WEBVTT 00:00:04.000 --> 00:00:08.000 Good. 00:00:08.000 --> 00:00:10.000 Good evening, everyone. 00:00:10.000 --> 00:00:16.000 I'm going to call to order this evening's Westland Wilsonville School District School Board Meeting. 00:00:16.000 --> 00:00:20.000 And I'm gonna pass it to Director Douglas to call role. Please. 00:00:20.000 --> 00:00:22.000 Thank you. Director, shoemaker. 00:00:22.000 --> 00:00:25.000 Way out here. Thank you, director. 00:00:25.000 --> 00:00:30.000 Here. 00:00:30.000 --> 00:00:32.000 There she is! 00:00:32.000 --> 00:00:33.000 I'm here. 00:00:33.000 --> 00:00:35.000 Luke. Thank you. Chair, Taylor. 00:00:35.000 --> 00:00:38.000 Vice Chair, Wyatt. 00:00:38.000 --> 00:00:42.000 Directed it out here. Thank you. 00:00:42.000 --> 00:00:46.000 Alright! Get to open with our favorite. 00:00:46.000 --> 00:00:51.000 We're gonna start with school districts and our school. 00:00:51.000 --> 00:00:58.000 High School representatives are here to shine some light on what's going on in their world. And so we're gonna start out with Riverside high. 00:00:58.000 --> 00:01:02.000 Lucia, Karamba. 00:01:02.000 --> 00:01:11.000 Think I got it right. 00:01:11.000 --> 00:01:16.000 Hello! Doctor! Oh. 00:01:16.000 --> 00:01:19.000 Hello, Dr. Ludwig and board members. Thank you for having me. 00:01:19.000 --> 00:01:24.000 My name is Lucia, and I'm here as a student representative for Riverside High. 00:01:24.000 --> 00:01:31.000 I'm actively involved in many clubs and activities, including the raptor and soon, hopefully, the National Honor Society. 00:01:31.000 --> 00:01:36.000 This past month we had our club fair. More than 20 clubs were represented at tables around the library. 00:01:36.000 --> 00:01:40.000 Trying to recruit new students looking for a club to join. 00:01:40.000 --> 00:01:42.000 Some of these clubs include Rotary Club. 00:01:42.000 --> 00:01:49.000 Posa D and D club, and many upcoming sports, such as Rugby, wrestling, rowing, and swimming. 00:01:49.000 --> 00:01:51.000 Last week was our 1st spirit week of the year. 00:01:51.000 --> 00:02:03.000 On Monday we had Pj. Day. We had iconic Duo Day, Wednesday. We had one color day. Thursday was Spider-man, Batman, and Hello, Kitty day, and Friday was country versus Country Club. 00:02:03.000 --> 00:02:09.000 Lots of scenes went out of their way to show up to school, showing their school spirit with their creative outfits. 00:02:09.000 --> 00:02:12.000 This past Friday. We also had the 1st dance of the year. 00:02:12.000 --> 00:02:16.000 It was a fun fall dance that was celebrated at the end of Spirit Week. 00:02:16.000 --> 00:02:22.000 About 80 people attended, ranging from freshmen to juniors. Everyone had a blast. 00:02:22.000 --> 00:02:27.000 There have been many games this month for both soccer and volleyball, along with several meats for cross country. 00:02:27.000 --> 00:02:33.000 Every single game in meet. We've had a bunch of students went to show their support to the competing athletes. 00:02:33.000 --> 00:02:39.000 Our fall play was written by a group of students with help of our theater, Miss Roberts. 00:02:39.000 --> 00:02:43.000 And it is named, not who we thought. They have rehearsals, multiple times a week. 00:02:43.000 --> 00:02:48.000 To make this play as perfect as possible. It is being performed on November first, st at 6 30. 00:02:48.000 --> 00:02:54.000 Curriculum was a hit. All the parents came and got to go through their kids schedules in 10 min increments. 00:02:54.000 --> 00:02:59.000 The teachers provided a presentation on what the curriculum is going to be for the rest of the year. 00:02:59.000 --> 00:03:04.000 Additionally, some volunteers from Raft guide any parents who did not know where they were going. 00:03:04.000 --> 00:03:17.000 Thank you for having me here to update you on how Riverside is doing. I'm looking forward to presenting next month. 00:03:17.000 --> 00:03:20.000 Thank you so much. We appreciate that update. 00:03:20.000 --> 00:03:24.000 And we'll move right over to Westland High School. 00:03:24.000 --> 00:03:30.000 Mia Harmon. 00:03:30.000 --> 00:03:55.000 Hello, Wesley Wilsonville School Board. It's nice to see you all again to reintroduce myself. My name is Mia Harmon, and I'm the asp President for the 24th to 25 school year. The month of September was a very exciting and productive month for Westland High School. Asb also kicked off the month with our annual club there on September 12.th This is a space for students to meet club leaders and learn about all of our clubs at Wesley High School. 00:03:55.000 --> 00:04:07.000 School. We have over 70 clubs at West Lyn. So this is a great event and a great opportunity for students to explore all of our clubs, and find one that fits their interest in that they are excited to join. 00:04:07.000 --> 00:04:13.000 Also. This gives clubs the opportunity to expand and grab the interest of more people. 00:04:13.000 --> 00:04:16.000 The month of September is children's cancer awareness. Month. 00:04:16.000 --> 00:04:22.000 To support this. Wesleyan held the purple out week through September 16th to 20.th 00:04:22.000 --> 00:04:26.000 During this week we encourage students to wear purple to all of our sporting events. 00:04:26.000 --> 00:04:31.000 And in addition, Asb hosted a toy drive where students could donate toys. 00:04:31.000 --> 00:04:36.000 To Children's Cancer Association. Specifically, the Joyrx Branch. 00:04:36.000 --> 00:04:46.000 For the football game. On September 20th we partnered with our opponents, Sumner High School, to do a collective purple out where both teams donated toys and cash to Cca. 00:04:46.000 --> 00:04:54.000 In total, we raised over 800 and collected over 260 toys for Children's Cancer Association. 00:04:54.000 --> 00:04:56.000 Last week was homecoming week for Westland. 00:04:56.000 --> 00:05:03.000 Our homecoming theme this year was lights, camera homecoming, which celebrates everyone's favorite thing. The movies. 00:05:03.000 --> 00:05:09.000 Asb continued the tradition of decorator decorating our homecoming porches. 00:05:09.000 --> 00:05:12.000 Within the theme to elevate our school spirit. 00:05:12.000 --> 00:05:21.000 This year our freshman decorated the theme of the adventure movies. The sophomores had the theme of action movies. The juniors themed theirs after mystery movies. 00:05:21.000 --> 00:05:27.000 And the seniors decorated theirs with the theme of romantic comedies. 00:05:27.000 --> 00:05:30.000 Asb held our homecoming assembly on October. 00:05:30.000 --> 00:05:38.000 Our cheer and football teams blew it out of the water with their annual cheer football dance. Our teachers and students competed in a cheer. 00:05:38.000 --> 00:05:46.000 And all grade levels competed in a fun assembly activity, as well as our 2,024 homecoming Court being announced. 00:05:46.000 --> 00:05:55.000 As a new development to homecoming this year we were all very excited to drive our homecoming court out in old fashioned convertible cars. 00:05:55.000 --> 00:05:58.000 Around the track for their grand entrance. 00:05:58.000 --> 00:06:04.000 We finished up homecoming week, dancing the night away at our homecoming dance on Saturday, October 5.th 00:06:04.000 --> 00:06:08.000 We decorated our main gym and everything green and gold, and had the best time. 00:06:08.000 --> 00:06:15.000 Our homecoming. King and queen topped the night off by singing Karaoke to party in the U.S.A. 00:06:15.000 --> 00:06:23.000 In celebration of October being Hispanic heritage month, our Latino student hosted their annual event unidos, and. 00:06:23.000 --> 00:06:33.000 On October 3, rd students came to play games in activities, listen to music and enjoy food from our local sandblast Mexican restaurant. 00:06:33.000 --> 00:06:37.000 The fall. Westland sports have also been killing it in the beginning of their seasons. 00:06:37.000 --> 00:06:43.000 Our football team is currently undefeated and ranked. 3, rd our volleyball team is 8 and 4 and ranked 12. 00:06:43.000 --> 00:06:49.000 Our boys. Soccer has 4 wins, 2 ties, and 3 losses, and is ranked 7.th 00:06:49.000 --> 00:06:54.000 Our girls' soccer has 5 wins, one tie, and 2 losses, and is ranked 6.th 00:06:54.000 --> 00:07:01.000 And this past weekend our boys cross country placed 5th in our girls. Place 12. 00:07:01.000 --> 00:07:10.000 Before I close I would like to take a moment to acknowledge a tragedy that took place in Westland, and the strength of our school. Amongst this incident. 00:07:10.000 --> 00:07:16.000 Late at night. On Tuesday, September 17, th 2 of our Westland students got in a major car. Crash! 00:07:16.000 --> 00:07:19.000 And had to be transported to the hospital. 00:07:19.000 --> 00:07:25.000 Upon hearing the information. Our school immediately fell into a stage of shock. 00:07:25.000 --> 00:07:29.000 Following the accident, however, I witnessed ours. 00:07:29.000 --> 00:07:31.000 And experience. Our school community. 00:07:31.000 --> 00:07:37.000 Banning together and support of these 2 students, but also in support of each other. 00:07:37.000 --> 00:07:41.000 Our athletic teams, or tape with their names, to give them a purpose for playing. 00:07:41.000 --> 00:07:46.000 Our asp made posters that were signed by the student body to be taken into their hospital rooms. 00:07:46.000 --> 00:07:52.000 In our Young Life Club hosted a prayer vigil where the community filled the front steps of our High School. 00:07:52.000 --> 00:07:55.000 And came together in prayer for these students. 00:07:55.000 --> 00:07:58.000 Students and staff leaned on each other. 00:07:58.000 --> 00:08:00.000 And supported each other through this hard time. 00:08:00.000 --> 00:08:06.000 See incredible amounts of care, compassion, and support rippling through West. 00:08:06.000 --> 00:08:09.000 Makes me very proud to be a part of this community. 00:08:09.000 --> 00:08:12.000 These students are continuing to fight hard. 00:08:12.000 --> 00:08:15.000 And make a full recovery hopefully. 00:08:15.000 --> 00:08:18.000 They are some of the strongest people I know. 00:08:18.000 --> 00:08:22.000 And as a community we are continuing to keep them in our prayers and. 00:08:22.000 --> 00:08:25.000 So I would appreciate all of the positive thoughts. 00:08:25.000 --> 00:08:37.000 From you guys as well. Thank you so much for having me today, and I look forward to seeing you next week. 00:08:37.000 --> 00:08:40.000 Thank you. Thank you. And. 00:08:40.000 --> 00:08:43.000 My! Our hearts go out to the families of those. 00:08:43.000 --> 00:08:45.000 2 children, 00:08:45.000 --> 00:08:48.000 Really been a tragic, tragic. 00:08:48.000 --> 00:08:50.000 Moment for our community and. 00:08:50.000 --> 00:08:52.000 You know we're not oblivious. 00:08:52.000 --> 00:08:58.000 To or immune to these things. We see it happen to our community time and time again. 00:08:58.000 --> 00:09:04.000 Unfortunately with our with our young people, because we live on country roads out here and. 00:09:04.000 --> 00:09:08.000 Sometimes there's just things that happen on them. So 00:09:08.000 --> 00:09:15.000 Great job you guys rallying around the family and those 2 kids. So I appreciate those words. 00:09:15.000 --> 00:09:18.000 Next up we have from Wilsonville High School. 00:09:18.000 --> 00:09:25.000 Keller, Kirsman. 00:09:25.000 --> 00:09:33.000 Excuse me good evening, Dr. Logue and members of the Board on behalf of leadership and asp, for at Wilson High School, I'd like to thank you for the opportunity to speak today. 00:09:33.000 --> 00:09:38.000 My name's Kellerman. I'm the Sports Commissioner at Wilson High School. I'm filling in again. 00:09:38.000 --> 00:09:40.000 Carter Christensen, our Asp. President. 00:09:40.000 --> 00:09:44.000 This week marks our highly anticipated homecoming celebration. 00:09:44.000 --> 00:09:51.000 This morning we kicked off our Pacific festivities with engaging assembly, featuring fun games, and the announcement of our homecoming court. 00:09:51.000 --> 00:09:57.000 On Thursday we look forward to the homecoming game, which will begin at 5 with a parade showcasing floats inspired by board games. 00:09:57.000 --> 00:10:00.000 Themes include monopoly clue and candyland. 00:10:00.000 --> 00:10:04.000 Each designed to capture the spirit of friendly competition. 00:10:04.000 --> 00:10:08.000 The parade goes through the Meadows neighborhood, and we invite the community to come out and join the fun. 00:10:08.000 --> 00:10:16.000 Following the parade, our team will take on Canby High School and exciting match, where we encourage all attendees to participate in the pink out theme. 00:10:16.000 --> 00:10:19.000 Anastasia. Tickets are now on sale with the play coming up next month. 00:10:19.000 --> 00:10:23.000 This will be only the 4th plan. Our new performing art center. 00:10:23.000 --> 00:10:33.000 We just had our girls, Gen. Robotics. This event is a 1 day competition for students whose genders, unrepresented in stem to gain experience in a wide range of competition, roles. 00:10:33.000 --> 00:10:37.000 I'm excited to announce that Wilsonville High School is a silver rank on ap honor role. 00:10:37.000 --> 00:10:39.000 This is an honor and. 00:10:39.000 --> 00:10:45.000 Distinction. Excuse me. We currently have 60 of all of our students in the class of 2,025 who have taken ap classes. 00:10:45.000 --> 00:10:50.000 We continue to expand our course offerings, and it shows participation. 00:10:50.000 --> 00:10:56.000 We are currently one percentage point away from meeting the gold standard in this category. Also, with this, our psat coming up. 00:10:56.000 --> 00:11:02.000 This Friday. We want to congratulate on being named National Merit Scholarship, finalist. 00:11:02.000 --> 00:11:04.000 This will give him the opportunity and pathway to apply. 00:11:04.000 --> 00:11:07.000 And compete to be a finalist for the merit scholarship. 00:11:07.000 --> 00:11:11.000 He's up there in the blue, just standing there right there. 00:11:11.000 --> 00:11:22.000 Smiles. As far as sports go, they all seem to find success this year. Football is 4 and one boys. Soccer sits at 7, and 2 girls. Soccer 5 and 5, and volleyball is 11 and 4. 00:11:22.000 --> 00:11:29.000 Cross countries up to a good start with the meet coming up soon. Also, our unified soccers having so much fun as they're up to a 4 and one start. 00:11:29.000 --> 00:11:45.000 I take a lot of pride in that, because I am a participant in that, and that's Parker up there defending goal. He doesn't let anything in if you can't tell. So yeah, thank you so much for this opportunity. And I appreciate, and maybe we'll see you next month. 00:11:45.000 --> 00:11:48.000 Tell you what, Connor, to step his game up. 00:11:48.000 --> 00:11:52.000 Man coming off the bench is pretty good. 00:11:52.000 --> 00:11:55.000 Thank you. Guys, 00:11:55.000 --> 00:11:59.000 This is traditionally, the moment that we allow you to. 00:11:59.000 --> 00:12:07.000 Enjoy what's left of this great weather that is not normal. So if you all would like to stay, you are welcome. 00:12:07.000 --> 00:12:13.000 To sit in that seat and enjoy the rest of the meeting, or you are free to roam about the country. 00:12:13.000 --> 00:12:31.000 Alright. Yeah. 00:12:31.000 --> 00:12:33.000 One day. I'm hoping just one will stay. 00:12:33.000 --> 00:12:38.000 I've never seen one. Stay. 00:12:38.000 --> 00:12:40.000 Just one day. 00:12:40.000 --> 00:12:45.000 Okay, moving into 00:12:45.000 --> 00:12:49.000 Board recognitions. I'm gonna turn this over to. 00:12:49.000 --> 00:13:08.000 This is director and Director Directory B. Doll, who are gonna lead us through dyslexia awareness. 00:13:08.000 --> 00:13:17.000 Recognizes October as dyslexia awareness month, and you can please turn to the next slide. Thank you so much. 00:13:17.000 --> 00:13:26.000 The West. Lynn Wilsonville School district is committed to improving and supporting a strong learning environment for all students. 00:13:26.000 --> 00:13:29.000 Including identifying obstacles. 00:13:29.000 --> 00:13:35.000 And offering additional support for student learning and success. 00:13:35.000 --> 00:13:37.000 What is dyslexia. 00:13:37.000 --> 00:13:45.000 So dyslexia is an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader. 00:13:45.000 --> 00:13:53.000 It is commonly due to difficulty in phonological processing. The appreciation of the individual sounds of spoken language. 00:13:53.000 --> 00:13:56.000 Which affects the ability of an individual to speak. 00:13:56.000 --> 00:14:07.000 Read, spell, and often learn a second language. 00:14:07.000 --> 00:14:15.000 Dyslexia is a learning disability that impacts the heart of literacy, which is a foundation for learning. 00:14:15.000 --> 00:14:17.000 20% of the population. 00:14:17.000 --> 00:14:20.000 Has some degree of learning, disability. 00:14:20.000 --> 00:14:24.000 And out of those people 80% have dyslexia. 00:14:24.000 --> 00:14:29.000 Approximately 80% of people with learning disabilities have dyslexia. 00:14:29.000 --> 00:14:33.000 Which makes it the most common learning, disability. 00:14:33.000 --> 00:14:39.000 As we recognize dyslexia awareness month. This year we have so much to celebrate. 00:14:39.000 --> 00:14:43.000 As our district made substantial progress in 2,024. 00:14:43.000 --> 00:14:52.000 And how we remedy dyslexia with our outstanding engagement by educators, community and district leadership. 00:14:52.000 --> 00:14:58.000 On March 2024, we participated in an engaging and informative adoption. 00:14:58.000 --> 00:15:02.000 Presentation led by our outstanding teachers. 00:15:02.000 --> 00:15:07.000 The Board voted unanimously to renew our literacy curriculum by adopting. 00:15:07.000 --> 00:15:15.000 K. Through 5 literacy. Hmh, into reading, and you fly in March of 2,024. 00:15:15.000 --> 00:15:21.000 As well as 6, through 12 literacy, in June of 2,024. 00:15:21.000 --> 00:15:25.000 Literacy is the foundation for student learning. 00:15:25.000 --> 00:15:29.000 And we want to acknowledge our teachers and specialists. 00:15:29.000 --> 00:15:43.000 We have dedicated hours to professional development and collaboration and learning the new literacy curriculum which will help give our students the necessary tools for reading proficiency. 00:15:43.000 --> 00:15:50.000 We know that it is not just the literacy curriculum that makes our students joyful. Readers. 00:15:50.000 --> 00:15:57.000 It is most importantly, our educators who guide them on their reading journeys. 00:15:57.000 --> 00:16:05.000 We are hopeful that our students, reading proficiency will continue to strengthen and grow over time. 00:16:05.000 --> 00:16:08.000 And that concludes. 00:16:08.000 --> 00:16:18.000 Our recognition of dyslexia, so much. 00:16:18.000 --> 00:16:24.000 Thank you for that directive and director sloop. If you can hear me out there. 00:16:24.000 --> 00:16:29.000 And that takes us over to date prior and 00:16:29.000 --> 00:16:31.000 Dr. Barb Schoen. 00:16:31.000 --> 00:16:38.000 Along with all the doctors. Dr. Jennifer says I am. 00:16:38.000 --> 00:16:41.000 Awesome. Thank you so much. 00:16:41.000 --> 00:16:46.000 It is so exciting to make sure that we honor and recognize. 00:16:46.000 --> 00:16:53.000 Dyslexia during the month of October, as well as always all through the year. All the things that we're doing to help support. 00:16:53.000 --> 00:16:57.000 Students with that particular learning challenge. 00:16:57.000 --> 00:17:01.000 October is also school principal appreciation. Month. 00:17:01.000 --> 00:17:07.000 And we are so excited to take a few moments to shine. The spotlight. 00:17:07.000 --> 00:17:14.000 On some individuals in our work who very seldom allow the spotlight to be shown on them. 00:17:14.000 --> 00:17:16.000 They're very humble. Group. 00:17:16.000 --> 00:17:20.000 Who work incredibly hard to create the conditions. 00:17:20.000 --> 00:17:23.000 For our students to succeed. 00:17:23.000 --> 00:17:26.000 So we wanted to start with a quote tonight. 00:17:26.000 --> 00:17:32.000 That is, from the Wallace foundation, from a research paper from 21 that says. 00:17:32.000 --> 00:17:37.000 Effective principles have an even greater impact than previously thought. 00:17:37.000 --> 00:17:41.000 Benefiting not only student learning and attendance. 00:17:41.000 --> 00:17:45.000 But also teacher. Satisfaction and retention. 00:17:45.000 --> 00:17:53.000 According to a major new research study, how principals affect students in schools, a systemic synthesis of 2 decades of research. 00:17:53.000 --> 00:17:57.000 And it draws on 219 high quality research studies. 00:17:57.000 --> 00:18:09.000 That talk about school leadership conducted these studies since 2,000, and have updated some of the landmark literature that we used to look at before, and they concluded that. 00:18:09.000 --> 00:18:13.000 Principals are second only to classroom teachers. 00:18:13.000 --> 00:18:15.000 Among school related factors. 00:18:15.000 --> 00:18:17.000 That affect student achievement. 00:18:17.000 --> 00:18:29.000 It was great to see in black and white, in hard research what we know to be true in our practice every day that school principals make such a difference on what occurs for students. 00:18:29.000 --> 00:18:40.000 And we there's so much that they do that it would be hard to highlight all of it. We do have a few thoughts on the next slide. 00:18:40.000 --> 00:18:45.000 So we think about our principles, our lead learners. 00:18:45.000 --> 00:18:50.000 And they're instructional leaders. They're in classrooms. They're helping teachers. They're knowing the curriculum. They. 00:18:50.000 --> 00:19:03.000 Also know the boilers. They know where the moments are in the buildings that need some attention. They're investigating challenges between students. They're in charge of safety. 