December-2-2019-Regular-Board-Meeting-Segment-2 [00:00:00] Um, I had the opportunity to visit a West Linn high school wood middle school and sunset primary school. And, um, before I began, I just would like to take the opportunity to thank the administration at all three of those schools for opening your schools, your classrooms, your work to me, and, and giving me a, a small glimpse in the day of your life and your school. So thank you. Um, all schools that I visited had data that indicated areas where I'm focused, professional development and classroom learning. We're being called to attention and we all have binders that are. Uh, like, contain the data for each school across the district. So I'm not gonna necessarily focus my time discussing the data as much. Um, you know, in particular, you know, each school had data demonstrating lower achievement for students with and stuff. Students of color. Um, [00:01:00] each school I visited had goals and detailed work plans, um, addressing the areas where they would like to see additional growth, um, in our students' learning occur. And they all had a detailed plans of action as the, how they are going to bring about that needed growth. Um, but I was, um. Hoping to focus most of my report and sharing around efforts, um, that I noticed across all three schools. And you have a primary, a middle school and a high school around, um, making moves that they're making to improve school climate and culture, um, to create safe and welcoming learning environment. Um, across all three of those schools. Um, at West Linn high school, uh, the administration kind of shared with me that had a desire to focus on relationships in a variety of different means. Um, in particular, uh, the desire was to [00:02:00] increase students, um, feeling connected to their community and ensuring that they find success in and out of the classroom through the power of relationships. Tied to academic rigor. And, um, while in the school I had opportunity to go into the classrooms and observe, um, a variety of activities. And one example that, um, West Linn high school has is their ninth grade success teams. And I had the opportunity to go into essentially a pilot classroom of ninth graders who all have the same core teachers. And the moves that they're making is that through this pilot team, it, um, you all have the same teachers, is that the teachers get to know each individual student better as well as then it provides those teachers with opportunities to collaborate amongst themselves as to on a student by student basis. You know, where is one teacher maybe having success and another isn't? And what is that relationship [00:03:00] or, um. To the work look like that is successful, so that potentially other teachers in that cohort can replicate or build those upon those relationships. Um, and it allows, uh, Oh and I also have the opportunity while there to meet with a group of students. Um, I believe it was like ninth, 10th, and 11th grade students. Um, a very diverse and mixed group of students. Um. And what was clear to me is that, um, not all students have the same experiences in high school nor enter high school with the same, uh, background. Um, there was one student who, um, was entering high school and had just come from school in the middle East. Uh, there was another student who was part of the group sharing about their experience and they had previously been homeschooled up until they were dropped into high school with 1900 students. Yeah. You know, when you kind of think about the, the position of. What it looks like [00:04:00] for them as well as, you know, there was another student who said, you know, she has a lot of friends, but her friends are outside her school. And so, um, it makes it harder for her to connect to her school community when her friends are elsewhere. And then there was another student who spoke of an extracurricular activity that allowed him to finally, um. Find his place of connectivity with the school and how it had been great for his personal growth and how he would love to have that same connectivity in other aspects of the school. But he was just finding it really in this one area. Um, each of these personal stories, you know, shared how the relationships in and with the school impact the impact, either enhanced or, um. Made their navigating learning a little bit more difficult for them. And, um, what else? Um, uh Hmm. Okay. Sorry. I just [00:05:00] want to make sure I didn't. Skip something. And then at would middle school would shared a theory of, uh, kind of clarifying and revising its learning environment in an effort to create a more predictable and safe place for all students to maximize their learning. And the idea behind this was that creating a consistent positive classroom cultures and routines would help students then settle into their work. Faster and with higher levels of engagement. Um, I had ability to visit classrooms that had clear routines and that worked hard to ready their students for learning in a predictable manner each day. And one example was, um, one teacher had kind of a, a classroom competition for students kind of getting out there, their materials that they need that day for class as well as, um, [00:06:00] once you know, a student was. Responsible for keeping track of the time cause they were trying to beat their time. It took them to get ready from the prior day. And then another student's responsible or another couple students are responsible for looking around the classroom and taking that attendance and reporting back. So it's a little bit of accountability across their peers for showing up and noticing maybe who isn't there. And, um, and then, you know, they were getting pretty, by the end of. October when I was there, they were getting pretty good at settling in to those, the routines of getting ready for class and, you know, competing with themselves to do it better each day was just one example. And then I'm in another classroom, you know, I side groups of students working together, um, in groups, uh, to complete word puzzles around, constitute around the constitutional convention. Which again is that use of vocabulary that was happening at Virgin Creek. It was happening at wood as well. And, um, both these activities just showed [00:07:00] systems of trust and routine being established within the classroom that was