant What if it doesn't stick around.

541
01:33:13.230 --> 01:33:17.640
Board Room: The hope is that this one will because there was so much Community involvement.

542
01:33:18.570 --> 01:33:28.740
Board Room: That they felt maybe this grant is more widely understood more broadly supported by businesses, and if you recall, there was a tax that now goes towards funding this one.

543
01:33:29.220 --> 01:33:33.810
Board Room: So, as long as that tax doesn't get repealed that legislation doesn't get repealed.

544
01:33:34.320 --> 01:33:50.190
Board Room: There is some assurance that this grant will stick around whether the dollar figure, you know goes up or down, but it is around that corporate activity task attacks, if you recall, is the one that's funding the student success act.

545
01:33:56.100 --> 01:34:02.070
Board Room: Okay, thank you, the final thing on our agenda just to touch on the the next meetings and.

546
01:34:03.270 --> 01:34:09.810
Board Room: Our next one is October 18 and we have a plan to discuss.

547
01:34:11.070 --> 01:34:17.670
Board Room: The listening sessions scoring plans learning walks we can.

548
01:34:19.110 --> 01:34:33.840
Board Room: I will be out of town, so you know that I think I share Thompson knows that, so we can talk about if i'm going to be facilitating the meeting remotely i'll be present but i'll just be zooming in so so that none of my board members are surprised by that.

549
01:34:35.730 --> 01:34:45.750
Board Room: Anything else we need to talk about for upcoming meeting will be here in the room, the setup will be a little different will have tables so we'll be around a table as a work session will put the.

550
01:34:46.800 --> 01:34:50.940
Board Room: owl back in the Center so it can still be broadcast as a public meeting.

551
01:34:52.200 --> 01:34:59.970
Board Room: And then be thinking about those three components you're listening sessions that you're thinking about having with the Community the school work plans in the learning blocks.

552
01:35:00.480 --> 01:35:01.860
Board Room: And maybe we'll put some.

553
01:35:02.700 --> 01:35:13.770
Board Room: Ideas around what is the purpose of each of those What would you identify as the purpose of each what's the structure that you might want to think about some of it, I might give you some structure, like the learning walks have a structure to them or the.

554
01:35:14.190 --> 01:35:15.840
Board Room: School work plan might have a template.

555
01:35:16.860 --> 01:35:31.740
Board Room: What would be your role in each of those areas and then what's what's the intended outcome, you know why have each of those so though we'll just kind of put maybe a framework together and then you'll be adding into that and having conversation about how you identify.

556
01:35:33.000 --> 01:35:41.160
Board Room: Again, the purpose, the structure your role as board members and the outcome in each of those and then by the evening, you should have a nice document that you've.

557
01:35:41.610 --> 01:35:54.870
Board Room: collaborated on collectively together that kind of guides that work in the school work plans and learning walks is something we've done in the past, and so that will that's already something has a little bit.

558
01:35:55.830 --> 01:36:03.420
Board Room: We have experience around, and so I like the idea of talking about the the purpose and the structure in the role and intended outcomes just helps us as we move into that.

559
01:36:03.810 --> 01:36:15.960
Board Room: The listening sessions will be is a new topic born from the retreat that we did in our board goal our district goal number three and so that'll be something that we haven't done, at least not in my memory.

560
01:36:17.010 --> 01:36:19.710
Board Room: Structured exactly this way so that'll be something a little more.

561
01:36:21.420 --> 01:36:24.780
Board Room: Really intentional around you know the purpose in our roles.

562
01:36:26.700 --> 01:36:33.960
Board Room: You know, he helpful if that evening we could clarify or come to a decision about which schools you'd like to visit for the school work plans.

563
01:36:34.230 --> 01:36:47.010
Board Room: doesn't mean you can't visit all 15 schools throughout the year and other ways like learning walks but the ones that you want to learn about their work plan so you know come with in mind schools that you'd like to learn be ready to.

564
01:36:48.300 --> 01:36:50.190
Board Room: barter and negotiate with each other.

565
01:36:51.810 --> 01:37:05.340
Board Room: But and be thinking about you know how do I get an idea of a primary and a secondary as well, not everybody can visit the high school, we only have two and there's five of you, but you know, a balance of primary and secondary would be helpful.

566
01:37:06.480 --> 01:37:07.890
Board Room: And then the past, I think we.

567
01:37:08.760 --> 01:37:17.520
Board Room: Rather than arm wrestling over in front of the owl we had a sign up sheet that went around, and I think we just indicated our preferences, and so we might be able to do something like that.

568
01:37:17.610 --> 01:37:27.240
Board Room: yeah you could you could do that and several of you are new, I know, by the time it got to the fourth year with you know some of the board members, they wanted to see a different school that they hadn't been to so.

569
01:37:27.660 --> 01:37:36.780
Board Room: it'll just be a different dynamic but, however, you want to organize for that, but I think come ready for that conversation, and if we can have a decision by the end of that evening that would certainly help.

570
01:37:37.380 --> 01:37:43.050
Board Room: Our principles in preparation for then putting those invitations out scheduling those.

571
01:37:44.730 --> 01:37:45.840
Board Room: Okay, great.

572
01:37:46.890 --> 01:37:49.110
Board Room: I think we're good to adjourn we're adjourned.