00:19:03.000 --> 00:19:08.000 They're innovating programs every day. They're building the culture. And they're planning events. 00:19:08.000 --> 00:19:13.000 Those are just a few things that our principals are doing all the time. 00:19:13.000 --> 00:19:27.000 Do you? Yeah, Dr. Spencer, I'm really covered it. As she opened with. They are incredibly humble people. And it is a pleasure to stand up here and really recognize our principles. And we are gonna show you and and name them. 00:19:27.000 --> 00:19:49.000 As a as a group in just a minute here. But I did want to highlight one thing that doctors, you can go ahead and go to the next slide. Dr. Jennifer, I'm said, which is that, you know. Not only are they incredibly hardworking, like, I know we don't have to set an alarm, because early in the morning the text in the phone call start, and they go till late at night. As all of our principals, their life is wrapped around taking care of their students. 00:19:49.000 --> 00:19:58.000 And their staff in their schools. They also, you know, it's not just about working hard, but it's about working hard on the right things, and the job has really changed over time. 00:19:58.000 --> 00:20:22.000 And now, in addition to knowing every student's name and making sure that they have all the staffing hired and school runs smoothly, they're also advocating for students in new ways to ensure that every student gets what they need. Their instructional leaders, because that quote that Dr. Jennifer, I'm showed up above that requires a really high degree of not only understanding but enthusiasm. For what is what is learning look like. 00:20:22.000 --> 00:20:24.000 What should you see when you come into a classroom. 00:20:24.000 --> 00:20:39.000 And how do you generate strong collaboration on the right things for student growth? So we can achieve that goal of raising achievement for everyone and closing opportunity gaps and ensuring that everyone has a strong sense of belonging. 00:20:39.000 --> 00:20:51.000 You want to say, Okay, I'm I'll introduce the primary school principals, and you know all these people. But just so we can say them by name. Up in the upper left we have Meg Leonard, the principal, with cedar primary school. 00:20:51.000 --> 00:21:00.000 In the middle, directing traffic in her Wonder woman outfit because it was a student. A spirit week is Christy Freeman, the principal at Lowry primary school. 00:21:00.000 --> 00:21:05.000 Upper right. We have the head B himself, the principal at Bolton. 00:21:05.000 --> 00:21:10.000 Lower right. We have Michelle Jensen to a student at boons, very primary school. 00:21:10.000 --> 00:21:22.000 And then we have Greg James doing something. Every principal's done the complicated task of changing the laminator without burning yourself or sucking your own shirt into it while doing it 1st unit. And if we could go to the next slide. 00:21:22.000 --> 00:21:32.000 We have Katie Beckett, our new principal at Trillion Creek Primary School, leading the opening kickoff of the year. Nicole Minor leading into Fun run at Willamette, primary School. 00:21:32.000 --> 00:21:36.000 But Chula Perry, the principal, at sunset, as they come in. 00:21:36.000 --> 00:21:45.000 And Melissa Hall doing what she loves best, being a literacy teacher, reading in a classroom at Staffordies. 00:21:45.000 --> 00:22:10.000 Thank you. And just in looking at our middle school principals, Kenny at Meridian Creek, Mike Strandy at Woodlli, Johnson at Athi Creek, and Sara at Rosemont Ridge. One thing that I will say that we've noticed about our principles is there's just a lot of humility. There's 1 principal up there who said, really, it's gonna my picture is gonna be an all 3 of those screens. 00:22:10.000 --> 00:22:17.000 In the Board Room, and that was really a big thing. So but I think also, in talking about. 00:22:17.000 --> 00:22:29.000 You know what you do and how you spend your time is your priorities, and when we say, being in classrooms, we have been at the request of our principals, working a lot on coaching. 00:22:29.000 --> 00:22:45.000 Education's learned a lot from coaching and being in classrooms. So you can better coach teachers is a real priority and a growing piece of our learning. 00:22:45.000 --> 00:22:53.000 So moving on to our High School principals. There were so many pictures it was hard to narrow down, but I picked one of these 3 high school principals. 00:22:53.000 --> 00:23:02.000 Together because they have really worked so hard to be a team, and really, present so much. 00:23:02.000 --> 00:23:14.000 Unity and connection, while each school has its own flavor and culture and special things about it, but really aligning and having great coherence across our high school systems. 00:23:14.000 --> 00:23:30.000 And I just have so much personal admiration for principal Nick Chapin from Riverside, Principal Kelly Schmidt, who, Wilsonville, principal, is actually leading a parent meeting as we speak, and Principal Trevor Mena at Westland High School, so. 00:23:30.000 --> 00:23:36.000 Please join us, and some of you on the panel know a lot about being a principal in a school, and. 00:23:36.000 --> 00:23:53.000 How much work that is. But please join us in our school principals this week you'll notice some beautiful flowers around. We'll be delivering those to each principal this week as just a tiny token of our mutual appreciation for the incredible work of our school principals. 00:23:53.000 --> 00:24:01.000 Thank you. 00:24:01.000 --> 00:24:04.000 Thank you so much for that. 00:24:04.000 --> 00:24:10.000 And anything from a board perspective. Any comments? 00:24:10.000 --> 00:24:14.000 We are taking comments from everyone who has never been a principal. 00:24:14.000 --> 00:24:20.000 So we'll open it up for that. 00:24:20.000 --> 00:24:22.000 Anything 00:24:22.000 --> 00:24:24.000 Director Vidal. I'll go last. 00:24:24.000 --> 00:24:33.000 I just wanted to thank our amazing principals for all the work they do and for the communities they lead. 00:24:33.000 --> 00:24:45.000 I know the students look up to all of them so much, and I'm sure the teachers really appreciate their guidance as well. So thank you to our principals. 00:24:45.000 --> 00:24:47.000 Alright! 00:24:47.000 --> 00:24:49.000 Retired principal. 00:24:49.000 --> 00:24:55.000 Shoemaker stop saying that 00:24:55.000 --> 00:25:05.000 I just wanna comment that I you hear so much about what our principals mean to our communities. My wife and I for a walk today. And we happen to. 00:25:05.000 --> 00:25:07.000 In an area of town where 00:25:07.000 --> 00:25:10.000 A school was letting out. 00:25:10.000 --> 00:25:12.000 And 00:25:12.000 --> 00:25:16.000 Committee member had recently told me about a principal who often is out in the garden working. 00:25:16.000 --> 00:25:25.000 And that's where I found that principle. But I just have by chance that we were walking by night, and there's a person in the garden, and my wife said, Oh, look at that man! I said. That's the principal. 00:25:25.000 --> 00:25:29.000 Good for good for them. 00:25:29.000 --> 00:25:34.000 Anything. Voucher? No, all right, I'll pass it to Superintendent Dr. Ludwig. 00:25:34.000 --> 00:25:36.000 Just very briefly. 00:25:36.000 --> 00:25:39.000 Thank you for the tribute. The pictures. 00:25:39.000 --> 00:25:45.000 And we really have a remarkable group of principals in the district. 00:25:45.000 --> 00:25:50.000 And just wanna echo the comments that each one of those. 00:25:50.000 --> 00:25:52.000 People when they say yes to the job. 00:25:52.000 --> 00:25:55.000 They really commit to a life work. 00:25:55.000 --> 00:25:57.000 And you don't turn off your phone. 00:25:57.000 --> 00:26:00.000 And you don't turn off your brain. 00:26:00.000 --> 00:26:03.000 At the end of the day you don't turn off your heart. 00:26:03.000 --> 00:26:06.000 And your willingness to be available. There are times when we've. 00:26:06.000 --> 00:26:12.000 Called principals late at night, because an alarm was going off in their building just to let them know we got it. 00:26:12.000 --> 00:26:14.000 Or that something flooded. 00:26:14.000 --> 00:26:16.000 Because of the big rain. 00:26:16.000 --> 00:26:19.000 Or electricity. At 3 in the morning. 00:26:19.000 --> 00:26:24.000 They're constantly available. They think long and hard about. 00:26:24.000 --> 00:26:33.000 Being instructional leaders, but also being supportive leaders and being available to families being fully committed to students supportive of their staff. 00:26:33.000 --> 00:26:37.000 Being a cheerleader in their community. 00:26:37.000 --> 00:26:40.000 The face of the school, the voice for the culture. 00:26:40.000 --> 00:26:44.000 And they really are a remarkable group, and I'm incredibly grateful. 00:26:44.000 --> 00:26:50.000 Where they're saying yes to the work, and showing up every day, coming back. 00:26:50.000 --> 00:26:53.000 And giving up a lot of their family time. 00:26:53.000 --> 00:26:57.000 Or their school family. That's a big sacrifice, and 00:26:57.000 --> 00:27:03.000 And they're all doing something tonight, I'm sure, thinking about school or leading something. So 00:27:03.000 --> 00:27:08.000 Want to recognize them and and thank them for all that they do. 00:27:08.000 --> 00:27:12.000 And just to finish up. 00:27:12.000 --> 00:27:14.000 I would say that 00:27:14.000 --> 00:27:19.000 I think about the the non traditional aspects of. 00:27:19.000 --> 00:27:21.000 People's jobs, right. 00:27:21.000 --> 00:27:27.000 And they always say, Well, you'll you'll recognize all the things that I do when I'm no longer here right. 00:27:27.000 --> 00:27:29.000 And one of the things that. 00:27:29.000 --> 00:27:34.000 Comes to mind for me right now, in a time of crisis at Westland High School. 00:27:34.000 --> 00:27:38.000 Just that a lot of times our principals are the leader. 00:27:38.000 --> 00:27:41.000 In those moments to deal with things that. 00:27:41.000 --> 00:27:47.000 You know. Maybe they haven't been trained or equipped to deal with, and. 00:27:47.000 --> 00:28:01.000 And so it's my hat goes off to all the principals out there for the things that maybe you don't have the skills to do. We don't all plan on knowing how to show up when 2 kids almost lose their life and is fighting for their life and having to be. 00:28:01.000 --> 00:28:03.000 The person who tells. 00:28:03.000 --> 00:28:06.000 Thousands of kids that it's gonna be okay. 00:28:06.000 --> 00:28:08.000 And they don't know that it's gonna be okay. So. 00:28:08.000 --> 00:28:10.000 I can only. 00:28:10.000 --> 00:28:14.000 Imagine the burden that they have to carry, not just their own heartache and pain. 00:28:14.000 --> 00:28:18.000 But the holiday campaign of a thousand other kids surrounding them. So. 00:28:18.000 --> 00:28:23.000 My hat goes off to him for just those unspoken things that come with the job. 00:28:23.000 --> 00:28:26.000 It's not in the success profile. It's not typically in the. 00:28:26.000 --> 00:28:29.000 The review or the evaluation. 00:28:29.000 --> 00:28:37.000 So especially to Trevor right now, and what he's going through. So my hat goes off to him for that, and thank you for all the. 00:28:37.000 --> 00:28:40.000 The times that you have to show up in moments that. 00:28:40.000 --> 00:28:45.000 You are not prepared for so. 00:28:45.000 --> 00:28:47.000 All right. 00:28:47.000 --> 00:28:52.000 That'll take us into board member and superintendent reports and. 00:28:52.000 --> 00:28:55.000 Coming right back to you direct. 00:28:55.000 --> 00:29:01.000 Well, I as the liaison to the long range planning committee, I'm committed to. 00:29:01.000 --> 00:29:05.000 Providing updates about kind of where we are and where we've been. 00:29:05.000 --> 00:29:10.000 So, as you know, previously, the longering planning committee asked us. 00:29:10.000 --> 00:29:13.000 About. 00:29:13.000 --> 00:29:15.000 Roughly a year ago. 00:29:15.000 --> 00:29:25.000 To give the okay to develop a new long range plan. Very typical. That's what happens when one, all the bond projects start expiring around. 00:29:25.000 --> 00:29:31.000 You are. We're kind of in the middle of the last bond projects trying to get through them. And that's when. 00:29:31.000 --> 00:29:35.000 When we start to approve the process of creating a new plan. 00:29:35.000 --> 00:29:42.000 So in the past year. The the longer you planning committee was engaged in looking at our current facilities. 00:29:42.000 --> 00:29:46.000 With several focus areas. And I wrote these down just wanted to mention. 00:29:46.000 --> 00:30:02.000 Because each member of the planning committee was at part of one or more of these equity and stewardship as as a consideration. As we look at facilities, accessibility, athletics, and recreation, cte steam career, pathways. 00:30:02.000 --> 00:30:10.000 Safe and welcoming schools, learning with technology sustainable and resilient schools where there's kind of 7 broad categories. 00:30:10.000 --> 00:30:13.000 That the committee was trying to look at more deeply, and. 00:30:13.000 --> 00:30:16.000 Had to get some help with that. Some people with some expertise. 00:30:16.000 --> 00:30:25.000 Additionally, the longer planning committee asked for enrollment projections, so that that came to us this last summer. As in previous years. 00:30:25.000 --> 00:30:31.000 That's used to further analyze future facility needs. 00:30:31.000 --> 00:30:36.000 The committee, seeing some declining enrollment, began asking about small schools. 00:30:36.000 --> 00:30:38.000 In looking not only at costs. 00:30:38.000 --> 00:30:41.000 But also what small schools mean to the community. 00:30:41.000 --> 00:30:47.000 That's what got us to the small. The request for a small schools task force. 00:30:47.000 --> 00:30:51.000 So I wrote a couple things down here. 00:30:51.000 --> 00:30:58.000 So I know that I mean the task force has begun its work. I think we got noticed that October one, roughly, was the first.st 00:30:58.000 --> 00:31:03.000 Meeting of the task force I happen to see on the frequently asked questions. 00:31:03.000 --> 00:31:06.000 That the 1st 00:31:06.000 --> 00:31:10.000 Informational. So our community session to hear community. 00:31:10.000 --> 00:31:15.000 Is October 20. Second, right? I think I have that correct me. If I'm wrong about that. 00:31:15.000 --> 00:31:30.000 October 20. Second is the 1st of those. There are 5 of those that are at Bolton, at Cedar Oak, at Stafford, at Trillium, and then one of them's going to be online to catch those who aren't able to attend an individual session. You can find that under frequently asked questions. 00:31:30.000 --> 00:31:33.000 They're about. When when does the task force meet. 00:31:33.000 --> 00:31:38.000 To our parent community. I wanna say for your 00:31:38.000 --> 00:31:48.000 I think all of us have had conversation with our parent community. I am continually impressed with not only how thoughtful you are, but how supportive you are, even when you're challenged. 00:31:48.000 --> 00:31:55.000 So. I we couldn't be more fortunate than to have this parent community. 00:31:55.000 --> 00:31:58.000 I also wanna say that 00:31:58.000 --> 00:32:04.000 It's a credit to our schools that you're so passionate about them. 00:32:04.000 --> 00:32:08.000 I know how much you worry about particular outcomes. 00:32:08.000 --> 00:32:11.000 And that makes sense. 00:32:11.000 --> 00:32:13.000 I want you to appreciate that. 00:32:13.000 --> 00:32:17.000 We can't start at that place as a board. 00:32:17.000 --> 00:32:23.000 You're starting at outcomes, and we can't start there. Partly we don't have proposals in front of us right. 00:32:23.000 --> 00:32:29.000 But we are listening to what you have to say. 00:32:29.000 --> 00:32:37.000 I want to assure you that we take this very seriously, that I know I speak for the board. When I say that we take this. I also know that the Long Range Planning committee. 00:32:37.000 --> 00:32:46.000 Take so seriously. Those people who are on that committee are good people who are paying attention and are asking really good questions. 00:32:46.000 --> 00:32:48.000 I know that. 00:32:48.000 --> 00:32:52.000 Some parents wonder if there's already a planning place. 00:32:52.000 --> 00:32:55.000 If if. 00:32:55.000 --> 00:33:02.000 That if process is at best of formality, and at worst an effort to justify decisions that have already been made. 00:33:02.000 --> 00:33:16.000 I. It sort of pains me when I when I hear that level of distrust, and I feel like we have work to do when we, when we feel that what I can tell you is that I've been to every long range planning committee meeting since I got on the Board since I was. 00:33:16.000 --> 00:33:27.000 Appointed to be that liaison. That's more than the last year. I wanna emphasize that. At no point in those discussions has an outcome been promoted. 00:33:27.000 --> 00:33:33.000 That doesn't mean there's broad isn't broad discussion about things, but there's been no promotion of any particular outcomes. 00:33:33.000 --> 00:33:53.000 The long range planning committee needs input as it builds the next long range plan. So I want to say very clearly, if you haven't heard say it a thousand times. Please have your voice be heard at these listening sessions. That's the small Schools Task force is having. It's it's vital that you have, that you do that so that the long range planning committee. 00:33:53.000 --> 00:33:55.000 Can have the full breadth of your thinking. 00:33:55.000 --> 00:34:07.000 We're hearing clearly from our community that these decisions are about far more than dollars and doorknobs. And those things. That it's about the quality of education and the heart of. 00:34:07.000 --> 00:34:13.000 The community where schools are. So that's why the planning committee really needs to hear from the task force. 00:34:13.000 --> 00:34:16.000 Okay, what I got. 00:34:16.000 --> 00:34:20.000 I'll pass it on. Alright. Thank you. 00:34:20.000 --> 00:34:23.000 Director sloop. If you can hear me. 00:34:23.000 --> 00:34:25.000 You have the floor. 00:34:25.000 --> 00:34:27.000 Alright. Can you hear me? 00:34:27.000 --> 00:34:29.000 Yep. 00:34:29.000 --> 00:34:40.000 So I will be brief in order to have the opportunity to listen to all the public comments this evening. As mentioned earlier October is dyslexia, awareness, month. 00:34:40.000 --> 00:34:43.000 Dyslexia is a specific learning ability. 00:34:43.000 --> 00:34:49.000 That is neurobiological in origin, which affects about 20% of our population. 00:34:49.000 --> 00:34:52.000 It is characterized by difficulties with accurate. 00:34:52.000 --> 00:34:55.000 And or fluent word, recognition. 00:34:55.000 --> 00:35:02.000 And by poor spelling and decoding abilities. And that definition comes from the International Dyslexia Association. 00:35:02.000 --> 00:35:08.000 Dyslexia is a deficit in the phonological processing or the sound system of our language. 00:35:08.000 --> 00:35:12.000 Early signs of dyslexia in children are delayed. Speech. 00:35:12.000 --> 00:35:24.000 And or speech articulation issues, mixing up sounds and syllables and long words, trouble, remembering letter names and sounds in difficulty, creating words that rhyme. 00:35:24.000 --> 00:35:34.000 Students with dyslexia have higher than average Iqs. These students possess personal strengths. They are great critical thinkers, great conversationalists. 00:35:34.000 --> 00:35:41.000 Quite imaginative great problem solvers and possess brilliant spatial reasoning. 00:35:41.000 --> 00:35:45.000 Dyslexia is identified through screening and assessments like Amesweb. 00:35:45.000 --> 00:35:54.000 Students with dyslexia set. Excuse me, can learn to read and write when provided. Remediation and accommodations. 00:35:54.000 --> 00:36:02.000 Early identification and intervention are also crucial in preserving self-esteem and well-being. 00:36:02.000 --> 00:36:06.000 Famous people with dyslexia are Albert Einstein. 00:36:06.000 --> 00:36:12.000 Henry Ford, Magic, Johnson, Steven Spielberg. 00:36:12.000 --> 00:36:19.000 Octavia, Steve Jobs, Tom Cruise, Spike Lee, and Mohammed Ali. 00:36:19.000 --> 00:36:26.000 Bringing awareness to dyslexia, breaks down the stigma associated with learning disorders and highlights, the strengths. 00:36:26.000 --> 00:36:33.000 We are committed to strengthening student literacy, resources, and interventions which are inclusive for all of our learners. 00:36:33.000 --> 00:36:36.000 Thus bringing opportunities for continued growth. 00:36:36.000 --> 00:36:43.000 In student achievement and well-being. 00:36:43.000 --> 00:36:46.000 That's it for me. 00:36:46.000 --> 00:36:48.000 Thank you. Director, sloop. 00:36:48.000 --> 00:36:56.000 And the order is a little bit different tonight. Vice Chair. Wyatt. 00:36:56.000 --> 00:36:58.000 It's up a little bit with the order. 00:36:58.000 --> 00:37:21.000 I just wanted to share that this month. One of my favorite parts about being a school board member, and it's our chance to do our school visits. And so, just for everyone's awareness. We between the 5 of us, divide up all the schools in our district, and then we have a chance to visit between 3 and 4 schools to do a more in depth. 00:37:21.000 --> 00:37:38.000 Deep dive into how those schools operate. And so over my 3 years, so far on the port, I've had a chance to visit new schools every year. And I have found it to be a really great way to really understand what's happening in our schools. And then, really, most importantly, get to know the staff. 