right in line with the goals that, um, would had shared. And then at sunset primary, um, it acknowledged, uh, that socio emotional skills and engagement. Um, our reflection of the student's sense of belonging and efficacy, and that sunset believes that together, belonging and efficacy will lead to increase participation and academic development for its students. So again, it's this idea around, um, classroom relationships and trust and, um, uh, and building upon those things. And, uh, the school has, um, I was able to see with my eyes in that the school had implemented various. Positive behavior supports and restorative practices aimed at reducing the number of students who are being referred to the office for behavioral assistance. And, um, it definitely is working hard to grow, [00:08:00] um, the social emotional learning of its young students. Um, while visiting classrooms, I was able to see classroom spaces that were designed to deescalate. Um. Behaviors, problematic behaviors potentially of students. And um, what I saw was, for lack of a better, I can't remember the actual terminology, but it was kind of a regulation space in both classrooms and porches. And that would have a place where students can go and, and kind of pull themselves away from the heart of activity and that they could check in. And there was, um, diagrams on the wall where then students could gauge, where am I emotionally on this? A scale, am I in the green zone or am I progressing towards the red zone? And then based on where they perceived their own, um, emotional level, then, then there was activities that they could do to help, uh, regulate their behavior. Whether it was, you know, jumping up and down on a small [00:09:00] trampoline for, you know, 30 jumps or taking some deep breaths or, but it was very, um, it was appeared in multiple classroom spaces with different, um. Suggestions for deescalating behavior, but it was something that was very readily accessible to all of the students. And, um, my takeaway, uh, of the through line that I saw across all three of the schools was that, um, school culture and climate, uh, impacts learning. I'm establishing positive school climate and culture is a kindergarten through 12th grade activity. You can't just start it at 12th grade and think it's gonna. Take off and be successful. That is something that our schools are being very intentional about. Probably beginning in pre K because we have preschool programs, but, um, all the way, all the way through each level of our school. And it takes a dedicated and consistent effort to create positive learning environments that will follow our [00:10:00] students, um, through the continuum of our school system and that our schools, um. Recognize this and are actively engaged in doing the work to create warm and welcoming schools for all of its students. Um, one thing around the, um, kind of what was something new I learned or observed that I hadn't really taken a lot of time to think about maybe in my role as a board member was the impact of growth on our school communities. Um, and in particular, uh, when I was at sunset, I, I learned that it's a school that has kind of. Had a rapidly increasing populate student population, which isn't unusual. Um, I know that there seems to be a trend that when we have new schools and sunset isn't a, you know, a new sunset, um, that families, you know, come back to their schools and both Trillium and Lowery filled quickly and sunset is, was growing as well. But just that growth kind of brings with [00:11:00] it new bodies that you need to learn and understand so that you can meet them at whatever. Educational level they come to you on and then how do you, um, get them where they need to be? And sometimes it takes a little bit more just to, um, when children come to you without any prior information, getting them to where they need to be. And as well as when you, um, haven't, I can't, I don't want to misquote the number, but I, I thought it was something like 40 new students in a school that's like 340 students, so it was nearly 10% of their student body increase that year. Um. Was, uh, you also then have staff that come with, uh, those students to help support them and to open new classrooms. And that can also, uh, just change dynamics to get everyone on board with your goals and principles and get everyone up to, to date. So, um, another, and then the same thing is you can compare that to with, um, West Linn high school. You know, [00:12:00] thankfully our community is going to allow us to, uh. Expand upon our arts and technology high school and maybe take some of the pressure off, but there is this idea that there's a lot of bodies in a really small space and you know, how do you build meaningful relationships with each and every single individual in that school when there's just so many? Um, so it was just, those were some wonderings and some takeaways that I just really hadn't given as much thought to is maybe I should have some sharing with you. And that would conclude our board reports. Dr Ludvik, thank you. And as my report is getting placed upon the screen, just want to thank our board members. Um. Each of you mentioned that you preferred this method of learning about our schools. And I just want to remind you that it actually is a greater increase of your time and commitment to do this method because what we were [00:13:00] efficiently doing, and maybe a few hours, one evening, you've committed to doing a few hours at three or four locations. Um, and yet what I'm hearing from you is that this deep dive has given you a greater connection of. What's the space between the board goals and student learning outcomes and how do we get from that point a to point B? And, um. It makes me as the superintendent, the envy of, of the state and the region to have board members so engaged and involved and curious and supportive. Um, and knowing so deeply the work, um, that when I share this with, um, other colleagues there, they're just flabbergasted that you're committed to this and that you have that curiosity and that deep commitment that's a gift to our community. Because it means when you're sitting here making big decisions that affect individual students, you know, very deeply, and you bet in their classrooms and you've heard their voices, and that, um, creates a much more informed board. And so I thank you for that. [00:14:00] Um, just a reminder, you do have those blinders and we will continue to add in there those school plans. Um, and tonight you'll see a draft of the district work plan, the sip, that will then get added in there and you'll have that comprehensive, then look across the district. And then, uh, also, if you remember, we committed as a school district this year for schools to share their work plans with their communities. And so they will set times now with their PTO or PTA , um, or advertise an evening where parents, the community can come in here, their schoolwork, plants. So that's something new this year. Um, and since you've had those visits now and you've been their place of practice, um, they'll now present those to their communities. So it seems like a lifetime ago, but we actually, um. Had an election between our last board meeting and this board meeting. We, we sat here Monday night and we hoped for the best and we thanked, um, people who worked really hard and anticipation of what would happen the [00:15:00] next day on a Tuesday. And I thought, these reader boards outside of Wilson bell high school said it so great. Um, one day it said, remember to vote. And the next day it said, thank you. So I'm do want to thank our community for their generosity, for their commitment to exceptional schools, for their investment. And for many, many folks, it will be, um, an investment that will just serve children for generations to come long after any of us are even sitting in this space. So, so thank you. And I know there's members out here in the audience. That, um, we're great advocates for, um, for helping that to happen. So thank you. Um, on top of just, you know, you've shared about the school visits, our students shared about events, and I was able to go to a number of those that they mentioned, um, athletic events and arts events in the plays. Um, but I'm just going to highlight this time on just some of the, the other events going on in between school happenings. Um, a few of you were able to join me for the OSBA conference. [00:16:00] I want to. Think, um, Christine Reagan who were there on Friday, we were able to hear, I'm sorry it's a blurry picture, but that first one is Bryant marks who had a very engaging keynote address on, um, hidden biases of good people. And he talked about the implications of that for educators in the populations they serve. Um, and it was very engaging and I think brought a number of people to a place where we really understand that we all have biases. It's the culture in which we are in, as well as our own personal experiences. And once we acknowledge that, in aware of that, we can begin to then do the work around that, um, towards equitable outcomes on Saturday. Um. Our own director, King spoke about inclusive practices and shared that work session with dr Pryor and Dr. Spencer IMEs. And were there any teachers there? Oh, and dr Flossie. Thank you. I see somebody going like this. Um, so we had a team there [00:17:00] and it was a session about our district with inclusive practices and how you have to think about that commitment all the way from a board to staff. To teachers and to a community, really embracing what it means for every child to attend their neighborhood school and every child have access with their peers to the general education curriculum, and then we bring the support to them instead of sending them away to go get that support, we bring it to them, which was always the intention of Ida in special education law is that special education is not about a location, but about services to children. So it was very refreshing to have that focus and a keynote speaker who talked about autism and the hidden potential, um, share that stage on Saturday and then to have our own breakout session. Speaking of inclusive practices, we are learning that we are, um, the district that ode is now sending other districts to, to learn about inclusive practices. In the [00:18:00] last year and a half, we've had 20 school districts. Visit our schools and these involve learning walks, just like the ones that you've had where we engage the staff in a learning walk. They get to see classrooms, they take some observations, they debrief with us, and it's as much about, give us feedback. What did you see as a sharing our journey in our story. I've also had two universities, staff from PSU, and then at the last visit staff from the university of Washington who just received, I believe it was a $25 million grant to support school districts with inclusive practices. And so one of the first things they did was come and visit our school district to see, you know, what does it begin to look like when you really take seriously this notion of inclusive practices. Um, so I want to thank Dr. Spencer IMEs and dr Flossy and their team, um, for putting those visits together. But really it's also the principals and the teachers who step up and just deprioritize their practice and say, just come in. [00:19:00] You're here on a Tuesday. Let's see what Tuesday looks like. And there's no. You know, what's it called? Dog and pony show. I mean, it really is. This is an average day. You've slept, slipped into our schools, you're seeing practice, and we're just going to share with you where we are on the journey. So I want to thank our staff for their commitment with that. Um, and we've got new friends and partners along the way because of these visits too. So we're very grateful. I November. It's been a month of a lot of professional learning. I just want to highlight a couple, um, few weeks ago, our secondary ELD teachers and ELD stands for English language development teachers, um, were able to get together. Thank thanks to Clackamas ESD who hosted this session, bringing in. Uh, WestEd's Aida Waltke, she's an author, educator, researcher who specializes around quality teaching for English learners. She has a number of texts out. Um, she's a favorite of our staff, very engaging, but also real practical understandings about how to make language accessible, [00:20:00] um, which is what you are noticing at Meridian Creek and how to, um, make language and content lessons accessible for multilingual students and emerging bilinguals. Um, she does a lot of work with, um. At Stanford university and around the state of California as well. And then very briefly, you know, last week when