00:37:38.000 --> 00:37:43.000 And then start to dig into the data. Behind student. 00:37:43.000 --> 00:37:46.000 We also have the chance to visit with students, which is always. 00:37:46.000 --> 00:38:04.000 Tremendously enjoyable to, you know. Have a panel of elementary school students tell you all of things they love about their school, or things that they would change and so this year we have baked into our board goals. These school visits because we know it's a really important way for us to 00:38:04.000 --> 00:38:07.000 Be able to understand how school work plans. 00:38:07.000 --> 00:38:10.000 Align with our district plan. 00:38:10.000 --> 00:38:25.000 And then also really be able to look at achievement and understand how principals and teachers are using that data in real time to drive instructional decisions, and to promote achievement across all of our schools. 00:38:25.000 --> 00:38:49.000 And so in our board goals we talk about the fact that we are going to do school visits. We also talk about this being a way that we value and showcase community voice and the ways that our schools are engaging. Their school communities. And so in the coming months. You'll hear updates from us. I think direct review may have already had one of her visits. I haven't had mine yet, but. 00:38:49.000 --> 00:38:57.000 But they really are an incredible way for us to get a deeper dive into what's happening in our schools. And so 00:38:57.000 --> 00:39:13.000 Look forward to my school visits, and then also just wanted to make everyone aware, that this is one of the ways that we promote engagement and connection back to our schools and our students and our staff. So with that, those are all my remarks. Turn it back over to you. 00:39:13.000 --> 00:39:17.000 Thank you, and you have the floor. Now, Director. 00:39:17.000 --> 00:39:24.000 Yes, thanks so much. First.st I'd like to thank Chair for his remarks tonight about the. 00:39:24.000 --> 00:39:38.000 The high school students who are in the car accident, and I would just set like to echo that it is so heartening to see how this community has really wrapped their arms around that family. Those 2 families. 00:39:38.000 --> 00:39:40.000 And given them. 00:39:40.000 --> 00:39:44.000 So much support, so much so much different kinds of support. 00:39:44.000 --> 00:39:50.000 And love and that's so important as these. 00:39:50.000 --> 00:39:54.000 To very young people continue to heal. 00:39:54.000 --> 00:40:16.000 Next, I'd like to thank Director Shoemaker for his leadership in the long range planning committee, and I really want to reiterate his requests for those of you who would like to attend the listening sessions, or for those of you who want to make sure the Board knows how you feel about the small schools. 00:40:16.000 --> 00:40:18.000 Please attend the listening sessions. 00:40:18.000 --> 00:40:31.000 Please come to the board meetings and provide us with your comment, so we can hear your feelings and hear your feelings about the task force. 00:40:31.000 --> 00:40:41.000 And then lastly, I did have the privilege of visiting Beckman Creek Primary School in Wilsonville. 00:40:41.000 --> 00:40:43.000 And 00:40:43.000 --> 00:40:48.000 It was pretty amazing to see the growth. 00:40:48.000 --> 00:40:54.000 In reading and math. Their students have made. 00:40:54.000 --> 00:41:00.000 Well, they are led by Principal James and their reading specialist, Emma. 00:41:00.000 --> 00:41:04.000 They have done so much in their groups to really 00:41:04.000 --> 00:41:24.000 Help kiddos get to where they need to be in reading. So it's just extraordinary to see. And they put our huge focus on writing at that school, and that is really great to see as well, especially knowing as an adult. It's important to be able to express yourself in that way. So. 00:41:24.000 --> 00:41:29.000 Thanks so much. That's my update. 00:41:29.000 --> 00:41:33.000 Thank you. 00:41:33.000 --> 00:41:37.000 I have only a couple of things. 00:41:37.000 --> 00:41:42.000 I participated in the Boons Ferry, Pss. 00:41:42.000 --> 00:41:45.000 Parent group meeting this last. 00:41:45.000 --> 00:41:47.000 It was Monday. It was on Monday. 00:41:47.000 --> 00:41:52.000 And it was fascinating just to sit there and be a fly on the wall and listen to. 00:41:52.000 --> 00:41:56.000 All the things that were going on within the schools that parents have taken on. 00:41:56.000 --> 00:42:00.000 Raise funds, and how much you actually raise is. 00:42:00.000 --> 00:42:08.000 Phenomenal by the way. And so, and then learning with all of the fundraising, goes to support. 00:42:08.000 --> 00:42:12.000 Whether it be staff or whether it be kids or whether we have to school programs and. 00:42:12.000 --> 00:42:18.000 Just the the organization of all of it was. 00:42:18.000 --> 00:42:20.000 Fun just to watch all the moving pieces. 00:42:20.000 --> 00:42:23.000 And and at this particular group. 00:42:23.000 --> 00:42:25.000 It was just all you know, moms. 00:42:25.000 --> 00:42:34.000 And so just the amount of organization is impressive, because I can tell you right now, if you put 15 men in a room like that. It is not gonna sound like that. 00:42:34.000 --> 00:42:39.000 It is not gonna move like that, you know, there's not gonna be this community. 00:42:39.000 --> 00:42:48.000 Kind of heal to that, and so it was impressive. So my hat goes out to those ladies outer, I mean, they were buttoned up, and 00:42:48.000 --> 00:42:53.000 And the principal. She was sitting there and. 00:42:53.000 --> 00:42:57.000 And you could tell that just the rapport between the principal and the parents. 00:42:57.000 --> 00:43:07.000 Was was pretty cool, and so I didn't have much of a role in that meeting other than listening. And then they had some questions for me. We had a little fun, but. 00:43:07.000 --> 00:43:13.000 My hat goes off to. And I'm gonna say to all the ladies out there, because it's mainly ladies who are doing the Pt. 00:43:13.000 --> 00:43:19.000 Pta ptos. Pss is a lot of acronyms out there, and that's no disrespect to my fellows. But. 00:43:19.000 --> 00:43:23.000 And let's just be honest, we're not doing that heavy lifting. So. 00:43:23.000 --> 00:43:29.000 So that was was fun for me. I got to meet with several community members around. 00:43:29.000 --> 00:43:32.000 Small Schools Task Force and 00:43:32.000 --> 00:43:37.000 Just share some conversation with them, one on one. 00:43:37.000 --> 00:43:41.000 I know that we've created a space to kind of. 00:43:41.000 --> 00:43:44.000 Gather online and provide access thankfully to. 00:43:44.000 --> 00:43:47.000 What you've been working on. Vice chair, Wyatt. 00:43:47.000 --> 00:43:51.000 Where we can continue to kind of corral all the common questions and. 00:43:51.000 --> 00:43:58.000 And just be a voice for listening at this point, which is what we all are collectively right now. 00:43:58.000 --> 00:44:02.000 And I think that. 00:44:02.000 --> 00:44:08.000 Is, is, is it for me? That was the entertainment for me? My goal now is just to get out and. 00:44:08.000 --> 00:44:12.000 See some fall sports. It is rare that I don't catch. 00:44:12.000 --> 00:44:19.000 Football games of the high schools, and I've yet to see one. And so I apologize to all you high. 00:44:19.000 --> 00:44:25.000 Fall sport players. I've seen no fall sports. And so that's on me. I'm a bit better. I'm gonna do better. 00:44:25.000 --> 00:44:28.000 And so I look forward to catching more games this fall, so. 00:44:28.000 --> 00:44:32.000 That is it, and I will turn it over to. 00:44:32.000 --> 00:44:36.000 Dr. Ludwig for the superintendent's report. 00:44:36.000 --> 00:44:42.000 And don't forget volleyball this weekend. 00:44:42.000 --> 00:44:46.000 Alright. Go straight to the next slide. Thank you. 00:44:46.000 --> 00:44:55.000 So want to thank Director Vidal and director sloop for beautiful recognition. For dyslexia awareness month. There's actually several 00:44:55.000 --> 00:45:16.000 Recognitions this month. You heard about the principles, but we have families who also really count on our schools and our staff with their students, and making sure that we are fully inclusive of their students, access to curriculum and friendships and community. And you could see a few listed here in our. 00:45:16.000 --> 00:45:25.000 Well, friend Emilio, who visited us last year with his family, promoting that work around full inclusion across the nation. 00:45:25.000 --> 00:45:29.000 So just wanna appreciate our staff and our school leaders who. 00:45:29.000 --> 00:45:46.000 Keep this keep each of these and strengths to their heart and work with staff to make sure students have access to to curriculum and community. 00:45:46.000 --> 00:45:48.000 Next. 00:45:48.000 --> 00:46:07.000 Just very briefly, because our high school students certainly brought attention to how busy schools have been with our curriculum nights. Just also want to let Board know that our Educational Equity Advisory Committee had their 1st meeting of the school year. They'll have their next one this month. So they meet monthly. 00:46:07.000 --> 00:46:14.000 And again they have established themselves now as a committee, and they're working through various agenda items. 00:46:14.000 --> 00:46:30.000 They're also on the website. So folks can see the agenda and the meeting minutes on the website. If people are interested in knowing what they're learning and talking about, and their voice of advocacy and advisement to the district. 00:46:30.000 --> 00:46:33.000 There was a statewide equity summit, led by Cosa. 00:46:33.000 --> 00:46:48.000 That a few of us were able to attend, which is another great opportunity to collaborate across the State, and to think about how our students experience school and work that we need to do to continue closing achievement and opportunity gaps. 00:46:48.000 --> 00:46:55.000 We had a very strong professional development day last Friday. Want to thank. 00:46:55.000 --> 00:46:58.000 Staff were leading that work and teachers for leading that work. 00:46:58.000 --> 00:47:10.000 And we know it means a day, a non student school day. But those are important days for staff to come together around examining student achievement data. Looking at next steps. 00:47:10.000 --> 00:47:13.000 And how to adjust their curriculum and their instruction. 00:47:13.000 --> 00:47:25.000 And that was actually the the Friday before last week we had our 1st of a series of workshops around our equity work. This was on. Interrupting bias. 00:47:25.000 --> 00:47:32.000 How we work with students and staff, that when things are said or incidents occur that we 00:47:32.000 --> 00:47:36.000 Lean in. And we, we practice ways to interrupt. 00:47:36.000 --> 00:47:48.000 To redirect, educate, and to echo and question, so that we're finding opportunities to teach students as well as setting a culture in our district. 00:47:48.000 --> 00:47:54.000 Around race, equity. 00:47:54.000 --> 00:48:07.000 Couple things. I'm also gonna highlight. In my report as director shoemaker mentioned, we have established the small Schools Task force. I'm not going to repeat the context, and the that he provided 00:48:07.000 --> 00:48:14.000 Very beautifully. The Small Schools Task Force is a committee of is a group of exclusively parents. 00:48:14.000 --> 00:48:28.000 12 representing the schools in West Lynn, one long range planning committee member. There are staff who attend the meetings, but we sit at the back, and only present when when asked a question or ask for a report. 00:48:28.000 --> 00:48:34.000 The 1st meeting was in October meeting. This will be on the website for those interested. 00:48:34.000 --> 00:48:39.000 You can see what the agenda was at that 1st meeting. It was kind of an onboarding. 00:48:39.000 --> 00:48:53.000 Agenda in addition to the group getting to know each other, setting up norms their purpose and role. The facilitator also has done. Follow up phone calls individually with each of those task force members. 00:48:53.000 --> 00:48:56.000 To just check in on. 00:48:56.000 --> 00:49:08.000 Any questions they have as they join the committee, and what their hopes are, and what what could make the taskforce process go smoother, at least to start. 00:49:08.000 --> 00:49:17.000 They are preparing for their next meeting. They received a binder with a lot of information. One of it is to read through the the long range. 00:49:17.000 --> 00:49:20.000 Plan that was developed in 2019. 00:49:20.000 --> 00:49:22.000 The one that is being updated. 00:49:22.000 --> 00:49:27.000 And the next meeting they'll be looking at flow analytics. 00:49:27.000 --> 00:49:30.000 Demographic and enrollment report, and unpacking that. 00:49:30.000 --> 00:49:35.000 Looking at the figures and the 00:49:35.000 --> 00:49:41.000 The data in that, and doing a deep dive into understanding that report. 00:49:41.000 --> 00:49:43.000 So to that end. 00:49:43.000 --> 00:49:46.000 There was some questions raised by the group. 00:49:46.000 --> 00:50:01.000 As well as we've heard in the committee who is flow analytics who develop this enrollment report and demographic report. We do have information about them on the FAQ. Portion of the website, so folks can go there. They also can. 00:50:01.000 --> 00:50:06.000 Do a Google search and look up who this group is essentially. 00:50:06.000 --> 00:50:08.000 It is a team of. 00:50:08.000 --> 00:50:13.000 Geographers, demographers, data, analysts, professionals. 00:50:13.000 --> 00:50:18.000 They are the leading demographic group on the West Coast. 00:50:18.000 --> 00:50:22.000 They use a lot of data when they predict. 00:50:22.000 --> 00:50:33.000 What's happening around city planning or school district planning in terms of enrollment. Their methodology is comprehensive, using things like. 00:50:33.000 --> 00:50:40.000 District, specific population and census data, socioeconomic information trends. 00:50:40.000 --> 00:50:47.000 They do examine birth rates, local housing trends, development and planning future. 00:50:47.000 --> 00:50:52.000 Current and future data. They talk a lot with city planners and development. 00:50:52.000 --> 00:50:57.000 Contractors who are working on projects. 00:50:57.000 --> 00:51:08.000 The 2 key demographers who lead the work around schools and were responsible for our report. Our Charles Rayson and Alex Brash. 00:51:08.000 --> 00:51:14.000 They have both been in this work a long time has been in this work over 30 years. 00:51:14.000 --> 00:51:25.000 Early on he was with Portland State University. If you heard about their work with census information. They also did demography work for school districts. 00:51:25.000 --> 00:51:31.000 Just gonna pass down for each board member. This is just their bios. It's also on the website. 00:51:31.000 --> 00:51:34.000 But for you to have it tonight. 00:51:34.000 --> 00:51:37.000 And to take home with you. 00:51:37.000 --> 00:51:48.000 Charles has left Portland State, and now works with flow analytics, so that expertise that he was providing at Portland State has now shifted over to flow analytics. 00:51:48.000 --> 00:51:54.000 And Alex Brash has been with flow analytics, I think, close to 15 years doing this type of work. So we do have. 00:51:54.000 --> 00:52:00.000 Lead experts who contributed and put together our report. 00:52:00.000 --> 00:52:08.000 You can see in the handout that I gave you as board members and kind of on the list here when I mentioned that they are the leading demographers. 00:52:08.000 --> 00:52:11.000 And enrollment projection experts on the West Coast. 00:52:11.000 --> 00:52:21.000 You can see that they have been contracted by 19 Oregon school districts that have asked for these types of reports, probably because they were going out for capital bond projects. 00:52:21.000 --> 00:52:27.000 Can see a few of them listed there. You have an extensive list in what I handed out to you. 00:52:27.000 --> 00:52:30.000 It's also available in the FAQ on the website. 00:52:30.000 --> 00:52:32.000 Also in Washington, State. 00:52:32.000 --> 00:52:36.000 Seattle public schools recently contracted with them. 00:52:36.000 --> 00:52:40.000 They've been in the news around their enrollment, decline. 00:52:40.000 --> 00:52:49.000 And some of the work they're doing up there. You can see also down in California. And now also, they're being requested out on the east coast, and we've listed a few there. 00:52:49.000 --> 00:53:00.000 So in terms of reputation and quality of work. Essentially, to say, we reached out to best of the best. 00:53:00.000 --> 00:53:05.000 Who do this work and have done it for a long time, and have put this report together. 00:53:05.000 --> 00:53:13.000 So just wanted to use a board to have that available to you. And if you get questions for you to be able to direct people to the FAQ section. The website. 00:53:13.000 --> 00:53:15.000 Or certainly 00:53:15.000 --> 00:53:20.000 Low analytics website themselves. 00:53:20.000 --> 00:53:28.000 So when we unpack that report, a couple things I want to show you is just this wonder. 00:53:28.000 --> 00:53:32.000 How do you project enrollment you could? Maybe you know. 00:53:32.000 --> 00:53:40.000 But understand, you know, you could predict something one year out. But what happens? 2 or 3 or 4 years, and certainly 10 years out. 00:53:40.000 --> 00:53:44.000 How close is that science, so to speak. 00:53:44.000 --> 00:53:52.000 And flow. Analytics will tell you that when they look at all that of that methodology, any little shift in one of those components. 00:53:52.000 --> 00:53:55.000 Could change something. For example. 00:53:55.000 --> 00:54:00.000 When the Feds, you know, announced that they were reducing. 00:54:00.000 --> 00:54:06.000 The interest rate by, you know, a percent, half a percentage point. What does that start to do to the market? 00:54:06.000 --> 00:54:13.000 Or if you know the birthrate 00:54:13.000 --> 00:54:18.000 Moves differently because there's another catastrophic event, globally or nationally. 00:54:18.000 --> 00:54:29.000 What starts to happen if there's an earthquake or a flood around housing markets. So there's always some space for understanding that we don't know fully what's gonna happen in the future. 00:54:29.000 --> 00:54:33.000 But that if things stay relatively. 00:54:33.000 --> 00:54:41.000 Could there be a trend that could be predicted, knowing those other factors around housing and things so. 00:54:41.000 --> 00:54:52.000 What flow has done. And this report is available on the website. Folks can download the whole report. But there's this idea around. 00:54:52.000 --> 00:54:56.000 What they believe is likely going to happen in our area the next 10 years. 00:54:56.000 --> 00:55:14.000 But then a possibility of if any of those other factors change, there might be a better scenario, or maybe a less optimistic scenario. So on. One of the figures that we're gonna unpack with the task force tomorrow is this idea they've actually put in these 3 scenarios. 00:55:14.000 --> 00:55:18.000 The one that we are referencing the most is the middle scenario. 00:55:18.000 --> 00:55:21.000 Because that's the one that flow analytics is saying. 00:55:21.000 --> 00:55:25.000 Most. The data is really pointing in that direction. 00:55:25.000 --> 00:55:27.000 But could change. 00:55:27.000 --> 00:55:30.000 So when you, as a board, look at that packet. 00:55:30.000 --> 00:55:34.000 Or community members. I just highlighted that. 00:55:34.000 --> 00:55:40.000 To the left of that red arrow was before flow. Analytics did their reports. That's why there's a solid blue line. 00:55:40.000 --> 00:55:45.000 Because we were moving with just a single set of data. 00:55:45.000 --> 00:55:48.000 Where the arrow is, is now. 00:55:48.000 --> 00:55:51.000 Low analytics has put out their report and everything to the right. 00:55:51.000 --> 00:55:53.000 Is future projections. 00:55:53.000 --> 00:55:56.000 So that middle green line. 00:55:56.000 --> 00:55:59.000 Is the middle scenario. What. 00:55:59.000 --> 00:56:01.000 May be likely to happen. 00:56:01.000 --> 00:56:03.000 The blue line trending. 00:56:03.000 --> 00:56:06.000 More dramatically. Down is. 00:56:06.000 --> 00:56:08.000 If some things happen that. 00:56:08.000 --> 00:56:16.000 Change the enrollment to a more rapid decline, or the red arrow up the red line up is a more optimistic. 00:56:16.000 --> 00:56:24.000 Maybe more things happen with the market trend. Housing development finishes sooner than later, and more people buy homes. 00:56:24.000 --> 00:56:35.000 So there are those 3 scenarios, and the one that we referenced the most right now is the middle scenarios, the one we've chosen. 00:56:35.000 --> 00:56:41.000 So of course, they used our enrollment numbers official from last year. 00:56:41.000 --> 00:56:44.000 To make their report. 00:56:44.000 --> 00:56:46.000 And this fall we've. 00:56:46.000 --> 00:56:49.000 Got new kids right? We've enrolled students. 00:56:49.000 --> 00:56:55.000 And so we're in that next year over. We're in the column now of 2420. 00:56:55.000 --> 00:57:00.000 And we might start to say, Okay, we're one year into this report. 00:57:00.000 --> 00:57:03.000 What does it look like so far. 00:57:03.000 --> 00:57:08.000 If we pull data from today, which I did to make this slide. 00:57:08.000 --> 00:57:13.000 Exactly today, October 7.th 00:57:13.000 --> 00:57:22.000 Flow. Analytics might say, in this year of 2425, they're predicting 8,963 students. 00:57:22.000 --> 00:57:25.000 In that green line. 00:57:25.000 --> 00:57:31.000 Today, when we did our enrollment count, we have 8,906. 00:57:31.000 --> 00:57:33.000 So we're actually below. 00:57:33.000 --> 00:57:36.000 That green line, but we're above. 00:57:36.000 --> 00:57:41.000 The blue, low scenario. So we're kind of in between the middle and the low. 00:57:41.000 --> 00:57:45.000 Tomorrow we could have 8,907 students. 00:57:45.000 --> 00:57:47.000 Maybe somebody moves in. 00:57:47.000 --> 00:57:49.000 Next month. Maybe it's 20. 00:57:49.000 --> 00:57:52.000 Maybe it's 1,910. 00:57:52.000 --> 00:57:55.000 So we just wanna remind you as board members. 00:57:55.000 --> 00:57:58.000 That any week or month. 00:57:58.000 --> 00:58:02.000 The numbers do fluctuate. Students leave, students, move in. 00:58:02.000 --> 00:58:04.000 And that's why the State of Oregon. 00:58:04.000 --> 00:58:10.000 Funds us on what they call the average daily membership over the whole year. 00:58:10.000 --> 00:58:14.000 Because they know students come and go all the time throughout the year. 00:58:14.000 --> 00:58:17.000 So we don't want to fixate. 00:58:17.000 --> 00:58:25.000 Too much on the exact number. But we do want to start tracking. Are we closer to that green line, that middle scenario. 00:58:25.000 --> 00:58:30.000 Or are we trending closer to the blue line. 00:58:30.000 --> 00:58:33.000 Or the red lines. So each year we can kind of track. 00:58:33.000 --> 00:58:35.000 And adjust accordingly. 00:58:35.000 --> 00:58:39.000 Just wanted to show you that so far. 00:58:39.000 --> 00:58:44.000 We're close to that middle scenario one year into that. 00:58:44.000 --> 00:58:48.000 Forecast, but actually trending a little less. 00:58:48.000 --> 00:58:54.000 If we just look at October, we don't know. In January. Sometimes in January we get Midyear move. 00:58:54.000 --> 00:58:59.000 We might bump up a little bit. We don't know where we will be at the end of the year. 00:58:59.000 --> 00:59:01.000 So we don't want to fixate. 00:59:01.000 --> 00:59:09.000 On just one number representing the whole year. We will be watching it all year. 00:59:09.000 --> 00:59:15.000 And then this is another page they have in their report that kind of takes that same idea, and says. 00:59:15.000 --> 00:59:18.000 Let's look at it for grades. K. 5. 00:59:18.000 --> 00:59:20.000 Middle school, 6 8. 00:59:20.000 --> 00:59:22.000 9, 12. 00:59:22.000 --> 00:59:31.000 Where are we? So the this is the kind of data that we'll be looking at with the small Schools task force. They're gonna get that report. They're gonna look at all the figures. 00:59:31.000 --> 00:59:35.000 The data and understand what it is that flow analytics put together. 00:59:35.000 --> 00:59:42.000 So that they feel that they have a level of expertise around it. I just wanted to pull a few of these graphs out for you as a board. 00:59:42.000 --> 00:59:49.000 To show how discrete some of this can be, but then also to remember that we're working with scenarios. 00:59:49.000 --> 00:59:54.000 As we move across year to year. And again this. 00:59:54.000 --> 00:59:56.000 Just looking at today. 00:59:56.000 --> 01:00:00.000 How many primary school students, middle school students. 01:00:00.000 --> 01:00:06.000 And high school students and those little triangles. I tried. I placed them. 01:00:06.000 --> 01:00:08.000 You know, one year in. 01:00:08.000 --> 01:00:13.000 Where those numbers reflect. So we're slightly below. 01:00:13.000 --> 01:00:20.000 Each of those forecast areas one year into this report. 01:00:20.000 --> 01:00:22.000 We switch topics. 01:00:22.000 --> 01:00:29.000 It's not too late for us to start thinking about having conversations. Looking ahead. 01:00:29.000 --> 01:00:33.000 Around budget. We are budgeted for this school year. 01:00:33.000 --> 01:00:43.000 But we always are looking ahead, even as we are only in the fall of this school year, because what will happen in December is the governor is going to propose. 01:00:43.000 --> 01:00:49.000 What's called the next year's funding biennium. So public schools are funded 2 years at a time. 01:00:49.000 --> 01:00:55.000 And so we get half of the money. One year, the other half of the money. The second year. 01:00:55.000 --> 01:00:58.000 And so it's. It's a 2 year funding. 01:00:58.000 --> 01:01:06.000 Cycle that budget is going to be proposed by the Governor in December, but it goes the Ways and Means Committee who will make the final decision. 01:01:06.000 --> 01:01:09.000 Either to accept the Governor's budget. 01:01:09.000 --> 01:01:16.000 Or fund it less, or fund it more, because they have a lot of projects in Oregon to fund. Besides K. 12, education. 01:01:16.000 --> 01:01:21.000 We already know that some challenges are coming to public schools in Oregon. 01:01:21.000 --> 01:01:25.000 The public employees, retirement system. 01:01:25.000 --> 01:01:29.000 Is anticipating some increases in the next biennium. 01:01:29.000 --> 01:01:35.000 You'll hear about that in Dr. Hughes's report later this afternoon or this evening, so I'm not going to dwell into that. 01:01:35.000 --> 01:01:41.000 We're already hearing from insurance companies across the State that they predict increases. 01:01:41.000 --> 01:01:44.000 Utility and transportation, as well. 01:01:44.000 --> 01:01:50.000 So as we get into the next year and into some planning, just wanted to put that on your radar. 01:01:50.000 --> 01:01:53.000 That none of these groups is product. 01:01:53.000 --> 01:01:58.000 Predicting a trend down or a savings. If anything. 01:01:58.000 --> 01:02:04.000 They're letting us know early that they see that they're gonna have to make increases. 01:02:04.000 --> 01:02:07.000 And that will be receiving. 01:02:07.000 --> 01:02:13.000 Those percentage increases in the next months. 01:02:13.000 --> 01:02:16.000 So, what are we doing collectively. 01:02:16.000 --> 01:02:22.000 To respond proactively. There were some work groups established this summer. 01:02:22.000 --> 01:02:27.000 Of superintendents, education leaders across the State. 01:02:27.000 --> 01:02:37.000 Working on some of these areas. These are 10 areas that there were 10 work groups. Looking at the cost of each of these really important initiatives. 01:02:37.000 --> 01:02:45.000 And putting forward forward recommendations to legislators and to the Oregon Department of Education, and the Governor's office. 01:02:45.000 --> 01:02:50.000 Around funding needs in Oregon. 01:02:50.000 --> 01:02:52.000 And out of these. 01:02:52.000 --> 01:02:57.000 A few of them will be, will rise to. 01:02:57.000 --> 01:03:02.000 Become more of a Co. Coalescing around. 01:03:02.000 --> 01:03:06.000 We know there's a lot to fund. But if you have limited funding. 01:03:06.000 --> 01:03:09.000 Which ones rise to a higher priority, level. 01:03:09.000 --> 01:03:17.000 And right now for a lot of districts. The unfunded mandate that surprised all of us last year that passed legislation around. 01:03:17.000 --> 01:03:19.000 Unemployment. 01:03:19.000 --> 01:03:23.000 For employees who are not working in the summer or winter, break or spring break. 01:03:23.000 --> 01:03:26.000 Caught everybody. 01:03:26.000 --> 01:03:30.000 By surprise. And so that's 1 that. 01:03:30.000 --> 01:03:33.000 You know, folks really did not have in their budgets. 01:03:33.000 --> 01:03:44.000 And is what has risen to a level of priority. These are not an order, but I just wanted to let you know a couple in addition to the special education funding cap. Right now, we're capped at 11%. 01:03:44.000 --> 01:03:47.000 Nationally, it's closer to 15%. 01:03:47.000 --> 01:03:49.000 And so we're looking at other states. 01:03:49.000 --> 01:03:56.000 And the rate that they fund. And so there's some movement around raising that in Oregon, as well. 01:03:56.000 --> 01:03:58.000 And I can share more of each of those with you at. 01:03:58.000 --> 01:04:03.000 Some fireside chats, or as we visit schools. 01:04:03.000 --> 01:04:06.000 And then just the last topic. 01:04:06.000 --> 01:04:11.000 The State assessment results that were embargoed for. 01:04:11.000 --> 01:04:16.000 Quite a period of time and then delayed last week. So now we're allowed to talk about them publicly. 01:04:16.000 --> 01:04:23.000 It allowed to work on this data with our staff. We were restricted from doing that even up until last week. 01:04:23.000 --> 01:04:30.000 So again, this is just a very high level. Look at those results as you go on your school work site visits. 01:04:30.000 --> 01:04:36.000 You're gonna get. You're gonna drill down into the specifics with each principal at that school site. 01:04:36.000 --> 01:04:42.000 Sharing more the details. What's happening at their schools where they're seeing changes from last year to this year? 01:04:42.000 --> 01:04:50.000 And so you'll be able to drill down and get that analysis. And then also, when we have our winter Board session, we'll talk more about. 01:04:50.000 --> 01:04:54.000 Drilling into this data, but just wanted to give you that. 01:04:54.000 --> 01:04:56.000 Large overview. 01:04:56.000 --> 01:05:00.000 And I only selected grades 3, 8. 01:05:00.000 --> 01:05:06.000 Because as we know, with 11th graders who take the State assessment. 01:05:06.000 --> 01:05:12.000 It's not required. So we have quite a large percentage who opt out across the state. 01:05:12.000 --> 01:05:21.000 And then, even when they take it, they don't need to take it to graduate. So the State is increasingly seeing kids who are not really attending to the assessment with. 01:05:21.000 --> 01:05:25.000 Some fidelity and. 01:05:25.000 --> 01:05:27.000 There's a lot of kind of clicking through it. 01:05:27.000 --> 01:05:30.000 And there is a consensus that it's really not. 01:05:30.000 --> 01:05:33.000 Data to show what our 11th graders know. 01:05:33.000 --> 01:05:40.000 So we're focusing on 3. And that's not just our district. That's that's across the State. The participation rate is is. 01:05:40.000 --> 01:05:43.000 Quite impacted as well as. 01:05:43.000 --> 01:05:46.000 Students who 01:05:46.000 --> 01:05:50.000 Will share that they don't take the assessment seriously. They. 01:05:50.000 --> 01:05:55.000 But a lot of their energy into A-cs and their Ap courses instead. 01:05:55.000 --> 01:06:03.000 So this is. But what I can share with you is that our 9th grade on track results have improved dramatically, and this is for students who. 01:06:03.000 --> 01:06:08.000 Are passing their 6 credits in their freshman year, which indicates that they're on track to graduate. 01:06:08.000 --> 01:06:15.000 So there's been a lot of attention towards that coming out of Covid and working with freshmen around. Having. 01:06:15.000 --> 01:06:29.000 Very strong win in their 1st year. And there's a lot of research that shows the higher students are on track in their freshman year correlates to their graduation success rate their senior year. So we're really. 01:06:29.000 --> 01:06:34.000 Pleased with those results across our. 01:06:34.000 --> 01:06:38.000 Our 3 high schools because we do have freshmen at all. 3. 01:06:38.000 --> 01:06:41.000 And that's all I have for this evening, with my report. 01:06:41.000 --> 01:06:44.000 Thank you. 01:06:44.000 --> 01:06:47.000 Thank you. 01:06:47.000 --> 01:06:51.000 Alright! 01:06:51.000 --> 01:06:57.000 Matt will take us into the consent agenda, and this does require board action. 01:06:57.000 --> 01:07:00.000 So do I have a motion. 01:07:00.000 --> 01:07:04.000 Move. We approve the consent. Agenda. 01:07:04.000 --> 01:07:12.000 I second, all right. Any questions about the consent, agenda, or what is listed in there. 01:07:12.000 --> 01:07:16.000 Alright! I'll pass it to 01:07:16.000 --> 01:07:19.000 Director Douglas, are we? Good? Okay. 01:07:19.000 --> 01:07:23.000 Director Douglas to call the vote. Thank you, director, Shoemaker. 01:07:23.000 --> 01:07:25.000 Director, sloop. 01:07:25.000 --> 01:07:26.000 Hi. 01:07:26.000 --> 01:07:35.000 Chair. Taylor. Bye, vice chair, Wyatt. Aye, thank you. 01:07:35.000 --> 01:07:42.000 Alright! 01:07:42.000 --> 01:07:44.000 There you go! 01:07:44.000 --> 01:07:47.000 Thank you. 01:07:47.000 --> 01:07:51.000 And that takes us into. 01:07:51.000 --> 01:07:56.000 Our public comment. 01:07:56.000 --> 01:07:58.000 Part of the evening. 01:07:58.000 --> 01:08:02.000 And Director Douglas, do you have the clipboards. 01:08:02.000 --> 01:08:11.000 Norris. 01:08:11.000 --> 01:08:18.000 Thank you. 01:08:18.000 --> 01:08:22.000 Alright 01:08:22.000 --> 01:08:27.000 There seems to have been a little bit of confusion around this evening's agenda. 01:08:27.000 --> 01:08:31.000 And some of the items that were listed on the agenda compared to. 01:08:31.000 --> 01:08:35.000 A small taskforce meeting that went on last night, and. 01:08:35.000 --> 01:08:38.000 Also with one of our. 01:08:38.000 --> 01:08:42.000 Agenda items being about 3 consulting contract and. 01:08:42.000 --> 01:08:53.000 Maybe some of the comments for public comment being in alignment with 3 J. And they're not so. Just so, you know, comments about Small Schools Taskforce. 01:08:53.000 --> 01:08:56.000 Are not in alignment with the board. Item for 3. 01:08:56.000 --> 01:08:59.000 However, because there was confusion around that. 01:08:59.000 --> 01:09:01.000 Instead of ho! Having 2. 01:09:01.000 --> 01:09:05.000 Listening sessions. I'm going to combine them into one. 01:09:05.000 --> 01:09:07.000 So I'm going to. 01:09:07.000 --> 01:09:15.000 Keep the second listening session for maybe community members who really pay attention to the agendas and want to skip all of this stuff. 01:09:15.000 --> 01:09:18.000 And they might show up 2 min before. 01:09:18.000 --> 01:09:23.000 To say their public comment for that section where they can be in the comfort of their home. 01:09:23.000 --> 01:09:28.000 Having a nice glass of wine, which I would like to be doing. 01:09:28.000 --> 01:09:34.000 So. But I will just combine them into this early session. 01:09:34.000 --> 01:09:38.000 And do it together. So it's a pivot. 01:09:38.000 --> 01:09:41.000 I also see that there are some names that have been duplicated. 01:09:41.000 --> 01:09:49.000 Probably around that confusion. So I'm just gonna move your time into the early session. If. 01:09:49.000 --> 01:09:52.000 Whoever you are, out there. I don't put a face with the name yet. 01:09:52.000 --> 01:09:55.000 There's a couple on there that I know. 01:09:55.000 --> 01:10:00.000 So if you're okay with that, I'm going to move you into. 01:10:00.000 --> 01:10:06.000 That session as long as what you wanted to say in the 1st session is in alignment. 01:10:06.000 --> 01:10:08.000 With what you wanted to say in the second session. 01:10:08.000 --> 01:10:12.000 So we'll do. 01:10:12.000 --> 01:10:19.000 If someone comes later I'll address that later. Some of you may or be here. You may be gone. So. 01:10:19.000 --> 01:10:22.000 We'll find out but what I will do. 01:10:22.000 --> 01:10:24.000 Is, I'm gonna go through. 01:10:24.000 --> 01:10:27.000 Public comment, etiquette. 01:10:27.000 --> 01:10:34.000 And I am going to be a drill sergeant tonight. On that last board meeting. I outlined. 01:10:34.000 --> 01:10:38.000 The expectations of how we do board here. And. 01:10:38.000 --> 01:10:40.000 You know it was a little. 01:10:40.000 --> 01:10:42.000 Back and forth a little bit, but 01:10:42.000 --> 01:10:48.000 But I gave a little grace tonight. I'm not giving Grace just letting you know that right now. You cross 3 min. I'm cutting you off. 01:10:48.000 --> 01:10:54.000 So that's the other night. And so we're gonna move it up. We're gonna be respectful of everybody getting there 3 min. 01:10:54.000 --> 01:11:01.000 Don't go over. It would just be really nice for me not to cut off. If you go over. I'm stopping all public comment. 01:11:01.000 --> 01:11:04.000 I'm just letting you know that. Now. 01:11:04.000 --> 01:11:06.000 So. 01:11:06.000 --> 01:11:12.000 We would appreciate as a board if there are no booze, no clapping. We know that if you're here for a common. 01:11:12.000 --> 01:11:15.000 Matter. We know you're in support of one another. 01:11:15.000 --> 01:11:20.000 And actually a lot of us board members support you, too. But in the. 01:11:20.000 --> 01:11:25.000 In the spirit of what we're trying to get through, please. No clapping. 01:11:25.000 --> 01:11:34.000 Comments, or whatever else, be respectful of whoever's speaking. This is also not a time for you to grandstand or use this as a stage to speak to whoever you think you're speaking to. 01:11:34.000 --> 01:11:36.000 Through this little camera. 01:11:36.000 --> 01:11:40.000 This is the time for you to address us. We will not address you back. 01:11:40.000 --> 01:11:45.000 But, as we have stated in the past, we're more than happy to meet with you, one on one. 01:11:45.000 --> 01:11:48.000 Or receive your emails and respond. 01:11:48.000 --> 01:11:53.000 I think some of I've met with many of you already. So we do mean what we say. 01:11:53.000 --> 01:11:57.000 And we try to accommodate that when we can. So. 01:11:57.000 --> 01:11:59.000 Again. 01:11:59.000 --> 01:12:03.000 If you have any questions before you speak about etiquette. 01:12:03.000 --> 01:12:06.000 Feel free to ask that when you come up we won't start your timer. 01:12:06.000 --> 01:12:12.000 And I'll make sure that you know if something happens while you're speaking, I'll pause. It. 01:12:12.000 --> 01:12:17.000 And address whatever that might be, and still allow you to finish your 3 min. So. 01:12:17.000 --> 01:12:21.000 I'm gonna start off first.st 01:12:21.000 --> 01:12:24.000 For the people who signed up for 7, 15. 01:12:24.000 --> 01:12:28.000 And I'll go in order. If I see overlap, I'll just fix it up here. 01:12:28.000 --> 01:12:30.000 If for some reason I miss you. 01:12:30.000 --> 01:12:38.000 Or you didn't get a chance to sign up. Let me know more than happy to make that accommodation so that you can be heard too. 01:12:38.000 --> 01:12:44.000 And we're gonna start off with Becca puscus. 01:12:44.000 --> 01:12:47.000 Gosh! I don't. 01:12:47.000 --> 01:12:50.000 Thank you for the red tonight. 01:12:50.000 --> 01:12:52.000 Becca Huskiss from Westland. 01:12:52.000 --> 01:13:04.000 Tonight the district is certified to the public, the School Board, and the Oregon Department of Education, that it was in compliance for the 2324, school year, with the division. 22 requirements for curriculum, adoption. 01:13:04.000 --> 01:13:15.000 I disagree. There are 2 main issues, first, st during the past school year 24, the district was still using the old English language, arts, curriculum. Lucy Cawkins. 01:13:15.000 --> 01:13:20.000 That was purchased and introduced into the Wilsonville schools about a decade ago. 01:13:20.000 --> 01:13:27.000 The evidence shows that the process for introducing that curriculum in our schools did not follow the division. 22 requirements. 01:13:27.000 --> 01:13:34.000 There is no evidence of a comparison to the od criteria. There is no evidence of public or citizen involvement. 01:13:34.000 --> 01:13:39.000 Although teachers were trained on the new materials, and the balanced literacy approach. 01:13:39.000 --> 01:13:46.000 There is no evidence of a teacher committee that looked at research data ode criteria and considered curriculum alternatives. 01:13:46.000 --> 01:13:49.000 And importantly, there was no School Board approval. 01:13:49.000 --> 01:13:58.000 In short, the K. Through 5 Ela curriculum that was in place in our schools for about a decade was not vetted through the required, division 22, process. 01:13:58.000 --> 01:14:05.000 That process matters because it is intended to ensure that we are using a curriculum that meets state standards. 01:14:05.000 --> 01:14:13.000 The second issue is that the postponement requests need to be brought to the School Board and Ode at the beginning of the two-year postponement window. 01:14:13.000 --> 01:14:17.000 And our district's postponement for both Ela and Math. 01:14:17.000 --> 01:14:24.000 You might ask, why am I so focused on the past when the district has now taken the right steps to get back on track. 01:14:24.000 --> 01:14:26.000 Because accountability matters. 01:14:26.000 --> 01:14:29.000 It matters to me because I have 2 dyslexic kids. 01:14:29.000 --> 01:14:34.000 Who are not served well by the old curriculum and the district's balance. Literacy approach. 01:14:34.000 --> 01:14:41.000 They had fantastic teachers in primary school, but those teachers did not have access to training or effective curriculum. 01:14:41.000 --> 01:14:48.000 So they learn to read at home with a private tutor who used an evidence-based curriculum and a structured literacy approach. 01:14:48.000 --> 01:14:53.000 I know that there are many other families in this district that have had a similar experience. 01:14:53.000 --> 01:14:57.000 There is something deeply troubling and inequitable about this. 01:14:57.000 --> 01:15:02.000 Part of leadership is admitting mistakes and acknowledging harms. 01:15:02.000 --> 01:15:06.000 That allows us to move forward and to ensure that mistakes won't be repeated. 01:15:06.000 --> 01:15:13.000 According to the Oregon Department of education, accountability is what division 22 is all about. 01:15:13.000 --> 01:15:21.000 The curriculum adoption process is meant to ensure that all of Oregon's kids are learning from every school year that meets the State's criteria. 01:15:21.000 --> 01:15:28.000 As you know, a fellow parent and I filed a formal complaint on the division 22 assurances one year ago. 01:15:28.000 --> 01:15:33.000 Ode recently told us it would not be resolved until April 25. 01:15:33.000 --> 01:15:36.000 And I will share with you a copy of that correspondence. 