students were off that Monday and Tuesday, our teachers were busy learning. So Joe, if you can show the next slide. Thank you. Um, Monday, especially, we had some well articulated and coordinated efforts across the district. Our primary teachers, um, were very focused on mathematics instruction and they actually formed in triads. So three schools joined together at each. So there were three. Um, branches of learning, going on, all focused around mathematics instruction where they're looking at aligning standards and looking at more rigor or looking at assessment and pre-assessment that helps to accelerate the learning. They each had a focus on data they were looking at in ways to improve mathematics instruction. Our [00:21:00] middle school teachers all came together, all four schools at Meridian Creek. They had planned that day together as leaders. Staff, they had did an opening around the importance of assessment for learning, and then the rest of the morning was breakout sessions led by teachers and staff and some student panels, all with a folk, different kinds of focus on ways that they use assessment, um, for different aspects of their instruction, um, and teaching and learning. And then the rest of the afternoon, they broke back into their school teams, debriefing what they had learned and how to move forward with their school plans. Um, our high schools had, some, didn't come all together, but there was some articulation across a number of them focusing on assessment designs and student engagement, thinking about their equity work, and then having times for the various departments and . Teams to do some collaborating with very large high schools. This is, this is real premium time when the whole staff can actually connect with each other. So they had [00:22:00] organized it in some different ways. Also, I'm a West Linn high school. They did some teachers leading teachers in some seminars, um, and some equity work. So busy times. I'm right before Thanksgiving break and I want to thank all the staff for, um. Just fully participating and being so engaged in that learning. What I was chuckling with dr prior, when I was going around to the primary schools, I'd walk in on a group and it was almost like. You know, we're busy learning. We don't do have to talk to you. Um, you know, really, there wasn't time for pleasantries. They were all hovered over their computers and talking, and it was so engaging. And, um, those are the kinds of things you want to see, makes your heart happy. And to know that that time is so valued by our teachers. Um, very quickly, again, tonight, you're going to hear about our, our district work plan. You've now seen the school work plans. Um, what we've been doing is, uh, putting that together, but also a lot of our November has been around this needs assessment that we described. So [00:23:00] here's some pictures of, uh, engaging folks in the community forums, which a number of you were able to attend. It was also a picture of student panel. Um, we've had a number of those this year. We've taken notes on what students say in those panels, but then also there's a picture of on the top left, that's a student group, but first generation student group, and they were giving feedback in a focus group as well as online as part of the needs assessment. So you'll hear about that later tonight, how we able to gather data from our community around what we're doing well as a district. And where we can make improvements, which was, um, R w are the focus of our survey in five priority areas. And again, you'll hear about that tonight. Um, just another quick timeline for you. Now that the bond has passed, probably the favorite question is, so when does a new school open or when will we see that performing arts center? Or what about that stadium in that parking? Um, we've got the bond and now where do we go? Well, there's a lot of steps actually in between before you can [00:24:00] begin. Breaking ground. So we just thought we'd update you on a few. Um, and mr Woodley is here and he'll talk later tonight about some important resolutions you'll be voting on so that we can actually do these things. Uh, we have posted, um, an RFP process for bond construction management firms. So we'll take some applications in there and also architect firms. Um, we did have a meeting. Which a chair Malter attended. It was about an hour and a half, almost two hour long meeting with Piper Jaffray regarding, now that you have this amount in bonds, what does that mean? You'll see other resolution tonight, and I just want to assure you that we went through that document paragraph by paragraph and chair sat in on behalf of all of you so you didn't have to sit in a two hour meeting. We'll walk through that briefly tonight. Um, but did meet with them regarding bond, sale, authorization and timeline, and some of those particulars in December. Then we'll have the screening [00:25:00] interviews for those firms and make those selections. One of the most important ones, first is that bond construction management firm, because they're the ones that will then take a look at all of our projects and begin to. Gantt chart, so to speak. Timeline out. If these are your projects, here's how we need to do them and in what order and how they make sense. Cause there's big projects. But then there's also smaller ones that get woven in. If you're going to tear apart walls to do one thing, you might as well while you're in there, do this other project that you've got nested over here. So they'll take a look at all of that. And, um, put a schedule together. So once we make that selection, they also have a representative who sits in on the architectural firm interview, um, because this is a group they'll be working with. Um, you'll have final, you'll have approval for the firms in January. It's your January meeting, and then they'll get to work. And hopefully our goal is that by February you'll have, um, a master schedule for those. Projects, not in great detail, [00:26:00] but kind of timelining out. This is when we think these projects would occur, and it will be that construction management firm that will be putting that together. There'll be, um, general assignment of costs and then a flow chart. Um, for expenditures, and you'll begin to then see, ah, this is how that bond is going to roll out. Um, in terms of the projects, the costs, um, and