01:15:36.000 --> 01:15:43.000 I will also share with you some technical assistance from ode which supports our view on division 22. 01:15:43.000 --> 01:15:49.000 I hope that you, as a School board, will review these materials and follow this process through to its resolution. 01:15:49.000 --> 01:15:59.000 You as a board play an important role when it comes to accountability to the kids in this district. 01:15:59.000 --> 01:16:04.000 This one pat. 01:16:04.000 --> 01:16:08.000 Alright 01:16:08.000 --> 01:16:19.000 Jerry Ross, please. 01:16:19.000 --> 01:16:22.000 Good evening. I'm a i'm Jerus, and I'm a boldened dad. 01:16:22.000 --> 01:16:27.000 A few weeks ago the district parents with a 10 million dollars problem. 01:16:27.000 --> 01:16:29.000 One solution was given. 01:16:29.000 --> 01:16:32.000 Package neatly with nice words like task force. 01:16:32.000 --> 01:16:35.000 Investigation, consulting. 01:16:35.000 --> 01:16:37.000 And no decision has been made. 01:16:37.000 --> 01:16:41.000 Close schools specifically are small ones. 01:16:41.000 --> 01:16:43.000 The district then gave us parents. 01:16:43.000 --> 01:16:48.000 The charge. Prove your school's worth. 01:16:48.000 --> 01:16:51.000 With 3 factors. Operating cost. 01:16:51.000 --> 01:16:55.000 Renovation cost and service impacts which. 01:16:55.000 --> 01:16:59.000 In my estimation's a fancy word for additional staffing requirements. 01:16:59.000 --> 01:17:01.000 Cost cost. 01:17:01.000 --> 01:17:05.000 Cost. These are the parameters, the district. 01:17:05.000 --> 01:17:20.000 Fully knows any outcomes to set up a strawman argument with the illusion of choice and the illusion of community input. 01:17:20.000 --> 01:17:23.000 I'm hesitant to say this part, but I'm going to, anyway. 01:17:23.000 --> 01:17:26.000 The district's presentation. 01:17:26.000 --> 01:17:28.000 Boasted decades. 01:17:28.000 --> 01:17:31.000 Of in district experience. 01:17:31.000 --> 01:17:37.000 Of our leadership team, meaning this 10 million problem is not an inherited one. 01:17:37.000 --> 01:17:40.000 It is one created through mismanagement. 01:17:40.000 --> 01:17:48.000 Now this mismanagement continues at the district's demand. We waste more time, more money, more resources, more families. 01:17:48.000 --> 01:17:51.000 More. 01:17:51.000 --> 01:17:53.000 More discussed. 01:17:53.000 --> 01:17:58.000 To justify the legitimacy of our top 3 schools. 01:17:58.000 --> 01:18:02.000 Instead of the district justifying a plan to us. 01:18:02.000 --> 01:18:06.000 To keep our schools open. 01:18:06.000 --> 01:18:11.000 The district said that the decision to close schools lays entirely. 01:18:11.000 --> 01:18:13.000 On the board. Speed. 01:18:13.000 --> 01:18:15.000 Now it's your call to action. 01:18:15.000 --> 01:18:26.000 If this decision is solely on the Board's feet, I urge you to immediately vote to not close schools, to reallocate any consultation funds, any district funds, any resources, all the parent involvement. 01:18:26.000 --> 01:18:31.000 To focus on alternatives, to make up that 10 million dollars shortage. 01:18:31.000 --> 01:18:37.000 We must maintain our outstanding academics, and please don't waste 3 more months. 01:18:37.000 --> 01:18:39.000 Of resources. You have the numbers. 01:18:39.000 --> 01:18:42.000 You have the community's opinion on this. 01:18:42.000 --> 01:19:01.000 Prove that academics matter prove that our children matter and vote to keep our schools open. 01:19:01.000 --> 01:19:11.000 Amanda, Brookshire. 01:19:11.000 --> 01:19:18.000 Hi! My name's Amanda Brookshire. Gardner. It's my 8th year as a substitute peer educator for Weston Wilsonville. 01:19:18.000 --> 01:19:22.000 I live in the Bolton neighborhood. My family has lived there since they moved across Oregon City. 01:19:22.000 --> 01:19:24.000 And 1878. 01:19:24.000 --> 01:19:28.000 I just want to paint a picture for you tonight. 01:19:28.000 --> 01:19:31.000 Starting with my mother's reminiscing of her childhood. 01:19:31.000 --> 01:19:34.000 That most today would consider id. 01:19:34.000 --> 01:19:39.000 It starts with a daily routine, walking to school with her brother. 01:19:39.000 --> 01:19:41.000 Playing in the park after school with all their friends. 01:19:41.000 --> 01:19:46.000 Living in a neighborhood full of kids where they're safe to go, knock on doors. 01:19:46.000 --> 01:19:50.000 Play, and everyone knows everyone, and where they live. 01:19:50.000 --> 01:19:54.000 My uncle was the 1st graduating class at Bolton. 01:19:54.000 --> 01:20:01.000 My mom the 3rd it's hard for me to picture this child. I grew up away from town. 01:20:01.000 --> 01:20:04.000 Long bus ride of school, few neighbors, fewer kids. 01:20:04.000 --> 01:20:06.000 But. 01:20:06.000 --> 01:20:11.000 Today. It's really easy to picture because we are. We are living. It. 01:20:11.000 --> 01:20:14.000 When our son was 4 we decided to Westland. 01:20:14.000 --> 01:20:18.000 So our child could have what I picture it as idyllic life. 01:20:18.000 --> 01:20:22.000 And I'm not alone. Families flock to the Bolton neighborhood. 01:20:22.000 --> 01:20:26.000 And it's for what we have to offer as a community. 01:20:26.000 --> 01:20:29.000 And that is because of Bolton. 01:20:29.000 --> 01:20:38.000 We're looking towards a more sustainable future in Westland. We understand that local is the golden standard to produce an environment that is, for people. 01:20:38.000 --> 01:20:42.000 Not cars. Bolton was established before. 01:20:42.000 --> 01:20:44.000 And could be a model. 01:20:44.000 --> 01:20:47.000 But not without our school. 01:20:47.000 --> 01:20:54.000 My, this is just a funny story. But my grandfather was born in 19 0 8, and lived in, was born in the farmhouse. 01:20:54.000 --> 01:21:05.000 Where we live now, and he loved to tell the story of him and his brothers running out when they heard a car to watch it go by on the dirt road that was Highway 43, which is hilarious to picture today. 01:21:05.000 --> 01:21:14.000 His older brothers had to walk half an hour to school. That's not that far, but it's far enough that they saw a need for a local school. And they started. 01:21:14.000 --> 01:21:17.000 The 1st one room school house next door to them. 01:21:17.000 --> 01:21:23.000 So even back then they were aware that a commute to school is, it's not great. 01:21:23.000 --> 01:21:28.000 And I argue today that when you have to transfer schoolchildren on the bus. 01:21:28.000 --> 01:21:31.000 When there was a school down the street. 01:21:31.000 --> 01:21:35.000 You are taking away from their childhood 20 to 30 min at a time. 01:21:35.000 --> 01:21:47.000 In the 92 years my grandfather lived in this town. He was excited to see Westland grow and thrive, and today we're looking at projects like vision. 43. And we have the opportunity to reinvent our city. 01:21:47.000 --> 01:21:52.000 Bolton primary is at the heart, and has been for 74 years. 01:21:52.000 --> 01:21:58.000 And the darkest hour in our community is when the school was closed, and when it reopened it was like poured back into the neighborhood. 01:21:58.000 --> 01:22:04.000 There's more data that explains why that would to close the school would be an object failure of our district. 01:22:04.000 --> 01:22:06.000 But mine's just a personal example of. 01:22:06.000 --> 01:22:09.000 That's you cannot quantitate. 01:22:09.000 --> 01:22:25.000 This data with any paid analysis, and just something to think about. 01:22:25.000 --> 01:22:29.000 Next one. I can't quite read the last name. 01:22:29.000 --> 01:22:31.000 But it's the only 1st name. 01:22:31.000 --> 01:22:39.000 On this list. So I'm just going to call Taylor. 01:22:39.000 --> 01:22:46.000 Oh, is it Tander or Taylor. 01:22:46.000 --> 01:22:48.000 This is Taylor. 01:22:48.000 --> 01:22:54.000 I actually want to say that I looked up the definition of grandstanding before I got here, because. 01:22:54.000 --> 01:23:00.000 I'm kind of the word was ostentatious, and I'm a little that way, so I will try my best to not. 01:23:00.000 --> 01:23:05.000 My name's Taylor of Lee. I was here last time. 01:23:05.000 --> 01:23:09.000 And I spoke about community and how it's an immeasurable concept. 01:23:09.000 --> 01:23:12.000 As I said last time. I've got 2 girls at Bolton. 01:23:12.000 --> 01:23:14.000 In second and 3rd grade. 01:23:14.000 --> 01:23:19.000 And I'm a former tech designer. Turned lunch lady at Cedar Oak. 01:23:19.000 --> 01:23:25.000 I don't like public speaking. I'm kind of shaky, but I wanted to be able to tell my kids that I'm doing what I can. 01:23:25.000 --> 01:23:29.000 To help their school stay open by speaking with you. 01:23:29.000 --> 01:23:32.000 What can I say? And what what. 01:23:32.000 --> 01:23:41.000 What hasn't already been said. You're getting loads of information. You're inundated from people who are more qualified than me. 01:23:41.000 --> 01:23:43.000 So what can I add. 01:23:43.000 --> 01:23:46.000 Well, you hear people tell writers to write what they know so. 01:23:46.000 --> 01:23:50.000 I figure I should just get personal and tell you what I know. 01:23:50.000 --> 01:23:53.000 I went to 6 different schools. 01:23:53.000 --> 01:23:55.000 Before I entered High School. 01:23:55.000 --> 01:23:57.000 4 primary and 2 middle. 01:23:57.000 --> 01:24:01.000 But I lived in the same house. 01:24:01.000 --> 01:24:05.000 In the same neighborhood until I turned 17 and went off to college. 01:24:05.000 --> 01:24:08.000 From the 1st day of 1st of the 1st day of kindergarten. 01:24:08.000 --> 01:24:11.000 It was easy to see that things weren't going to be smooth for me. 01:24:11.000 --> 01:24:15.000 I was told many times that I was not an easy kid. 01:24:15.000 --> 01:24:18.000 I had behavioral issues and learning difficulties. 01:24:18.000 --> 01:24:22.000 Largely in part due to what I now know was Adhd. 01:24:22.000 --> 01:24:25.000 My well meeting. Parents thought that if they only found the right school. 01:24:25.000 --> 01:24:30.000 They move me to a different school with better teachers or better resources. 01:24:30.000 --> 01:24:33.000 Everything would turn out okay for me. 01:24:33.000 --> 01:24:35.000 They were mistaken. 01:24:35.000 --> 01:24:38.000 This is a great example of intent versus impact. 01:24:38.000 --> 01:24:40.000 My parents. Intent was to help. 01:24:40.000 --> 01:24:43.000 To protect me and give me a fresh start. 01:24:43.000 --> 01:24:51.000 Instead, I was constantly lost and out of place, trying to navigate the newness while falling farther and farther behind. 01:24:51.000 --> 01:24:56.000 It wasn't until I was 16 that I even believed that I was smart. 01:24:56.000 --> 01:24:59.000 At that point. I had been in high school for 3 years. 01:24:59.000 --> 01:25:02.000 Longer than I'd ever been in any school before. 01:25:02.000 --> 01:25:11.000 It took those 3 years to feel the belonging and build relationships with teachers and finally gain tools academically in order to see. 01:25:11.000 --> 01:25:15.000 A picture of a future that I'd always been told was so very bright. 01:25:15.000 --> 01:25:17.000 It was bright, and it is bright. 01:25:17.000 --> 01:25:21.000 But it took 3 years in a steady environment. 01:25:21.000 --> 01:25:23.000 To see it and to believe it. 01:25:23.000 --> 01:25:28.000 In my girls I see some of the exact same struggles. 01:25:28.000 --> 01:25:33.000 As a matter of fact, my youngest is the karma, that my mom warned me about. 01:25:33.000 --> 01:25:35.000 They aren't easy. Kids. 01:25:35.000 --> 01:25:37.000 However, at our tiny school. 01:25:37.000 --> 01:25:48.000 I've watched them thrive. I see them building relationships connecting with new ways of learning, having consistent and unique teaching angles from faces that are familiar and comforting to them. 01:25:48.000 --> 01:25:52.000 Keeping these schools open doesn't mean that we're protecting our kids from change. 01:25:52.000 --> 01:25:57.000 They'll still endure change, and have to adapt in many different ways. 01:25:57.000 --> 01:26:00.000 Because that's life. Change is inevitable. 01:26:00.000 --> 01:26:05.000 It's everywhere, and keeping the schools open is the easiest thing for you to do. 01:26:05.000 --> 01:26:12.000 The easiest thing. It's the easiest win. We'll do it. 01:26:12.000 --> 01:26:15.000 Don't turn the crowd against you. 01:26:15.000 --> 01:26:17.000 I can alright. 01:26:17.000 --> 01:26:21.000 Alright. Thank you. 01:26:21.000 --> 01:26:28.000 Right Christie lands. 01:26:28.000 --> 01:26:32.000 Hmm. 01:26:32.000 --> 01:26:36.000 What if the way we respond to a problem is part of the problem. 01:26:36.000 --> 01:26:38.000 We've seen this before. 01:26:38.000 --> 01:26:44.000 Tight budgets, schools, shuttered decades of case studies offer lessons. So let's be clear. 01:26:44.000 --> 01:26:47.000 Closing schools doesn't save districts. 01:26:47.000 --> 01:26:49.000 It breaks them. 01:26:49.000 --> 01:26:53.000 When schools close 10 to 30% of students leave the district, taking funding with them. 01:26:53.000 --> 01:26:58.000 Those who stay face lower, test scores, behavioral and attendance issues and setbacks that last a lifetime. 01:26:58.000 --> 01:27:02.000 Even the welcoming schools see learning, loss and behavioral problems. 01:27:02.000 --> 01:27:07.000 And the shuttered schools. Two-thirds remained abandoned, boarded up, and filled with a graffiti. To this day. 01:27:07.000 --> 01:27:12.000 A stark reminder that the district has stopped investing in those communities. 01:27:12.000 --> 01:27:14.000 The savings districts expected. 01:27:14.000 --> 01:27:18.000 They thought they'd save 2 million per school, but ended up saving just a fraction. 01:27:18.000 --> 01:27:22.000 About half a million worse. 01:27:22.000 --> 01:27:28.000 Neighborhoods were gutted, families stopped moving in and enrollment plummeted. It's a downward spiral leading to more closures. 01:27:28.000 --> 01:27:34.000 And yet this district is using outdated census numbers from 2,000 to 2,020. 01:27:34.000 --> 01:27:39.000 They're missing the massive shifts from the pandemics and families who've moved in since 2,020. 01:27:39.000 --> 01:27:41.000 Even their flawed projections. 01:27:41.000 --> 01:27:50.000 Primary school enrollment is going up, not down, and while they count developments a decade away in Wilsonville they ignore current projects like Vision 43, and the waterfront. 01:27:50.000 --> 01:27:54.000 The district says, schools with 450 to 500 students are ideal. 01:27:54.000 --> 01:27:57.000 Based on district employees, feelings. 01:27:57.000 --> 01:28:00.000 But parents know these schools are overcrowded. 01:28:00.000 --> 01:28:05.000 There are actually studies that show students perform better in smaller schools under 3 50. 01:28:05.000 --> 01:28:08.000 Schools with over 400 actually perform worse. 01:28:08.000 --> 01:28:11.000 Then both larger and smaller schools. 01:28:11.000 --> 01:28:16.000 And now they're telling us that our best schools aren't good enough, because if facilities. 01:28:16.000 --> 01:28:20.000 We don't send our kids to school for fancy buildings. We send them to learn. 01:28:20.000 --> 01:28:24.000 And the district wants to make this decision in 90 days to close some of our best schools. 01:28:24.000 --> 01:28:28.000 These kids are just recovering from covid learning, loss. 01:28:28.000 --> 01:28:31.000 No district has ever made such a massive decision. This. 01:28:31.000 --> 01:28:39.000 And the financial data and latest census numbers come out in December. This district has the money to slow down and get it right. In fact. 01:28:39.000 --> 01:28:42.000 We can't afford to rush this. 01:28:42.000 --> 01:28:43.000 Closing schools isn't the solution. 01:28:43.000 --> 01:28:52.000 We can address boundaries, create an endowment or rent space to preschools. We need a task force committed to keeping them open and unbiased mediation? Is that really 3. 01:28:52.000 --> 01:28:57.000 Our children's futures. Our community and the district reputation are on the line. 01:28:57.000 --> 01:29:01.000 3 min isn't enough to fully express my concerns or outline solutions. 01:29:01.000 --> 01:29:03.000 So I have a queue. QR. Code. 01:29:03.000 --> 01:29:20.000 Where people can view the complete document. And I will email my complete document to the board. Thank you. 01:29:20.000 --> 01:29:28.000 Amelia, Acosta. 01:29:28.000 --> 01:29:30.000 I'm so nervous. 01:29:30.000 --> 01:29:32.000 And I will likely cry. 01:29:32.000 --> 01:29:34.000 All over this podium. 01:29:34.000 --> 01:29:39.000 Or pulpit, or whatever it's called. But I'm Amelia, and I'm proud of 2 amazing Bolton bees. 01:29:39.000 --> 01:29:43.000 Our small neighborhood school plays a vital role in the community. 01:29:43.000 --> 01:29:47.000 By fostering close, knit relationships between students, families, and educators. 01:29:47.000 --> 01:29:56.000 Small schools offer personalized nurturing environment where students are able to receive individualized attention, helping them thrive academically and socially. 01:29:56.000 --> 01:30:00.000 Our principal, and every teacher in our school knows every student by name. 01:30:00.000 --> 01:30:04.000 This creates a safe space student anxiety and allows easier transitions. 01:30:04.000 --> 01:30:07.000 Through grades and around the school. 01:30:07.000 --> 01:30:12.000 Our school strengthens our community. Bolton families move to the neighborhood specifically for the school. 01:30:12.000 --> 01:30:22.000 We do not have family nearby. The school gives us opportunity to engage with our local families and provide familial support to one another, that we wouldn't have otherwise. 01:30:22.000 --> 01:30:25.000 Walking to and from school allows these connections. 01:30:25.000 --> 01:30:30.000 Coffee talk and parent huddles at the street corner wouldn't happen without foot traffic at drop off and pickup. 01:30:30.000 --> 01:30:42.000 Westland is a notoriously hilly community. Walkability to other communities in town is not easy and dangerous in dry months, and impossible in the rainy season which encompasses the majority of the school year. 01:30:42.000 --> 01:30:48.000 Historically neighborhood school locations were selected for ease of access to the neighborhood families. They serve. 01:30:48.000 --> 01:30:55.000 Our school provides space for families to engage in activities, volunteer and form relationships with neighbors. 01:30:55.000 --> 01:31:05.000 Keeping small schools open can reduce transportation costs and logistical challenges associated with sending students to more distant schools as well as reduce traffic around town. 01:31:05.000 --> 01:31:11.000 Maintaining neighborhood schools, preserves local identities, and contributes to a sense of pride and ownership within the community. 01:31:11.000 --> 01:31:16.000 In a time when many districts face budget cuts and consolidation pressures. 01:31:16.000 --> 01:31:24.000 Preserving small schools can offer long-term benefits, such as lower dropout rates, higher student engagement and increase local support for educational initiatives. 01:31:24.000 --> 01:31:33.000 Our school is a part of our town's history. It has become a part of our family, would be devastating to not only us, but to the entire community. It supports. 01:31:33.000 --> 01:31:38.000 Kids are discussing possible closures at school and feeling the stress just like we are, if not more. 01:31:38.000 --> 01:31:42.000 People like to say that kids are resilient, but they shouldn't have to. 01:31:42.000 --> 01:31:46.000 They should be the kids, and feel supported in every way possible. 01:31:46.000 --> 01:32:00.000 Please do everything that you can to support, keeping our neighborhooded, and find ways to expand boundaries, to help increase enrollment to the small schools. 01:32:00.000 --> 01:32:02.000 Okay. 01:32:02.000 --> 01:32:05.000 I am here at Tanner. 01:32:05.000 --> 01:32:07.000 But there are 2 tanners. 01:32:07.000 --> 01:32:09.000 Listed on here, and is. 01:32:09.000 --> 01:32:12.000 Is it one tanner in 2 places. 01:32:12.000 --> 01:32:14.000 One with the last name, one without a last name. 01:32:14.000 --> 01:32:18.000 It's just yeah. This tanner will be. 01:32:18.000 --> 01:32:22.000 It used to be that guy would tanner woody. Okay, I lost my hand. 01:32:22.000 --> 01:32:24.000 And so there is, yeah. 01:32:24.000 --> 01:32:29.000 There is not another tanner in the room just I just want to confirm it. Okay, cause I don't wanna miss him alright. 01:32:29.000 --> 01:32:33.000 Tanner floor is yours. 01:32:33.000 --> 01:32:40.000 Me get ready. Here. 01:32:40.000 --> 01:32:47.000 my name is Tanner Woody. I'm a Bolton residence. I am a. 01:32:47.000 --> 01:32:49.000 Member of West Len. 01:32:49.000 --> 01:32:54.000 I like to think. Today I am here speaking on behalf of. 01:32:54.000 --> 01:32:57.000 Wesleyn, as well as Wilsonville. 01:32:57.000 --> 01:32:59.000 As well as someone who. 01:32:59.000 --> 01:33:01.000 Is practice, and. 01:33:01.000 --> 01:33:06.000 Gardening similar to our principal porter. 01:33:06.000 --> 01:33:10.000 And someone who is engaged. 01:33:10.000 --> 01:33:14.000 Actively, and the Committee for community involvement with the city. 01:33:14.000 --> 01:33:17.000 Of Westland, 01:33:17.000 --> 01:33:22.000 Which is one of the things I would like to touch a little bit on. I know relationships are sour. 01:33:22.000 --> 01:33:25.000 I believe a group of people here. 01:33:25.000 --> 01:33:29.000 Are in support of making those relationships less sour, though. 01:33:29.000 --> 01:33:32.000 And coming back to the table. 01:33:32.000 --> 01:33:35.000 And some degree, I think that. 01:33:35.000 --> 01:33:40.000 Us, discussing the. 01:33:40.000 --> 01:33:42.000 The budget. 01:33:42.000 --> 01:33:44.000 And a period of length. 01:33:44.000 --> 01:33:48.000 Greater than 3 months. 01:33:48.000 --> 01:33:51.000 Is something that we need to do. 01:33:51.000 --> 01:33:54.000 Not just for our schools. 01:33:54.000 --> 01:33:59.000 But also for a residence and for the city. 01:33:59.000 --> 01:34:02.000 That's 1 of the things about gardening that I like. 01:34:02.000 --> 01:34:05.000 We have. 01:34:05.000 --> 01:34:07.000 A really nice garden at home. 01:34:07.000 --> 01:34:13.000 And I quickly learned that it costs a lot of money to maintain something like that. 01:34:13.000 --> 01:34:18.000 You know, getting just rocks, right things that I used to hate. 01:34:18.000 --> 01:34:21.000 Just dab. 01:34:21.000 --> 01:34:23.000 Really expensive, and they're heavy. 01:34:23.000 --> 01:34:28.000 And it's hard to move them. So now there's a rock in my backyard. 01:34:28.000 --> 01:34:30.000 I can save it. 01:34:30.000 --> 01:34:33.000 So I can use it for something later down. 01:34:33.000 --> 01:34:35.000 The path unintended. 01:34:35.000 --> 01:34:39.000 Like a brick path, lying it with rocks. 01:34:39.000 --> 01:34:43.000 I would like us to explore different options to keep. 01:34:43.000 --> 01:34:45.000 Our schools, open. 01:34:45.000 --> 01:34:49.000 And I would like us to explore different options. 01:34:49.000 --> 01:34:51.000 For our budgeting. 01:34:51.000 --> 01:34:53.000 Process as well as analysis. 01:34:53.000 --> 01:34:57.000 Because I know that the city and the property owners. 01:34:57.000 --> 01:35:02.000 As well as the business owners, would have a lot to say about us closing businesses and. 01:35:02.000 --> 01:35:05.000 Any part of Westland. 01:35:05.000 --> 01:35:12.000 And our school as a business for education. 01:35:12.000 --> 01:35:15.000 One last thing. 01:35:15.000 --> 01:35:23.000 Just leave with a quote is, there's no future for people who worship the future and forget the past. 01:35:23.000 --> 01:35:25.000 We've heard a lot about the past today. Let's. 01:35:25.000 --> 01:35:35.000 Use that to maintain our future forward. Thank you. 01:35:35.000 --> 01:35:44.000 Tina Contreras. 01:35:44.000 --> 01:35:47.000 Hey? I'm Athena, and I'm a Bolton parent, and. 01:35:47.000 --> 01:35:49.000 I want to apologize. I am. 01:35:49.000 --> 01:35:53.000 Disorganized. I have very little time in my life right now. 01:35:53.000 --> 01:36:00.000 To make everything make sense. But I do want to talk about 01:36:00.000 --> 01:36:03.000 Risk basically. 01:36:03.000 --> 01:36:06.000 What are the risks of closing the schools? 01:36:06.000 --> 01:36:09.000 If it stays, if it is closed. 01:36:09.000 --> 01:36:11.000 Is the land sold off. 01:36:11.000 --> 01:36:15.000 Is is there no return? 01:36:15.000 --> 01:36:17.000 Is there? 01:36:17.000 --> 01:36:20.000 I was talking to somebody at work today, and she mentioned briefly. 01:36:20.000 --> 01:36:24.000 10 seconds that some school closed. 01:36:24.000 --> 01:36:29.000 I think, in Oregon City. And but she said, but then they build a whole bunch of apartments. 01:36:29.000 --> 01:36:35.000 And everything changed. And now their schools are so full, and I'm like, well, great! Send them over to us, you know, because. 01:36:35.000 --> 01:36:38.000 We could use the enrollment. 01:36:38.000 --> 01:36:47.000 But I think that all of these problems are are fixable problems. I I think we need to be looking at the other solutions. 01:36:47.000 --> 01:36:53.000 Because the risks are too great. I think that. 01:36:53.000 --> 01:36:56.000 Any one of the schools closing. 01:36:56.000 --> 01:37:00.000 Elementary schools are meant to be able to be walkable. I mean, they've always been that way. 01:37:00.000 --> 01:37:02.000 And they succeed because. 01:37:02.000 --> 01:37:08.000 They are, and. 01:37:08.000 --> 01:37:10.000 I'm very poorly prepared for this. 01:37:10.000 --> 01:37:14.000 And it. It even caught me by surprise. I'm busy, so I apologize. 01:37:14.000 --> 01:37:23.000 I will have more to say next meeting. Thank you. 01:37:23.000 --> 01:37:26.000 No apologies, needed. 01:37:26.000 --> 01:37:31.000 It's not. It's not something that comes naturally to. 01:37:31.000 --> 01:37:34.000 Alright 01:37:34.000 --> 01:37:45.000 John Mccabe. 01:37:45.000 --> 01:37:48.000 Before I start. Since you mentioned football. 01:37:48.000 --> 01:37:50.000 And everything like that. 01:37:50.000 --> 01:37:54.000 Might want to go on to. Yeah. Espn name of King called. 01:37:54.000 --> 01:38:01.000 You must vote in. Excuse me, this is before to start. I got you. I got you composite. 01:38:01.000 --> 01:38:03.000 And. 01:38:03.000 --> 01:38:07.000 Number 34 in the nation, number one in Oregon, number one State. 01:38:07.000 --> 01:38:09.000 College game day. I'm number 10. 01:38:09.000 --> 01:38:12.000 But the name of it is 01:38:12.000 --> 01:38:15.000 But you must know 2024. 01:38:15.000 --> 01:38:24.000 They put it on some of the sites. They've allowed me to do it, other ones. They censored me, but I think they should have censored me on my prior name, which was Mitt. Rob me. 01:38:24.000 --> 01:38:26.000 Which I start in 2,012. 01:38:26.000 --> 01:38:31.000 And I think somebody would know what mitt robbed me. 01:38:31.000 --> 01:38:35.000 So. Who knew? You had a sense of humor. 01:38:35.000 --> 01:38:46.000 Well, let me go quickly on this one. I'm gonna go to the very end of it. 01:38:46.000 --> 01:38:56.000 Cause. We had one trips to the provo, and I said, drew brees through. This ball, hit the 10th row, bounced around, bounced around. The person said, you got it, and I go. No, I didn't. 01:38:56.000 --> 01:38:59.000 Goes, that's good, and I go. But my wife did. 01:38:59.000 --> 01:39:02.000 Got you alright, roll it now. 01:39:02.000 --> 01:39:06.000 Thank you. John. Thank you. 01:39:06.000 --> 01:39:11.000 So from today we heard that the student count is 89. We do not know how many of those are. 01:39:11.000 --> 01:39:13.000 Open enrollment students. 01:39:13.000 --> 01:39:17.000 And the predictions that are made by flow analytics. 01:39:17.000 --> 01:39:20.000 I don't know how they take 01:39:20.000 --> 01:39:25.000 Open enrollment students in the account, so the numbers are close to unknown. 01:39:25.000 --> 01:39:27.000 And 01:39:27.000 --> 01:39:31.000 To go, and the other part of it is that the 89. 01:39:31.000 --> 01:39:33.000 Available. 01:39:33.000 --> 01:39:39.000 September 30, th to be provided as an open record to anybody in the school district. 01:39:39.000 --> 01:39:41.000 Shouldn't we know? 01:39:41.000 --> 01:39:46.000 Where our students are, how many of them are by classroom. 01:39:46.000 --> 01:39:50.000 It's it's a concern. We. We can see the future. We can see if these numbers are right. 01:39:50.000 --> 01:39:53.000 But the district refuses. 01:39:53.000 --> 01:39:56.000 To give those numbers to anybody. 01:39:56.000 --> 01:39:59.000 Except Oregon. 01:39:59.000 --> 01:40:01.000 And so we don't know how bad this. 01:40:01.000 --> 01:40:04.000 Number is, but another issue is. 01:40:04.000 --> 01:40:07.000 Stafford, Primary Stafford, Primary. 01:40:07.000 --> 01:40:09.000 Has an issue that. 01:40:09.000 --> 01:40:11.000 You may not be able to be closed. 01:40:11.000 --> 01:40:15.000 When the storage unit was put out there. 01:40:15.000 --> 01:40:17.000 Moved from Wilsonville to there. 01:40:17.000 --> 01:40:20.000 In order to get into our RFF. 5. 01:40:20.000 --> 01:40:23.000 They had to say it was an accessory building. 01:40:23.000 --> 01:40:25.000 To Stafford, Primary. 01:40:25.000 --> 01:40:27.000 Staff, of primaries closed. 01:40:27.000 --> 01:40:31.000 That's closed because it was encompassed. 01:40:31.000 --> 01:40:34.000 Into that school building by the district. 01:40:34.000 --> 01:40:36.000 They couldn't make it a standalone. 01:40:36.000 --> 01:40:38.000 There's a stand alone building like that. 01:40:38.000 --> 01:40:41.000 And the tree lane was not. 01:40:41.000 --> 01:40:43.000 Acceptable to the county. 01:40:43.000 --> 01:40:49.000 And so they brought it in. Mr. Mcgowan can speak that can speak about this. He was at that meeting. 01:40:49.000 --> 01:40:53.000 Where? What? Douglas said. We'll take that. 01:40:53.000 --> 01:40:56.000 And so that since he's taken it. 01:40:56.000 --> 01:41:00.000 You can't close the building unless you want to close that garage. 01:41:00.000 --> 01:41:02.000 If you don't want to close that garage. 01:41:02.000 --> 01:41:05.000 Then you have to keep that school open. 01:41:05.000 --> 01:41:08.000 The other part that's come out is like. 01:41:08.000 --> 01:41:11.000 Frog pound's going to open, no matter what. 01:41:11.000 --> 01:41:14.000 From the 2,018 flow analytics. 01:41:14.000 --> 01:41:19.000 There. Wilsonville is over 100 students under projection. 01:41:19.000 --> 01:41:24.000 We have schools under the 2,018 analytics that we're closing. 01:41:24.000 --> 01:41:28.000 That have actually gotten better numbers than what we're predicted in. 01:41:28.000 --> 01:41:32.000 It's like we don't want to know what 2,018 said. 01:41:32.000 --> 01:41:35.000 So if we're not going to look at the past. 01:41:35.000 --> 01:41:37.000 We are making mistakes for the future. 01:41:37.000 --> 01:41:42.000 The last part is is work has to do. Today's budget is. 01:41:42.000 --> 01:41:47.000 You all got it from the I've sent it out from the Department of Revenue. 01:41:47.000 --> 01:41:50.000 That we have done lawful acts. 01:41:50.000 --> 01:41:55.000 With the investment interest, as far as the Geo bond is concerned. 01:41:55.000 --> 01:41:58.000 That would reduce how much interest income we're gonna get this year. 01:41:58.000 --> 01:42:14.000 Nothing is out there. None of you have been told. None of us have been told. How bad is it. 01:42:14.000 --> 01:42:18.000 Aaron Welp. I want to say, Aaron. 01:42:18.000 --> 01:42:24.000 Alright! 01:42:24.000 --> 01:42:31.000 My name is Erin, and just to give myself some street cred. I don't have a hundred years, but I've lived here my whole life. 01:42:31.000 --> 01:42:48.000 My husband and I both went to Sunset Rosemont High School. I think you were my vice principal at some point. You're my soccer coach at some point. So I'm around here. I also student Todd at Bolton Primary. My dad was a head football coach for many years at Western high school. 01:42:48.000 --> 01:43:03.000 We currently have a daughter that's a freshman at Weston High School, second grader in the Chinese immersion at Bolton, a preschooler at Bolton, and one more who will be there soon. So times 10. I'm definitely member of the community stakeholder in this conversation. 01:43:03.000 --> 01:43:08.000 Lots of Bolton kids are like my second kids. I can't look over there, so I'll cry. 01:43:08.000 --> 01:43:11.000 But I just wanted to draw attention to. 01:43:11.000 --> 01:43:16.000 Pat mission question that's up there. 01:43:16.000 --> 01:43:19.000 How do we create the learning community learning communities? For the greatest thinkers. 01:43:19.000 --> 01:43:29.000 For the most thoughtful people. And what I just would really challenge you as board members is to think about, how can you be the greatest thinkers and the most. 01:43:29.000 --> 01:43:33.000 Thoughtful people for our students and our families. In this time. 01:43:33.000 --> 01:43:39.000 1st of all's got that figured out so you can copy and paste, and you'll be good. 01:43:39.000 --> 01:43:45.000 But there's so many creative ideas being brought to you all to address the budget. Shortfall. 01:43:45.000 --> 01:43:59.000 And it's been really disappointing that the option of closing schools has been the 1st option brought to the table. It's really disheartening that members of our community have been tasked to volunteer their precious time with their families. 01:43:59.000 --> 01:44:01.000 For what's basically a part time job. 01:44:01.000 --> 01:44:05.000 With a lot of pressure on their shoulders to just defend our schools. 01:44:05.000 --> 01:44:09.000 And to tell you something you already know. We shouldn't close these schools. 01:44:09.000 --> 01:44:11.000 You're a very talented. 01:44:11.000 --> 01:44:14.000 Very educated group of people. 01:44:14.000 --> 01:44:22.000 And we really want you to use those talents and the privilege that you have as our elected officials. 01:44:22.000 --> 01:44:25.000 To do right by our students and our families. 01:44:25.000 --> 01:44:36.000 And so thank you for your time. 01:44:36.000 --> 01:44:46.000 Kara Clark. 01:44:46.000 --> 01:44:48.000 Just when I got emotional. 01:44:48.000 --> 01:44:54.000 My name is Kara Clark. And it's been 2 years. 01:44:54.000 --> 01:44:58.000 Since I've been here, every board meeting to talk to you. 01:44:58.000 --> 01:45:02.000 And I just wanna take a moment and say it has been a journey. 01:45:02.000 --> 01:45:08.000 We're in the beginning. It felt impossible. It felt like I was the insane parent. 01:45:08.000 --> 01:45:14.000 That nobody understood me, that I had to teach all my teachers about how to take care of my dyslexic kids. 01:45:14.000 --> 01:45:16.000 I felt like nobody was listening. 01:45:16.000 --> 01:45:21.000 And all these parents behind me, who have been fighting the fight. 01:45:21.000 --> 01:45:25.000 And a lot has happened, and I am so grateful. 01:45:25.000 --> 01:45:30.000 I am so happy that finally, somehow, we have. 01:45:30.000 --> 01:45:43.000 Adopted structure. Literacy and our teachers are getting Imc training, and I already feel it in the building. I go up and I say, you know what we have dyslexia in my family. I have a kindergartner. They say we got you. We're watching it. 01:45:43.000 --> 01:45:46.000 They know, and of course I've been very vocal, so. 01:45:46.000 --> 01:45:50.000 Everybody in my building knows what the teachers are excited. 01:45:50.000 --> 01:45:57.000 And they even teachers that felt harm, that they had harm my kids because they couldn't help my kids. 01:45:57.000 --> 01:45:59.000 Are the ones who are leading. 01:45:59.000 --> 01:46:05.000 Leading the group in my school, so I'm grateful for that. And so now I want to take a moment and say. 01:46:05.000 --> 01:46:08.000 Now is the time that it's the yet time. 01:46:08.000 --> 01:46:13.000 We haven't done it yet, but we can cause somehow. We did all of this in 2 years. 01:46:13.000 --> 01:46:18.000 And now we need to deal with. We need to start talking about assessments. 01:46:18.000 --> 01:46:23.000 How are we, gonna monitor and make sure I love this public conversation as well. 01:46:23.000 --> 01:46:33.000 I would love to hear about what is happening and what we're gonna look into, what kind of programs make sure that we have a tier 2 that's strong that we're not leaving any kids behind. 01:46:33.000 --> 01:46:35.000 I want to. Sorry all. 01:46:35.000 --> 01:46:38.000 People behind me. 01:46:38.000 --> 01:46:42.000 Sorry. No worries 01:46:42.000 --> 01:46:48.000 I want to talk about circles of support. It is a wait to fail. 01:46:48.000 --> 01:46:52.000 I'm sorry you guys the special Ed model the way to the. 01:46:52.000 --> 01:47:07.000 The circles of support is basically looking at your kids and saying, Hey, we'll give them a little bit more and see if something happens, and that can go on for months and years. If the parents don't know that they need to stand up and say something, or if the parents don't fight hard enough, because they don't know as well. 01:47:07.000 --> 01:47:13.000 That needs to be looked at, and I hope we can, as a group, get rid of it, because we need to go into stronger. 01:47:13.000 --> 01:47:17.000 System where we're looking at assessments and letting the data drive us. 01:47:17.000 --> 01:47:22.000 And the data needs to be our force. And I know you guys are gonna start doing quarterly data. 01:47:22.000 --> 01:47:25.000 And I hope that will also be shared with the public, because. 01:47:25.000 --> 01:47:28.000 We are stronger if we are just honest. 01:47:28.000 --> 01:47:37.000 Like. I will never get mad if we can have honest conversations and say, this is what we need to do for the next step. Let's move to the next step. 01:47:37.000 --> 01:47:41.000 Let's continue to move to the next step, because our kids deserve. 01:47:41.000 --> 01:47:46.000 And I will be proud of any district who will actually have a real conversation and say, Hey. 01:47:46.000 --> 01:47:49.000 We're the second best in Oregon, or 3rd best, but. 01:47:49.000 --> 01:48:04.000 We can do better because Oregon, still at the very bottom. Thank you. 01:48:04.000 --> 01:48:08.000 Alright! 01:48:08.000 --> 01:48:10.000 We have. 01:48:10.000 --> 01:48:14.000 Matt Pell. 01:48:14.000 --> 01:48:21.000 There, and we know the all 300 comments toward the end. 01:48:21.000 --> 01:48:23.000 For. 01:48:23.000 --> 01:48:27.000 8, 40. 01:48:27.000 --> 01:48:30.000 Okay. 01:48:30.000 --> 01:48:34.000 Is there anyone who signed up on here. 01:48:34.000 --> 01:48:40.000 In regard to Oppenlander, who would like to speak now. 01:48:40.000 --> 01:48:48.000 No. Okay. 01:48:48.000 --> 01:48:51.000 I'm gonna take a quick 5 min break. 01:48:51.000 --> 01:48:53.000 So. 01:48:53.000 --> 01:49:05.000 Go and stop the meeting 5 min, break. 01:49:05.000 --> 01:49:10.000 Wait! Wait! Wait! Wait! Wait! 01:49:10.000 --> 01:49:15.000 All right. We are going to. 01:49:15.000 --> 01:49:18.000 Go back into session. 01:49:18.000 --> 01:49:22.000 After our lovely 5 min break. I needed that. Thank you all. 01:49:22.000 --> 01:49:28.000 And we will put off the remainder of public comment until the 8 40 session or. 01:49:28.000 --> 01:49:33.000 When we get there after board business. So that could be a little later. 01:49:33.000 --> 01:49:37.000 So that may be 9 o'clock or. 01:49:37.000 --> 01:49:39.000 Whichever portion it comes to in the. 01:49:39.000 --> 01:49:42.000 In the agenda, so. 01:49:42.000 --> 01:49:44.000 All right. 01:49:44.000 --> 01:49:46.000 I'm going to turn it over to the business office. 01:49:46.000 --> 01:49:57.000 Oh, let me wait for a director Douglas. 01:49:57.000 --> 01:50:04.000 I'm gonna turn it over to the business office. Only Hughes. 01:50:04.000 --> 01:50:06.000 So 01:50:06.000 --> 01:50:20.000 As we wrap up but the fiscal year 22, and we begin in the 1st quarter reviewing for fiscal year 2425. I have a few important updates that I would like to share with you. 01:50:20.000 --> 01:50:25.000 So in fun approach financial report for the general fund. 01:50:25.000 --> 01:50:31.000 And this report is only one item that different compared to the report. 01:50:31.000 --> 01:50:33.000 That's the 01:50:33.000 --> 01:50:37.000 The cost. That we have with the right. 01:50:37.000 --> 01:50:54.000 And with that I would like to advise my Gup, our chief operating officer, to come and share with you detail information regarding to the 3 J. Consultant at part of the small screen task force. 01:50:54.000 --> 01:50:56.000 Good evening. Board! 01:50:56.000 --> 01:50:58.000 As you know, is. 01:50:58.000 --> 01:51:05.000 Director, shoemaker already outlined in his report. The long range planning committee. 01:51:05.000 --> 01:51:12.000 Did recommend that the Small Schools Task Force be created. 01:51:12.000 --> 01:51:18.000 They also recommended that it be facilitated by a 3rd party consultant. 01:51:18.000 --> 01:51:23.000 3 J. Consulting was selected. 01:51:23.000 --> 01:51:26.000 Or to lead that effort. 01:51:26.000 --> 01:51:29.000 As the Small Schools Task Force. 01:51:29.000 --> 01:51:37.000 Was created by the long Range planning committee. After the adoption of the 2425 budget. 01:51:37.000 --> 01:51:43.000 This expense was unknown at the time of adoption. 01:51:43.000 --> 01:51:46.000 And no line item in the budget. 01:51:46.000 --> 01:51:50.000 Was identified toward this expense. 01:51:50.000 --> 01:51:52.000 Therefore, the funding for this. 01:51:52.000 --> 01:51:55.000 Consultant will be from the consent. 01:51:55.000 --> 01:52:00.000 From the contingency or the ending fund balance. 01:52:00.000 --> 01:52:05.000 Which is the intent of this fund to address unforeseen expenditures. 01:52:05.000 --> 01:52:10.000 And the funding will be placed in the appropriate fund. 01:52:10.000 --> 01:52:14.000 2624, planning services. 01:52:14.000 --> 01:52:18.000 If you go to your budget book you'll see that's on page. 01:52:18.000 --> 01:52:21.000 3! Dash a. 01:52:21.000 --> 01:52:23.000 Dot, 5, 6. 01:52:23.000 --> 01:52:32.000 For the purchase the expenditures. This also aligns with recommendations by the Oregon Department of Education. 01:52:32.000 --> 01:52:36.000 Is where this funding should be placed. 01:52:36.000 --> 01:52:46.000 The the contract value is 49,000 $800. There may be an adjustment on that, but it'll be slight. 01:52:46.000 --> 01:52:54.000 Within a hundred dollars of that number. We did get the final contract today. It was signed. 01:52:54.000 --> 01:52:56.000 Sent back. 01:52:56.000 --> 01:53:03.000 We are dedicating $60,000 from the unfunded balance. 01:53:03.000 --> 01:53:10.000 To this account to accommodate any changes in the scope of work, that we may. 01:53:10.000 --> 01:53:12.000 Request from 3 J. 01:53:12.000 --> 01:53:15.000 As of right. Now we have the. 01:53:15.000 --> 01:53:17.000 Scope of work well defined. 01:53:17.000 --> 01:53:20.000 But there are always changes that could happen. 01:53:20.000 --> 01:53:25.000 New requests for maybe another meeting, another report. 01:53:25.000 --> 01:53:30.000 So we are. Setting aside $60,000 in this planning. 01:53:30.000 --> 01:53:35.000 Services account. 01:53:35.000 --> 01:53:41.000 This expense, should the board in the future place a capital. 