those kinds of things. So hang in there until February, but tonight you've got some important, um, votes to make with resolutions. We continue to learn and grow as a group around our work, um, with academics and also our work around, um, who we are as a community, particularly around a community that cares deeply about equity and access. And you as a board. Put a new clause in board goal number one around disrupting systems of racism. So we spent some time as a leadership [00:27:00] group unpacking that. What does it mean to disrupt systems of racism and what are systems of racism? So I'm going to pass down just to some light reading. You can read it later, but essentially what we did is we did some studying together around there are actually different types of racism, whether it's individual. Your own belief, interpersonal, institutional, cultural, and structural. And we looked at, um, examples. So we understand those terms. And then how do they show up in a school system? Cause they exist. There is, um, discrimination and racism in every facet out there in the community, even in every organization. So how do we learn about it, recognize it, and then what are some sample actions we can take to disrupt? And what does disrupt mean? Changing something completely or even engaging in a conversation that asks a question. Like, tell me more about that. [00:28:00] What did you mean by that? And then leading to more conversation can also be, so we, um, go ahead Joe. The next slide, we took a look at a series of very short video clips somewhere, three minutes long. The most was a five minutes one in each of those five types of racism. And what we, what this served by watching a video is it took something that can be pretty intellectual and it humanized it. So you can read theory, you can read something intellectually describe it sociologically and understand a construct and a concept. But then you hear a person's story and their experience and together it humanizes this work. It builds empathy, deeper understanding, and a longing to do better. And so for each one of these, we watched a video clip with these almost same prompts. Read the definition, read the sample actions. Watch this video, discuss what did it, how did you [00:29:00] resonate with it? What did it prompt from you? And do you have a better understanding around this, this type of racism, um, and some thoughts you may have around ways to disrupt. And then, um, as we finish that learning we talked about, so how do we apply this learning and what are the structures again in our school district that help us disrupt these kinds of systems? And, uh, where we do our learning and we also move our actions. And so in a nested fashion, we talk a lot about nested systems. So there we are at a school level, we have school equity teams. Representatives from within the school staff. In some schools, there's already students involved. There may be some parent voice, but it's a nucleus round a school where the priority is to do learning, to do, listening to look at data where they might see some disparities in the data to create some actions and do something to change the status quo. And [00:30:00] then the next nested system. Joe, if you'd go next slide. We're going to reinstate our district equity team. So we actually started this work years ago with a district equity team, but then everybody wanted to be on it and it got so big that really each school wanted their own team, which is the way it should be organically and the way it should be when you think about a system wanting to do better. So we're going to bring that team back in this time. We're going to have, you know, um. 32 people to principal and teacher representative from their equity team, from each school. Um, and then a district staff. And again, the goal learning, listening, analyzing data. But this'll be more systemic data. Looking at that institutional piece, that cultural piece, that systemic piece. Um, and looking at that kind of data, you know, what can you change in your school? But what could we change across the district? And then lastly, when you think about nested, so what's that larger vision? A number of us went to the Mo [00:31:00] multi-city equity summit. Had tiger Twalliton, Lake Oswego, West Linn, Wilsonville. There were, um, city representatives there in municipalities, law enforcement, patrons, school district officials. Um, Chelsea were there members of the West Linn Alliance for inclusive communities, members from the, um, budding Wilsonville Alliance for inclusive communities. And this was kind of replicated in each city hearing a keynote speaker engaging in breakout sessions to do. Personal learning around racism, understanding interpersonal, structural, institutional. You can kind of see that play out. Our question is, so what do we do in between that kind of an annual summit? What do you work on together as cities? And so this notion of if we have this multi-city equity team with West Linn and Wilsonville, how do we get together to co-sponsor. Respond, but also be proactive around fostering communities, um, of [00:32:00] non-discrimination, of equity, of care and compassion, um, which is so deeply held by the participants who were there. Um, and I know within each of these organizations, um, so if we think of this nested system, you know, what's the impact at a school level. At a district level, but then what's our responsibility as one of many organizations within our community? And how do we garner that team together occasionally to do this work? Um, and you'll have a chance in January to think about that. And then. There it is. So January 27th do you have set aside a board work session? One of your goals was to think about and to do some personal learning around equity work and understanding systems of racism, um, and that board goal. So we've set that work session aside and I'll be working with our board chairs of course, input from the board, um, across the board will be helpful. We'll host it. Um, and this will [00:33:00] be, um. City council members, we've invited them to save the date. Um, both of our alliances and then district leaders, some members from each school, uh, some of the school equity teams. And we'll have a student panel where a question hopefully, um, will be around this notion of, to our students. Um, we've often asked you, what do you need