01:53:41.000 --> 01:53:43.000 General obligation. 01:53:43.000 --> 01:53:47.000 Bond before the voters, and should it be passed. 01:53:47.000 --> 01:53:55.000 It takes a separate resolution, but this expense is eligible. To be reimbursed at a future date. 01:53:55.000 --> 01:53:59.000 But for now that's where the funding is coming from. 01:53:59.000 --> 01:54:04.000 And this is informational only because I know there's high interest in this. 01:54:04.000 --> 01:54:09.000 And I'm available to answer any questions. 01:54:09.000 --> 01:54:14.000 Alright. Thank you. Pat. 01:54:14.000 --> 01:54:18.000 I will start with. 01:54:18.000 --> 01:54:20.000 Director, shoemaker. Do you have any questions? 01:54:20.000 --> 01:54:24.000 No Dr. Bidal any. No. 01:54:24.000 --> 01:54:26.000 Am I sure? Why. 01:54:26.000 --> 01:54:35.000 And so can you clarify the unknown amount is because it's a time and materials contract, and so they'll bill for their time. 01:54:35.000 --> 01:54:38.000 And then that will determine what the final cost is. 01:54:38.000 --> 01:54:46.000 That's correct. The contract currently is a time and material not to exceed the 49,008 50. 01:54:46.000 --> 01:54:57.000 The only way that that would be exceeded is if the districts in the scope of work and asks for additional services. 01:54:57.000 --> 01:55:11.000 And I believe this is in the memo, but it was at the recommendation of a long range planning committee that a consultant rather than district staff managed public participation. Is that right? That is correct? They recommended a 3rd party. 01:55:11.000 --> 01:55:14.000 Facilitate the small Schools Task Force. 01:55:14.000 --> 01:55:20.000 And then this is more of a comment. If that's okay. Chair Taylor. 01:55:20.000 --> 01:55:28.000 Yeah, I just wanted to recognize that the field or the work of public participation is. 01:55:28.000 --> 01:55:40.000 It is a career path. It's an area of focus. It's something that people dedicate their lives and their careers to. There are associations for public participation and. 01:55:40.000 --> 01:55:43.000 And so it's my understanding that this firm. 01:55:43.000 --> 01:55:48.000 Like this. This is what they do. It's not. It's not a lark, it's not something that they. 01:55:48.000 --> 01:56:10.000 You know, sometimes occasionally dabble in, I mean is that is that your understanding? And is that part of why they were selected at our last meeting. When I spoke with 3 J. They did lead this effort when we were engaging the community to build 80 Creek Middle School. 01:56:10.000 --> 01:56:14.000 They do this across the State. This is their career. 01:56:14.000 --> 01:56:17.000 This is not a part time. Hobby. 01:56:17.000 --> 01:56:21.000 They have dedicated professionals. 01:56:21.000 --> 01:56:25.000 That do nothing but this for cities, for counties, for school districts. 01:56:25.000 --> 01:56:34.000 Or the state. This is what they do. 01:56:34.000 --> 01:56:38.000 Director Vidal. No, I think I already asked you, didn't I? 01:56:38.000 --> 01:56:41.000 Okay, and. 01:56:41.000 --> 01:56:45.000 I don't have any questions. 01:56:45.000 --> 01:56:47.000 Okay, I feel like, I'm. 01:56:47.000 --> 01:56:50.000 A bobble hand up here. 01:56:50.000 --> 01:56:52.000 Alright, superintendent. 01:56:52.000 --> 01:56:54.000 Dr. Ludwig. 01:56:54.000 --> 01:56:59.000 Dr. Sloop as and you know what. I'm sorry, director. I forgot you were there. 01:56:59.000 --> 01:57:04.000 And I'm gonna be honest about that sloop. Do you have any questions. 01:57:04.000 --> 01:57:07.000 I do not. I had them answered earlier. 01:57:07.000 --> 01:57:11.000 All right, thank you. And my apologies. 01:57:11.000 --> 01:57:16.000 Alright. Okay, with that I'll turn it back over to Dr. Hughes. 01:57:16.000 --> 01:57:27.000 Thank you, Pat, thank you, Pat. So to continue at the office is currently in the final stage of closing out the fiscal year 2324. 01:57:27.000 --> 01:57:31.000 So this is our final audit week. 01:57:31.000 --> 01:57:33.000 So we had auditor 01:57:33.000 --> 01:57:37.000 Working on our book right now to 01:57:37.000 --> 01:57:41.000 Conductor, 2224 audit for the district. 01:57:41.000 --> 01:57:51.000 This artist will ensure that we help us capture our findings, appreciation, and comply with all necessary regulation. 01:57:51.000 --> 01:57:54.000 So be beside a final audit. Quick! 01:57:54.000 --> 01:58:00.000 We also completing the 1st quarter for the fiscal year 2425. 01:58:00.000 --> 01:58:06.000 The 1st quarter of fiscal year 2425 is a very critical. 01:58:06.000 --> 01:58:14.000 Because is it a period of time where we review the budget to salary and benefits. 01:58:14.000 --> 01:58:27.000 So it's a sensor that we maintain close alignment between our budget allocation and actual expenditure to ensure the district remain fiscally responsible. 01:58:27.000 --> 01:58:33.000 This process allowed Ross to improve, forecasting for future expenses. 01:58:33.000 --> 01:58:37.000 And met any necessary mid year budget adjustment. 01:58:37.000 --> 01:58:40.000 Support in Bosch currency. 01:58:40.000 --> 01:58:47.000 And comply, and what our financial management. 01:58:47.000 --> 01:58:50.000 Do you have any question for me? 01:58:50.000 --> 01:58:58.000 Regarding to the financial report. 01:58:58.000 --> 01:59:03.000 No shoemaker. You need anything. 01:59:03.000 --> 01:59:11.000 You're good. No. Okay. Everybody. Good. No. 01:59:11.000 --> 01:59:20.000 So. This one. You can see that the rate at you here in about Oregon. 01:59:20.000 --> 01:59:23.000 Get into the deficit, and a whole rate. 01:59:23.000 --> 01:59:26.000 Are increasing, not only. 01:59:26.000 --> 01:59:31.000 For the district, but also across Oregon system. 01:59:31.000 --> 01:59:34.000 So in here. 01:59:34.000 --> 01:59:38.000 In this table you can see the biennium. 01:59:38.000 --> 01:59:48.000 Do you want you to? Is that 18? And observe what they tier 3 is at 13.2 3. 01:59:48.000 --> 01:59:56.000 And biennium 21. Do you want you to at 24% and observe that 18%. 01:59:56.000 --> 02:00:03.000 Then by any of 2123, and 2325, the rates drop. 02:00:03.000 --> 02:00:08.000 The reason this one had dropped is because we have a side account. 02:00:08.000 --> 02:00:12.000 It caught 2121, a. 02:00:12.000 --> 02:00:16.000 And then I will go into the details for that. 02:00:16.000 --> 02:00:28.000 And then, looking into 2527, we can see 1, 2 had increased from 7.9 to 16.0 1. 02:00:28.000 --> 02:00:39.000 And also will increase to 12.8 3% compared to 5% in this current biennium. 02:00:39.000 --> 02:00:45.000 So the per rates are increasing for Westland Wilson district. 02:00:45.000 --> 02:00:47.000 Due to several key factor. 02:00:47.000 --> 02:00:51.000 So the 1st one in 2,004. 02:00:51.000 --> 02:00:56.000 The district is the per bond in the amount of 42 point. 02:00:56.000 --> 02:00:58.000 2 million. 02:00:58.000 --> 02:01:03.000 That phone have managed the raising cost of per contribution. 02:01:03.000 --> 02:01:08.000 This point was designed to provide financial relief for 25 years. 02:01:08.000 --> 02:01:13.000 Essentially softening. The impact on raising costs. 02:01:13.000 --> 02:01:15.000 By upsetting. 02:01:15.000 --> 02:01:18.000 Output contribution right. 02:01:18.000 --> 02:01:23.000 However, that bonds will mature in 2028. 02:01:23.000 --> 02:01:27.000 As we approach that majority date. 02:01:27.000 --> 02:01:31.000 The financial benefits were provided missing. 02:01:31.000 --> 02:01:39.000 So, which means we have to begin to see the poll increase in the 2527. 02:01:39.000 --> 02:01:44.000 Second starting, July 1st of 2,005. 02:01:44.000 --> 02:01:49.000 How employer contribution rice will increase. Of course, the State. 02:01:49.000 --> 02:01:56.000 So this a part of the border expert to arrest the financial situation within the system. 02:01:56.000 --> 02:02:00.000 Including it, unfunded liability. 02:02:00.000 --> 02:02:09.000 So at the system challenging all employer, including our school district, will help to contribute more. 02:02:09.000 --> 02:02:15.000 To maintain the integrity of the Pension Fund. 02:02:15.000 --> 02:02:24.000 So when you see the Biennium 2122, and 22 and 2022, a 25. 02:02:24.000 --> 02:02:29.000 In the fiscal year of 2,021, the district. 02:02:29.000 --> 02:02:33.000 Proactive spend to create a perbone account. 02:02:33.000 --> 02:02:38.000 We issue 111.7 million. 02:02:38.000 --> 02:02:43.000 And that bond named Siri. 21 a. 02:02:43.000 --> 02:02:48.000 Which have the rates. In this biennium. 02:02:48.000 --> 02:02:58.000 This strategy provided, shocked, allowing us to manage per cost more effectively over those year. 02:02:58.000 --> 02:03:02.000 However, as we approach in 2527, biennium. 02:03:02.000 --> 02:03:05.000 Those price release will aspire. 02:03:05.000 --> 02:03:11.000 And our district will once again contribution rate. 02:03:11.000 --> 02:03:13.000 So in summary. 02:03:13.000 --> 02:03:15.000 With the aspiration of the 20. 02:03:15.000 --> 02:03:19.000 2,004. 02:03:19.000 --> 02:03:29.000 And rice and employer contribution rise in 2,025 and a fading impact of series 2021 a. 02:03:29.000 --> 02:03:41.000 The district will see a significant increase in our race. In Biennium 2527. 02:03:41.000 --> 02:03:43.000 So when you hear about. 02:03:43.000 --> 02:03:46.000 The per rate, and UAL. 02:03:46.000 --> 02:03:52.000 So there is a relationship between Uil. 02:03:52.000 --> 02:03:56.000 Paul raised it like a retirement, saving account. 02:03:56.000 --> 02:04:00.000 So each year the district, along with other employer. 02:04:00.000 --> 02:04:03.000 Contribute money into this account. 02:04:03.000 --> 02:04:05.000 To fund employees, pension. 02:04:05.000 --> 02:04:08.000 So, however, over the year. 02:04:08.000 --> 02:04:15.000 What been promised to retire is, and pension benefits had grow faster. 02:04:15.000 --> 02:04:17.000 Than the contribution. 02:04:17.000 --> 02:04:19.000 An investment returned. 02:04:19.000 --> 02:04:27.000 So the gap between what promise and what? Actually, in the account that caught a ul. 02:04:27.000 --> 02:04:29.000 So to close the gap. 02:04:29.000 --> 02:04:37.000 The Detroit and our employer how to contribute money on top of the normal rate. 02:04:37.000 --> 02:04:43.000 And this increase the overall rate we have to pay. 02:04:43.000 --> 02:04:59.000 So at long as there are uil we will continue to see higher rate, because we are paid not only for the current employees pension, but also cover the past, fall. 02:04:59.000 --> 02:05:02.000 So the simple term to understand is. 02:05:02.000 --> 02:05:05.000 The bigger the URL. 02:05:05.000 --> 02:05:07.000 The higher the per rate. 02:05:07.000 --> 02:05:10.000 For employer. 02:05:10.000 --> 02:05:20.000 So I will stop and see if you have any question for me. 02:05:20.000 --> 02:05:26.000 I will start with Director Shoemaker. Any questions. 02:05:26.000 --> 02:05:29.000 Director Vidal. 02:05:29.000 --> 02:05:32.000 If you need more time. That's fine. 02:05:32.000 --> 02:05:39.000 I at least questions I wrote down, but you are answering them, so I appreciate it. 02:05:39.000 --> 02:05:42.000 I have a question about 02:05:42.000 --> 02:05:44.000 Do you. 02:05:44.000 --> 02:05:54.000 Think that the rates tier one and 2 rates will be even higher in 2027 to 29. 02:05:54.000 --> 02:05:56.000 Do you project that. 02:05:56.000 --> 02:05:59.000 Right now 02:05:59.000 --> 02:06:06.000 The the purple evocation on the rate, so they like any by any of. 02:06:06.000 --> 02:06:09.000 So we right now we know for sure. 2527. 02:06:09.000 --> 02:06:20.000 The Ospa and Piper provide conferences in November, and they provide more information, so I hope to learn more from them. In November. 02:06:20.000 --> 02:06:27.000 Yeah, can you tell us in dollar amounts what this equates to. 02:06:27.000 --> 02:06:30.000 These increases are. 02:06:30.000 --> 02:06:40.000 I have to get back to you on. Okay, I just okay, that's fine. That's fine. Thank you that that would be a pretty complex report, so we'd have to. 02:06:40.000 --> 02:06:45.000 But we but we could do a fireside chat. Nobody wants to know. Yeah. 02:06:45.000 --> 02:06:50.000 So the Oregon age is 02:06:50.000 --> 02:06:55.000 2 years ago. I do present the Oregon to the ball, and I'm. 02:06:55.000 --> 02:06:58.000 Happy to present or have a. 02:06:58.000 --> 02:07:03.000 Conversation with you. If you would like to learn more about. 02:07:03.000 --> 02:07:07.000 Oregon Pur and y Oregon pur get into the deficits. 02:07:07.000 --> 02:07:20.000 And what the difference between? Do you want it to and observe, and then a percept. So how all that detail information, and then happy to sit with you in. 02:07:20.000 --> 02:07:23.000 To to explain it, more detail. 02:07:23.000 --> 02:07:27.000 Vice chair, Wyatt. Questions. 02:07:27.000 --> 02:07:29.000 Okay. I have a couple. 02:07:29.000 --> 02:07:32.000 Dr. Hughes. 02:07:32.000 --> 02:07:39.000 Does the State budget take into account when they allocate funds for the school district? 02:07:39.000 --> 02:07:42.000 They take into account. 02:07:42.000 --> 02:07:46.000 The increase in curs rates to us, and naturally. 02:07:46.000 --> 02:07:49.000 Increase the state budget to align with. 02:07:49.000 --> 02:07:51.000 The increase in that rate. 02:07:51.000 --> 02:07:54.000 Because. 02:07:54.000 --> 02:07:59.000 All State employees are eligible, so it's like letting the wolf guard the hen. 02:07:59.000 --> 02:08:05.000 Right. If I'm a state legislator and I'm voting on my pension, there's no way in the world. I'm gonna cut my own pension. 02:08:05.000 --> 02:08:14.000 So naturally. That means an increase across education, because it's an increase across our State legislators, and anybody who qualifies for port purse. 02:08:14.000 --> 02:08:22.000 The where it also is unique is when you talk about college, who make 8, 9 million a year. 02:08:22.000 --> 02:08:24.000 And they're also pers employees. 02:08:24.000 --> 02:08:27.000 And so you have these. 02:08:27.000 --> 02:08:30.000 These large pension payouts that are being paid to. 02:08:30.000 --> 02:08:35.000 College coaches, organ, health sciences, university, their pers employees. 02:08:35.000 --> 02:08:38.000 And some of those cutters up there make millions a year. 02:08:38.000 --> 02:08:42.000 You know, performing surgeries, and again. 02:08:42.000 --> 02:08:44.000 Not to knock whether they should get them or not. 02:08:44.000 --> 02:08:49.000 Is the State giving us a higher budget to help account for. 02:08:49.000 --> 02:08:52.000 These increase in rates. 02:08:52.000 --> 02:08:58.000 So the per race and the ul say the employer. Responsibility. 02:08:58.000 --> 02:09:01.000 So in order to 02:09:01.000 --> 02:09:05.000 Cover the increase in the per race. 02:09:05.000 --> 02:09:10.000 The recommendation is to go with side account. 02:09:10.000 --> 02:09:12.000 So what? 02:09:12.000 --> 02:09:15.000 Few years ago, and it could, coming up again. 02:09:15.000 --> 02:09:21.000 The only support that the State have it called a matching fund. 02:09:21.000 --> 02:09:23.000 With the site accounts. 02:09:23.000 --> 02:09:31.000 So if every dollar contribute, and the the States can match 25. But that money. 02:09:31.000 --> 02:09:37.000 Must be cash and cannot borrow from somewhere else, must be like. 02:09:37.000 --> 02:09:43.000 You know, if you have a bit and fun, and then do some of that for the site account. 02:09:43.000 --> 02:09:52.000 If not, a district will go now for the site like we did. In 2021 for Series 21 a. 02:09:52.000 --> 02:09:57.000 And that the the per site account, when the district going out. 02:09:57.000 --> 02:10:03.000 That doesn't need to go through the puppet. 02:10:03.000 --> 02:10:09.000 So maybe I could just say to your question. No, not really. 02:10:09.000 --> 02:10:12.000 There isn't an increase that's dedicated towards. 02:10:12.000 --> 02:10:15.000 1st increases from the State. What they will say is. 02:10:15.000 --> 02:10:20.000 We're increasing what we gave in the previous biennium to work with your labor. 02:10:20.000 --> 02:10:25.000 And payroll costs, and within that districts have to factor. 02:10:25.000 --> 02:10:28.000 Insurance benefits and pers. 02:10:28.000 --> 02:10:32.000 So when the state gives an increase, every biennium. 02:10:32.000 --> 02:10:37.000 They're assuming within, that is that you're taking care of your payroll costs which would include your Purs. 02:10:37.000 --> 02:10:48.000 Okay. 02:10:48.000 --> 02:10:54.000 I'm going to take this one offline. I have some other questions, but I'm not going to. 02:10:54.000 --> 02:10:56.000 Then. 02:10:56.000 --> 02:11:00.000 To ask them right now. Okay. 02:11:00.000 --> 02:11:05.000 Could I make just one comment before we shift off this topic, I just want to. 02:11:05.000 --> 02:11:21.000 Publicly acknowledge Dr. Hughes and the previous boards that have seen rates increase over the years. And this is just isn't just for education. This is also police and fire. As you mentioned, public employees. 02:11:21.000 --> 02:11:26.000 If we had not gone out proactively for a bond. 02:11:26.000 --> 02:11:31.000 Which you have boards on, or a side account which Dr. Hughes mentioned. 02:11:31.000 --> 02:11:33.000 For her advice. 02:11:33.000 --> 02:11:39.000 We would have seen much higher rates in those last 2 bienniums than what you see. 02:11:39.000 --> 02:11:42.000 And that does impact the general fund budget. 02:11:42.000 --> 02:11:52.000 So school districts that work together can go in on some side accounts and bonds. So there's there's less risk when you go in with other school districts. 02:11:52.000 --> 02:11:58.000 There are districts that in this biennium 26 are paying. 02:11:58.000 --> 02:12:00.000 25%. 02:12:00.000 --> 02:12:04.000 28% in their purse, and we've had a rate. 02:12:04.000 --> 02:12:11.000 Of you can see 7.9 2 and 5.0 8, which is freed up a lot more in our general fund. 02:12:11.000 --> 02:12:14.000 To go towards teaching programs, instruction. 02:12:14.000 --> 02:12:18.000 Because we had that bond in those side accounts. 02:12:18.000 --> 02:12:26.000 The reason it's going up again. Not at the rate of some of our neighbors will be. They'll be up at 2526 27 will be at 16 and 12. 02:12:26.000 --> 02:12:32.000 Is because one of ours is maturing. It's going away, and we'll only have one left. 02:12:32.000 --> 02:12:43.000 So just previewing for you. The reason this is on your radar tonight is to know this is a reality coming in the next Biennium for many school districts across Oregon. 02:12:43.000 --> 02:12:46.000 But also. 02:12:46.000 --> 02:12:53.000 If an opportunity presents itself for this Board to want to look into another bond or side account. 02:12:53.000 --> 02:13:00.000 We can bring that information forward. We can have the analysts do that for you, like we did with the last board. 02:13:00.000 --> 02:13:03.000 You can weigh those figures. 02:13:03.000 --> 02:13:06.000 You can do some consulting of our financial planners. 02:13:06.000 --> 02:13:09.000 And then decide if you want to. 02:13:09.000 --> 02:13:12.000 Go out for another responder side account. 02:13:12.000 --> 02:13:18.000 Again. What that does is it just makes this more manageable and doesn't drain the general fund. Budget. 02:13:18.000 --> 02:13:21.000 But still allows us to. 02:13:21.000 --> 02:13:24.000 Pay what we need to in that Ual and take care of. 02:13:24.000 --> 02:13:27.000 Our employees. 02:13:27.000 --> 02:13:30.000 So we're kind of a preview. 02:13:30.000 --> 02:13:39.000 But we may come to you, or you may ask us proactively to begin that process of looking into something like that before we get deep into the next biennium. 02:13:39.000 --> 02:13:44.000 Well, I think that what I hear from what he's saying, anyway, you're saying. 02:13:44.000 --> 02:13:48.000 And what I've heard from maybe community members about transparency. Right? 02:13:48.000 --> 02:13:52.000 I think that we should consider as. 02:13:52.000 --> 02:13:54.000 As a leadership group. 02:13:54.000 --> 02:13:56.000 Communicating that out publicly. 02:13:56.000 --> 02:13:59.000 I'm not saying that we should have all the answers for that. But. 02:13:59.000 --> 02:14:01.000 There's there's a. 02:14:01.000 --> 02:14:05.000 There's an inherent and there excuse me, innate conflict. 02:14:05.000 --> 02:14:08.000 With seeing an increase like that. 02:14:08.000 --> 02:14:11.000 And we're sitting here looking at closing schools. 02:14:11.000 --> 02:14:16.000 And we're sitting here at the community saying, you want a safe teaching jobs. 02:14:16.000 --> 02:14:18.000 It's not possible to do it all. 02:14:18.000 --> 02:14:21.000 There's no way you can take a raise like that. 02:14:21.000 --> 02:14:23.000 In pension contributions. 02:14:23.000 --> 02:14:26.000 For past employees plus future employees. 02:14:26.000 --> 02:14:29.000 Because Pers can't figure out a way to get there. 02:14:29.000 --> 02:14:36.000 Together and expect that we're gonna have the same number of teachers and can function financially. 02:14:36.000 --> 02:14:39.000 As a public school district, without additional funds. 02:14:39.000 --> 02:14:44.000 It doesn't work. I mean, I'm sitting here thinking about how do you save. 02:14:44.000 --> 02:14:46.000 These community member schools. 02:14:46.000 --> 02:14:49.000 And I'm like we're not saving nothing with that. 02:14:49.000 --> 02:14:55.000 Up there. We're not seeing enough. These teachers. We're not saving anything with these types of increases. 02:14:55.000 --> 02:15:01.000 And knowing that the State is not going to give us the funds to cover the obligation that they're requiring us to have. 02:15:01.000 --> 02:15:04.000 That doesn't make any sense to me. 02:15:04.000 --> 02:15:09.000 So I'll take it offline. But I think that as a district we should probably start. 