from schools? What do you need from your cities? You know, what do you need from us? Um, to make it feel more inclusive and welcoming? What are your family's need? And then how do we hear those voices from a diverse group of, in a student panel? Um, so we'll come together to affirm our equity stances as groups, and then think about, um, a few events we could co-sponsor together in this very visible demonstration that we're all working on this important work together collectively. And that is, we're all in my report. Thank you. Thank you, Joe. All right. [00:34:00] Thank you. We will now move on to the consent agenda. Is there a motion, um, before you do that, sorry, Dr. Hughes has just one ed, the handouts that I've given you before, there's one edit. again, resolution for selling the bond, so I've pretty much, Oh, okay. I think it's a little cold in here as key members of the audience. Thank you. Right. Gotcha. Thank you. [00:35:00] Oh, we'll get it going. I move that we approve the consent agenda. That includes the personnel report, the board meeting minutes and resolution 2019 dash seven that declares disposal of surplus items as described in the staff menu memo. No menu. Oh second. Alright. It's been moved in second. Um, can you take the vote director hides Thompson I check. Yes. You're Fitch and chair King. Aye. All right. Um, the consent agenda has been approved with those three items. Um, now we can move on to the portion of, uh, where we have communications and comments from the audience. [00:36:00] And I, I do have a list of, um. Individuals who have signed up to speak to us tonight and welcome. We're glad to have you all here to touch, share with us your thoughts and comments. Um, I do just want to remind you that, um, we ask speakers to try and keep their comments to roughly three minutes, and if you go much past that, then I'm put in the position of having to. Curtail your, your sharing. Um, if in the event you have more that you would like to share, that goes beyond the three minutes, you can always send something to us or submit something to us in writing and we're happy to read it and respond to that. Um, that the time for communications from the audiences really, um. And our community is just an opportunity for you to share, uh, with the school board and let the school board know what may concern you or your comments. Um, it is not the time where the school board will be in a position to respond directly to [00:37:00] those, but it does often, um, frame our work going forward. Excuse me, forward in the future. So, um, with that said, again, I welcome you and share . Uh, shall we mention something about just, um, protecting other students' identities, identity, where you about to do that? I was not going to do that. I mean, so thank you. I appreciate that. I forgot. Um, also that, um, this is the time to, um. Share your comments and concerns. But as, um, Chelsea mentioned, uh, it is, um, against our board policy to, um, discuss student, other students directly and, or, um, staff directly. And it's just so that we are not identifying those, but you can share your personal. Thoughts and comments. And if for some reason you getting close to being on the line, then I'll, we'll have somebody help [00:38:00] you out. Um, that wasn't very clear and I apologize for that. But, Oh, and one other thing, because I know we have students here tonight and I, um, we asked that when you come to the podium that you, you share your name and your address, but, um, cause your students, I don't always like you sharing your address. Um, so if you're a student in our school district, if you just provide your name and just say, I'm a student of record here, then we know how to find you. So, um, so anything else that I forget or want to share? Okay. Thank you. Alright, so our first person, and you're going to have to, um, be patient, I think. Is it Kesha Brewster? Okay. Thank you. Yeah. Hello? Can you hear me okay? Uh, thank you for allowing me to speak. I'll speak for about three minutes. Um, I wanted to inform you of a change that has happened at Clackamas County. Uh, would you, [00:39:00] um, be I'm from West Linn. Okay. Sorry, Todd. Okay. And I'm coming for the record leaders from, uh, equity and diversity and Clackamas County, and then also from the West Linn Alliance as well. So, do you have an address? I'm so sorry. Do you have an address though? The physical address? Yeah. Uh, no. Cuba. Okay. So then do you live within our school districts boundaries? Okay. Yeah. Perfect. That works. Thank you. Okay. We're good. Okay. So I'm coming to you to talk to you about a change that has happened in Clackamas County and this change is to County administrators have been removed from their positions. One of them was, um, able to lead the equity and diversity in Clackamas County. And this position has now been put on to admit two staff members right now. [00:40:00] And we as leaders for equity and diversity in Clackamas County. Encourage you to speak to your local community, Clackamas County members, whether they're alliances, whether they're contacts, or you can also send an email to Gary Schmidt, the County administrator, who is responsible for 2,490 employees in our community. And let him know that, um, we desperately need a position or people to be put into this position to help encourage and move this equity and diversity work within our community. Right now. Uh, Gary is, uh, currently asking for support, asking for any type of information in which you guys can. Allow him to analyze and understand structure of equity and diversity within your community of school and these school, uh, equity, diversity [00:41:00] plans, which it looks like you guys are looking at one here soon. Um, also affects the students, which affects people who are working within our community. It also attracts people to our community, and this is very, very important work. So currently this position is eliminated and it is put on two staff members who are working full time. It was put on to one County administrator, assistant administrator, and he was, uh, Emmett. We fall was the person who was pushing this forward and now that position has been removed. Okay. Um, you can send emails. You can also contact the West Linn Alliance if you'd like to, or the leaders for equity and diversity within Clackamas County as well. Okay. Thank you. Any questions? Okay, thank you. All right. [00:42:00] Did you sign up twice, Ben? Kesha, did you put your name down twice. Okay. All right. Okay. Okay. Perfect. All right. Thank you. I thank you. All right, Chris. Chris thank you so much. Yes, please come on up. So, yeah, how can fast, so, um, I'm Chris catcher risky. I live in West Linn. Um, I'm happy to say I live in hidden Springs. I feel weird. With giving my specific address out though, if that's all right. I mean, yeah. Okay. So I just wanted to talk briefly about the walkout for the kids at school. Um, I was one of the parents across the street and so much of that was so fantastic and I was so proud. Um. It was organized so [00:43:00] well on behalf of, of the kids and the GSA specifically. Um, but I was concerned about the planning about that on the part of the, I guess it would be the admin really. Um, I believe everybody probably expected it to go well and that there wouldn't be a problem. But I think perhaps as a result of that. The kids that work, some counter protesters that were allowed to get really close to the kids and remembering that this walkout happened because the LGBTQ community feels harassed and threatened and unsafe, and then watching the counterpart protesters slowly migrate closer and closer even to right behind them to a point where. Admittedly from across the street, I couldn't see exactly how far, but I'm going to tell you it wasn't much. Six, 10 feet. I couldn't be specific, but it was too close. [00:44:00] Um, I understand that there were admin and, uh, even some police officers standing nearby, but when it just comes down to actual numbers of people, you have to really heated crowds really close together. One taught, one thrown water bottle, one idiot angry person, and we would've had a mass Malay and it wouldn't have been easy even for the adults standing there to have pulled people apart. It's the only thing that kept it saying was that the kids were really behaved. Yay for our kids. Um, but I'm just here to ask that in the future. Whether it's this or any other issue where there's going to be a walkout or where do you kind of protest? I am 100% here for everybody's rights to speak. Both sides 100% here for that, but they have to be kept at [00:45:00] a safer distance. It cannot be so unplanned and they cannot be allowed to slowly. Creep their way right behind the group that is protesting because they feel threatened. There were actual death threats. There was no reason to not anticipate this. And I've been sitting here this evening looking at these beautiful kids on the walls and thinking of all of these beautiful kids in our schools and thinking, how many of these kids here are gay or trans? Who need us to stand up for them and need us to protect them. I love hearing all of this talk of inclusion and this, it warms my heart so much and how can we pull everybody in and what do we need? We need the kids to be kept safe. We need this not to be dismissed. We need the kids to be respected. I'm excited about the [00:46:00] curriculum. It's gonna S it's being put into place because it comes down to starting from when they're very young saying there are lots of kinds of people in this world and they all matter. And when they're kept out of the conversation, when anybody's kept out of the conversation, it's a way to, other than say, they don't matter. So I just wanted to stress the importance of that. And express the hope that that curriculum is going to help your tech prevent future issues like this. And also to ask you, just to please be aware of the kids and what they're going through and protecting them. Keeping keeping everybody's right to speak, protected and safe. Thank you for hearing. Thank you. Mmm. Is it? It's Cass B and Rhiannan S is that keep a stopwatch for [00:47:00] you. Okay, please. Thanks. Um, my name is Kai Brown. Sorry, I ran to speak. Would you just move a little closer to the microphone because we want to make sure that we can hear you please both of you. Rhiannan Kai. Okay. Thank you. On a West Linn high school, uh, what we're going to talk about was actually the walk up actually, actually the walk out to, uh, it was really scary because leading up to it, there was a lot of talking about how people were going to show up, how PE, even before that, it was just, uh, the LGBTQ in a West Linn. Just hearing a lot of mean stuff about it. But I will say that it was kind of a good, uh, opportunity to see who, like, who supported us in the school. Cause we did have a lot of people show up and support us. we did have the pro, the protesters and that was scary too cause they were [00:48:00] shouting things at us and what we were also thankful for the administration and the, the, uh, Muslim police that were there. Uh, . Yeah. Like, um, it was kind of just weird saying like, I understand, you know, like probably some of the kids didn't really like want to like harass people and like a real way. Like, I like sincerely wanted to like, be like, ah, yes, I hate the LGBT, but like, community. Sorry, what? Um, it just kinda seems like we're then like a bunch of kids, you know, that some of them I've known since like what fifth grade? That's crazy. You know, you see someone that you knew and then all of a sudden they're just walking up. And they'd probably don't really know much of what people are actually fighting for. And they're wearing Maggie hats, even though Trump isn't even involved in this. And they're just bringing Chick-Filet with them because fun. And they're just like walking around and being like, yay, sorry, go like, and it's just like, [00:49:00] really? And then you see like, you know, like, um, we got like the live war and they'd be like, Oh, there's kind of your walkout. And just know that the. Teachers support you in every way, but at the same time, like IB and my world history, people are like, wow, it's so dumb that like the gays want to take chicken away. And I'm like, what? Sorry. Just like, because then they think, because probably most people don't know like, Oh, it's not about that. It's just general harassment at the school. And also like that was also involved, I guess, kind of. But then since they don't really get educated on that, I'm like, no, adults are really going like, Hey, don't say that. So. It's just kind of weird. Like I feel like one good example of a teacher that really was good was I keep this pulsing or whatever. No, you can't. Yeah. Okay. Woo. I'm so sorry. Yeah, we have a lot of teachers at Rosemont tube cause we both went to Rosemont and they were supportive too. We didn't have any walkouts there though, so. [00:50:00] Yeah. But like, um, there some things I'm really good, like, you know, maybe like. Remember like one kid was like, Oh, that's so fruity. And I'm, the teacher is like, Hey, you know, that's kind of, eh, don't, don't do that. And they're like, Oh, okay. I mean, that's like, boom. But then like, I go into high school and it's like, all these kids are like, wow, it's so dumb that they're doing this. Like, why would they even care? Like, woo? And it's like, no one even said like, huh, that's a bit strange. Yeah. Oh, that's. Well, I think that's, yeah. Uh, we just want to, I want you guys to consider that. Like, uh, the LGBT has been more supported, I think, in the high school and stuff, but it's still kind of, I don't want to say it's like, I feel threatened to be a part of it. It's just like, I don't know. It's like scary to hear that stuff when you're just trying to be yourself and people just kinda hate who you are. So yeah, that's kind of it. . It's, [00:51:00] thank you both. Um, Kieran chase, I'm curious. Um, I. Live in Portland. Uh, my addresses on the sign in sheet, I want to start by acknowledging that I do not live in this district. Um, I work at basic rights Oregon, which is the statewide LGBTQ policy and advocacy organization. Um, I'm here tonight because your students called me. Um, your students at Western high school had been talking to me for the last few weeks. Um, they called me during the week of the walkout, and I have to tell you that I'm. Really concerned about West Linn high school. And I'm concerned because high school students don't call me high school. Students only call me when they're scared. Um, when they're worried about being safe at school. I've heard from students at West Linn high school who are scared to go to school right now. I've heard from students who have been participating in the GSA, but feel scared to be [00:52:00] associated with the GSA because of what that would mean. And I've heard from student to have had their property vandalized. Um. And, and I've heard from students who have talked repeatedly to their staff and their faculty and their administrators, and first off, have not received an adequate response that hasn't made them feel safe and welcome in their school. Um, and second have told me about having to repeatedly. Feel like they had to convince the adults in this space that the harassment and bullying that they're facing is a problem. Um, and so I wanted to be here tonight because I wanted to do a little bit of that work for them. Um, I don't know any of you all, I don't know how aware you are of the, um, life and school and educational outcomes for LGBTQ students in Oregon and nationwide. I want to share just a little bit of information with you. Um. We know from the Oregon healthy teen survey that, um, across the board, LGBT students and particularly transgender students [00:53:00] have a higher rates of. Um, then they're cisgender heterosexual, appears of, um, having missed school because of bullying, of being bullied general in general, of having been threatened with a weapon at school, um, of having unmet mental and emotional health needs. And I think as a result of that. Across the board, we see drastically higher rates of depression, of suicidal ideation, of attempted suicide in this community. Um, we know that for transgender students, for transgender people specifically, in pretty much every study that's ever been done on this, approximately 40% of this community will attempt suicide at some point in their lives. Um, and to be clear, there is nothing about being a transgender person that makes one more likely to contemplate suicide. What makes people more likely to contemplate suicide is not being accepted and affirmed and welcomed in their homes and their schools. And we also know from the research that we've seen that for folks who are a part of this community who are supported in our firm and are welcomed in school and at home and at work, [00:54:00] those rates of suicidality in a depression are even with the general population. So this is a pretty clear correlation. Um, well, we also know from the Oregon healthy teen survey is that for students who are perceived to be LGBT, uh, the rates of bullying have increased steadily since 2015, um, in both eighth and 11th grade, uh, in a breakout report from a study called the United States trans survey, which is done every five years, the largest source of data we have on the transgender community. Um, we know that in the Oregon breakout report, so Oregon specific data. That, um, 83% students who are perceived to be transgender during K through 12 school experienced some form of mistreatment harassment while they were in school. And we also know that 23% of those students experienced ms treatment so severe that they had to leave their school. And you all know what happens when students leave school. We know what, what kind of effect that has on folks life outcomes. Um. [00:55:00] I'm delighted to see such an incredible focus on inclusivity, um, from this school board. I think y'all are doing incredible work. Um, I want to offer basic rights, Oregon as a resource to you. Um, I was listening closely to what vice chair Kim was saying earlier about, um, school culture not happening by accident. That it requires intentionality. The fact that students at West Linn are feeling and have been feeling this fear and this, um. Inability to bring their whole selves to the classroom is not an accident. Um, it's, it's a result of staff and faculty not knowing how to address bullying and harassment in their schools. It's a result of not having curriculum that includes LGBT people so that these kids can see themselves reflected in literature and what they're learning. It's a result of, um, okay. I will, I will wrap up. There are a lot of things to it. We offer training. We offer resources. I'm happy to help support. Um, in any way that I can. Um, I will leave my business cards here with [00:56:00] you. I would love, love for you to reach out to me. I know that you and I all just have the best interest of your students at heart and I are going to be here to support you. Thanks.