02:15:09.000 --> 02:15:12.000 Letting people who aren't sitting in this room know. 02:15:12.000 --> 02:15:19.000 That, you know, you can sit back here and think that everything's okay in Westland, because we live in a fluent community. It ain't. 02:15:19.000 --> 02:15:23.000 And right underneath us is. 02:15:23.000 --> 02:15:26.000 Increases that are taking place, that nobody knows about. 02:15:26.000 --> 02:15:28.000 Right and so. 02:15:28.000 --> 02:15:34.000 When Dr. Hughes has to be the deliverer of bad news, everyone's gonna be shocked as to where did this come from? 02:15:34.000 --> 02:15:37.000 Well, we've just heard where it's coming from. 02:15:37.000 --> 02:15:41.000 And if we decide to go out and get a bond that can help. 02:15:41.000 --> 02:15:48.000 Right, I mean, but I feel like we're kicking the can down the road. If the State is not gonna support public education. 02:15:48.000 --> 02:15:54.000 So that's why I said, I'll take it offline. But I think that we probably should start thinking about. 02:15:54.000 --> 02:15:56.000 How we communicate this outward. 02:15:56.000 --> 02:16:02.000 Because if not, we're gonna have a room full of community members that know nothing, a lot of questions that we could be helping alleviate. 02:16:02.000 --> 02:16:07.000 You know, upfront. So that's just my 2 cents. 02:16:07.000 --> 02:16:11.000 But it shouldn't be a surprise next year when we sit down and we're talking about. 02:16:11.000 --> 02:16:15.000 Potentially teachers not having a job. 02:16:15.000 --> 02:16:17.000 Or. 02:16:17.000 --> 02:16:19.000 Trying to save a school within a budget that. 02:16:19.000 --> 02:16:22.000 We don't have the money to do it with, so. 02:16:22.000 --> 02:16:24.000 I guess. Get on both. 02:16:24.000 --> 02:16:27.000 I don't know to tell you 02:16:27.000 --> 02:16:29.000 So anything else. 02:16:29.000 --> 02:16:40.000 Just our work now is to make sure our legislators know this, what kind of pressure they can apply at Salem, letting the Governor's office know that whatever number is going to be posed in December. 02:16:40.000 --> 02:16:48.000 That it needs to take into account that this next biennium has significant persuas for districts across Oregon. 02:16:48.000 --> 02:16:59.000 We're fortunate. Our rates aren't as high as others are having to deal with, because we've had forward thinking Cfos, like Dr. Hughes, who have made sure we've had bonds and side accounts. 02:16:59.000 --> 02:17:03.000 And that we swept in at opportunities to get those in place. 02:17:03.000 --> 02:17:14.000 Preserving more in our general fund for our community and our our teachers. So we're just hearing on the horizon. And again, this is not just rates for. 02:17:14.000 --> 02:17:19.000 Educators. But it's also, you know, other employees. 02:17:19.000 --> 02:17:21.000 Thank you. 02:17:21.000 --> 02:17:27.000 I don't have any more questions for this evening. 02:17:27.000 --> 02:17:29.000 Oh, so beside of. 02:17:29.000 --> 02:17:32.000 Financial report and a per. 02:17:32.000 --> 02:17:34.000 Yeah, it. 02:17:34.000 --> 02:17:39.000 You don't have any more questions than I have one more item to present. 02:17:39.000 --> 02:17:46.000 So so talked a lot. West has asked me to provide an overview of the district. 02:17:46.000 --> 02:17:53.000 What chat, and I'm very pleased to present it tonight. I'm I'm just wondering because. 02:17:53.000 --> 02:17:58.000 It is 8, 40, and we have 2 reports from Dris. 02:17:58.000 --> 02:18:02.000 We have provided quite a bit about budget overview. 02:18:02.000 --> 02:18:04.000 In the packet for you. 02:18:04.000 --> 02:18:07.000 Do you want a shortened. 02:18:07.000 --> 02:18:10.000 Presentation. This was upon a request from our board chairs. 02:18:10.000 --> 02:18:13.000 That we provide a little bit of an overview. 02:18:13.000 --> 02:18:15.000 Around? How. 02:18:15.000 --> 02:18:17.000 Budgets are put together. 02:18:17.000 --> 02:18:20.000 Would you like that? Shortened. 02:18:20.000 --> 02:18:26.000 In response to where we are in the evening? Or do you want the full report from Dr. Hughes? 02:18:26.000 --> 02:18:31.000 How long is your report? Roughly. 02:18:31.000 --> 02:18:35.000 No more than 15 min. 02:18:35.000 --> 02:18:40.000 Okay. What do you. 02:18:40.000 --> 02:18:45.000 So I will say that when Chair and I were talking with Staff. 02:18:45.000 --> 02:18:53.000 We have heard some inaccuracies in the community about our budgeting about our fiscal year, timing. 02:18:53.000 --> 02:19:10.000 Even just down to if we have discretionary funds versus funds that are tied up in payroll and personnel costs like the cost. And so in my preview for tonight's meeting and looking over this presentation, I think it's great. 02:19:10.000 --> 02:19:14.000 I think it's really helpful. I think you've done a wonderful job of providing this overview. 02:19:14.000 --> 02:19:17.000 I note that you know it's in our packet. 02:19:17.000 --> 02:19:22.000 There. There's Youtube links, there's QR codes. And so I'm wondering if. 02:19:22.000 --> 02:19:28.000 Perhaps in the board briefs that goes out tomorrow to the community. This could be included. 02:19:28.000 --> 02:19:33.000 And then, perhaps, we all make ourselves available to community members who would like to get more versed. 02:19:33.000 --> 02:19:38.000 On how school districts budget. And oh, it's not like. 02:19:38.000 --> 02:19:41.000 You know, a larger size version of a personal budget. It's it's. 02:19:41.000 --> 02:19:54.000 It's really complex. So if if that would be agreeable, I think we can all make ourselves available, but then also really encourage folks to have a chance to look at this as well, cause it's very well done. 02:19:54.000 --> 02:19:57.000 Okay. 02:19:57.000 --> 02:20:01.000 What do you think? Director, maker. 02:20:01.000 --> 02:20:08.000 I think it's reasonable to have a shortened version. I don't want to skip it entirely. I think a shortened version makes sense to me. 02:20:08.000 --> 02:20:19.000 Okay, is there a way you can do a high level overview? Yes, I will do it for that. No, I mean, I mean there's no pressure. If you feel like you wanna go into some areas. 02:20:19.000 --> 02:20:22.000 Yeah, I've set aside the time this evening. So. 02:20:22.000 --> 02:20:27.000 I mean I I don't mind listening so. 02:20:27.000 --> 02:20:31.000 Yes, take us through it. Okay, thanks. 02:20:31.000 --> 02:20:35.000 The next one, please. So. 02:20:35.000 --> 02:20:44.000 Next slide, please. So, as you may recall it year around April, doctor, detail budget overview for our community. 02:20:44.000 --> 02:20:51.000 So the video is provided into the district financial status and priority. 02:20:51.000 --> 02:20:55.000 You can access a video with the QR code. 02:20:55.000 --> 02:20:59.000 Or the provide link in below. There. 02:20:59.000 --> 02:21:05.000 In the video, she offered in a clear and concise breakdown of the budget. 02:21:05.000 --> 02:21:09.000 So focus on the current budget landscape. 02:21:09.000 --> 02:21:22.000 Our budget is shaped by several de factor, including the States, funding enrollment and cost due to the inflation, such as salary and insurance. 02:21:22.000 --> 02:21:29.000 And we try to balance this challenging by keeping our district going and priority. 02:21:29.000 --> 02:21:35.000 And that's that second one at a budget process. So each year the district. 02:21:35.000 --> 02:21:41.000 Especially business off, but work collaboratively with stage owner, including staff. 02:21:41.000 --> 02:21:43.000 Community member in the. 02:21:43.000 --> 02:21:48.000 To prepare a budget that meet the need of the district. 02:21:48.000 --> 02:21:50.000 So the process is. 02:21:50.000 --> 02:21:59.000 Begin well in events and with preparation and forecasting, with puppet and review. 02:21:59.000 --> 02:22:04.000 And approved by the Budget Committee, and then adopt by the Board. After that. 02:22:04.000 --> 02:22:07.000 And even after the budget will adopt it. 02:22:07.000 --> 02:22:16.000 The business office continue to ensure fund use at effectively as possible. 02:22:16.000 --> 02:22:19.000 Next one, please. 02:22:19.000 --> 02:22:35.000 The district fiscal years is July 1st to June 30, th so don't miss that because some organization, the fiscal year, could be October 1st to September 30.th So the calendar year, January 1st to December 31.st 02:22:35.000 --> 02:22:40.000 So added to fiscal years, is June 1st to June 30.th 02:22:40.000 --> 02:22:47.000 And the budget process is we review funded sources. 02:22:47.000 --> 02:22:51.000 And then we engage stage Honda for input. 02:22:51.000 --> 02:22:55.000 Gather information on staffing and program. 02:22:55.000 --> 02:22:59.000 And then analyzing the financial report and funding. 02:22:59.000 --> 02:23:05.000 Prepare the budget proposal for school building and department. 02:23:05.000 --> 02:23:11.000 Incorporate that and community input to ensure compliance. 02:23:11.000 --> 02:23:17.000 And then present a wrap of the budget to the leadership for review and finalize the proposal. 02:23:17.000 --> 02:23:29.000 Then provide a budget document to the Budget Committee for review and approve and then final. Give it to the ball for the adoption. 02:23:29.000 --> 02:23:37.000 So this step ensure that joint currency budget process education on goal. 02:23:37.000 --> 02:23:39.000 For our year-end activity. 02:23:39.000 --> 02:23:48.000 The business office, reconcile the red cost and finalize account to provide a clear year-end, financial picture. 02:23:48.000 --> 02:23:52.000 In addition, we reviewed a current budget. 02:23:52.000 --> 02:23:55.000 And do this insight for future planning. 02:23:55.000 --> 02:24:09.000 An independent audit verify accuracy and compliance happen in the financial control for the district which they are doing now on the quick. 02:24:09.000 --> 02:24:11.000 So 02:24:11.000 --> 02:24:14.000 The next one, please. 02:24:14.000 --> 02:24:20.000 So the district currently has 4 different kind of funding, and this in the budget. 02:24:20.000 --> 02:24:33.000 Book and then in the financial report, but the main one that you hear me report a lot because the general fund is a primary operate. 02:24:33.000 --> 02:24:47.000 Operation on fun for the district. So that's why. you will hear me present to you on every month, based on where the money coming from, and how we spend the money. 02:24:47.000 --> 02:24:50.000 I will skip that. 02:24:50.000 --> 02:24:55.000 And then net one. Please. 02:24:55.000 --> 02:24:58.000 So this one is general fund revenue. 02:24:58.000 --> 02:25:05.000 The district get money from 2 main source fund and the property taxes. 02:25:05.000 --> 02:25:18.000 The property taxes would say the homeowner and businesses contribute to the to the Education fund of the school district through property taxes. 02:25:18.000 --> 02:25:20.000 That say scorn. 02:25:20.000 --> 02:25:29.000 Carla taxes, income taxes and allocate fund for K. 12. Education through the stay school fund. 02:25:29.000 --> 02:25:36.000 So property taxes and State fund to get the contribute to the calculation of. 02:25:36.000 --> 02:25:43.000 A school district, a. DM. Wf. 02:25:43.000 --> 02:25:45.000 Next one, please. 02:25:45.000 --> 02:25:51.000 So in here. How is that schooling and property tax work together. 02:25:51.000 --> 02:25:55.000 So if the district collect more in property taxes. 02:25:55.000 --> 02:25:59.000 It get less from the say fund. 02:25:59.000 --> 02:26:03.000 And if the district collects in property tax. 02:26:03.000 --> 02:26:08.000 Then the safe school, and give more to ballin it out. 02:26:08.000 --> 02:26:13.000 This ensure that scooned in different area gets similar funding. 02:26:13.000 --> 02:26:17.000 Even if property value are higher or lower. 02:26:17.000 --> 02:26:28.000 So the sales component and property tax worker funding for all Oregon School district. 02:26:28.000 --> 02:26:37.000 So in addition to spacecune and property taxes. Yes, that correct, we also receive funding from local and option. 02:26:37.000 --> 02:26:47.000 With hire, additional staff and other revenue fees into it, and donation. 02:26:47.000 --> 02:26:55.000 Next one, please. So this is focusing on currency and accountability. 02:26:55.000 --> 02:27:02.000 We take price and our district commitment to transparency and accountability in budgeting. 02:27:02.000 --> 02:27:09.000 Our budget document is review annually by several key agency, including. 02:27:09.000 --> 02:27:12.000 Oregon Department of Education. 02:27:12.000 --> 02:27:20.000 They ensure, compliant with State law and alignment, with the State fund about our budget. 02:27:20.000 --> 02:27:23.000 Local Budget Committee. 02:27:23.000 --> 02:27:28.000 Make up of more member and appointed community member. 02:27:28.000 --> 02:27:37.000 They come that committee review the budget and ensure the education on and operational. 02:27:37.000 --> 02:27:40.000 But Costco and Boar. What a U. 02:27:40.000 --> 02:27:47.000 At elected officer have the final authority to adopt the budget. 02:27:47.000 --> 02:27:52.000 Ensuring it alike with our Detroit Mission. 02:27:52.000 --> 02:27:54.000 Don't ask the tax. 02:27:54.000 --> 02:27:58.000 A session Oregon, Secretary of State. 02:27:58.000 --> 02:28:03.000 Government finance officer and the auditor. 02:28:03.000 --> 02:28:05.000 These agency. 02:28:05.000 --> 02:28:16.000 Their role is to ensure compliance with legal and financial at Wells, at providing guidance and budget preparation for the district. 02:28:16.000 --> 02:28:20.000 Last, but not, let's say, a community involvement. 02:28:20.000 --> 02:28:27.000 So I would like to emphasize the important community involvement in our budget process. 02:28:27.000 --> 02:28:32.000 We make our budget available online for public to review. 02:28:32.000 --> 02:28:36.000 And invite feedback through an annual survey. 02:28:36.000 --> 02:28:44.000 This helped ensure that our financial decision are like what the community. 02:28:44.000 --> 02:28:46.000 So in conclusion. 02:28:46.000 --> 02:28:51.000 The West Wilson View School district budgets is a product of care phone planning. 02:28:51.000 --> 02:28:56.000 Collaboration and a commitment of transparency. 02:28:56.000 --> 02:29:00.000 We continue to focus on maintenance, educational. 02:29:00.000 --> 02:29:03.000 Quality and allocating resources. 02:29:03.000 --> 02:29:08.000 So the best to serve our students. 02:29:08.000 --> 02:29:13.000 I'm happy to answer any question we may have. 02:29:13.000 --> 02:29:18.000 I don't think that I have any questions. 02:29:18.000 --> 02:29:21.000 I'm just glad that you're able to go through it. 02:29:21.000 --> 02:29:24.000 In a way that was actually. 02:29:24.000 --> 02:29:31.000 Not that bad? Right? 02:29:31.000 --> 02:29:39.000 Alright. I I know I I work in finance. I know that finance is not fun. I try to make it cool on a daily basis, just not cool. 02:29:39.000 --> 02:29:43.000 So thank you for. 02:29:43.000 --> 02:29:45.000 Or sharing that I think the spirit of it is. 02:29:45.000 --> 02:29:53.000 We hear from the community a lot about transparency, I think, as a as a board, we're trying to be more transparent. We ask for things. 02:29:53.000 --> 02:29:56.000 That we hear the community members asking for. 02:29:56.000 --> 02:29:58.000 This is something that. 02:29:58.000 --> 02:30:01.000 People have asked about, and so. 02:30:01.000 --> 02:30:05.000 We wanted you to get a overview, not just you in this room, but other folks that are. 02:30:05.000 --> 02:30:13.000 Watching from home. That school budgets aren't like how you manage your home budget. It's not the way it works, and so. 02:30:13.000 --> 02:30:21.000 You don't just move a debit from here and a credit over there. You don't just balance the checkbook and things work out. That's not how it works. It's much more complicated. 02:30:21.000 --> 02:30:24.000 And and and. 02:30:24.000 --> 02:30:29.000 After 26 years and owning an investment advisory company, I still struggle with it. 02:30:29.000 --> 02:30:32.000 So I, yeah, I know. 02:30:32.000 --> 02:30:35.000 That it gets complicated. 02:30:35.000 --> 02:30:37.000 And so we hope that. 02:30:37.000 --> 02:30:40.000 Some of this, although it might be like. 02:30:40.000 --> 02:30:42.000 You know, drinking water from a fire hose. 02:30:42.000 --> 02:30:48.000 And people who do it on a daily basis make it look easy. It's not easy. 02:30:48.000 --> 02:30:51.000 Especially when you see the moving targets behind it with. 02:30:51.000 --> 02:30:57.000 This surprise increase, surprise, insurance increase 02:30:57.000 --> 02:31:04.000 And there's other surprises that you'll learn about, too. There's a lot going on in this district right now that will come to light, and so. 02:31:04.000 --> 02:31:08.000 Just know that there's moving pieces, that what you see is a. 02:31:08.000 --> 02:31:12.000 In a moment in time, and that thing is always moving. 02:31:12.000 --> 02:31:15.000 And so we hope that just this. 02:31:15.000 --> 02:31:17.000 Provides a little bit of context as to. 02:31:17.000 --> 02:31:24.000 It's a moving target. It's not this rigid thing that just once you see it, that's what it is. 02:31:24.000 --> 02:31:25.000 As we're learning tonight. So. 02:31:25.000 --> 02:31:31.000 Thank you, Dr. Hughes, for sharing that, and Dr. Ludwig. 02:31:31.000 --> 02:31:35.000 Yeah, I think I would just add that what also makes it complicated is. 02:31:35.000 --> 02:31:40.000 All a hundred 97 school districts are also connected. 02:31:40.000 --> 02:31:42.000 So our budget isn't. 02:31:42.000 --> 02:31:52.000 Isolated from what's happening in other school districts. So when the State collects those funds and disperses them and accounts for all the students in Oregon. 02:31:52.000 --> 02:31:55.000 And then, after the year has been. 02:31:55.000 --> 02:31:58.000 Lived, and we've turned in our accurate numbers. 02:31:58.000 --> 02:32:00.000 The State does a recounting. 02:32:00.000 --> 02:32:06.000 Based on what it's heard from all the school districts, and either says, Oh, we gave you too much. 02:32:06.000 --> 02:32:16.000 You need to give us the money back, or we didn't give you enough, or we have extra based on what was happening in the other districts. We're going to give you a little bit more. 02:32:16.000 --> 02:32:20.000 So we're not an isolated entity either. 02:32:20.000 --> 02:32:29.000 Which makes it complicated. School districts are watching each other. The State is watching all 197 school districts, because the funding goes to all. K. 12. 02:32:29.000 --> 02:32:32.000 And so that's and just another layer that sometimes. 02:32:32.000 --> 02:32:34.000 Community members may. 02:32:34.000 --> 02:32:38.000 Not be aware of is that the State is also. 02:32:38.000 --> 02:32:44.000 Trueing up. It's accounting a year behind as it gets. 02:32:44.000 --> 02:32:48.000 Accuracies turned in, and then. 02:32:48.000 --> 02:32:52.000 You know, influencing our next year already with what it's learning. 02:32:52.000 --> 02:32:57.000 So it's it's it's complicated in that regard as well. 02:32:57.000 --> 02:33:01.000 Last question, how does living in a high property tax community. 02:33:01.000 --> 02:33:03.000 Actually play a role in what the state. 02:33:03.000 --> 02:33:06.000 Gives us? Are we penalized because. 02:33:06.000 --> 02:33:18.000 We have homes that are being taxed at X-ray versus other communities or no. So remember that slide. Could you turn back to the slide around, how property taxes and State school fund work together. 02:33:18.000 --> 02:33:23.000 So this was an equalization process that the State of Oregon went through in the 90 s. 02:33:23.000 --> 02:33:29.000 It used to be that schools, public schools, were funded primarily through your local taxes. 02:33:29.000 --> 02:33:32.000 And then you would have that disparity of. 02:33:32.000 --> 02:33:39.000 Neighborhoods where a property tax is generated. More, those school districts were getting more funding. 02:33:39.000 --> 02:33:45.000 So the State took that methodology and actually reversed it, and said. 02:33:45.000 --> 02:33:48.000 You're gonna what you collect from your property taxes. 02:33:48.000 --> 02:33:50.000 Funds a part of what you need. 02:33:50.000 --> 02:33:55.000 And then the State supplements with the State School Fund. 02:33:55.000 --> 02:34:01.000 So if you're a community that collects more in property taxes, you have more homes. 02:34:01.000 --> 02:34:04.000 Homes that generate more property, taxes. 02:34:04.000 --> 02:34:07.000 Then you receive less in your State School Fund. 02:34:07.000 --> 02:34:12.000 If you have neighborhoods where there's not a lot of property. 02:34:12.000 --> 02:34:15.000 Taxes, not a single homes. Maybe there's more. 02:34:15.000 --> 02:34:21.000 Rental property or apartments. You're not getting that. Then that difference. 02:34:21.000 --> 02:34:24.000 Is filled in by the State School Fund. 02:34:24.000 --> 02:34:27.000 So altogether made up of those 2. 02:34:27.000 --> 02:34:31.000 Every school district, then, is funded per pupil. 02:34:31.000 --> 02:34:33.000 Made up of. 02:34:33.000 --> 02:34:38.000 The combination of those 2 that work inversely with each other. 02:34:38.000 --> 02:34:50.000 There is also a formula. It's called a say on funding formula, and that formula based on the enrollment based on the teacher. Experience. 02:34:50.000 --> 02:34:53.000 And then they say. 02:34:53.000 --> 02:34:57.000 Based on that formula, did much money. 02:34:57.000 --> 02:35:02.000 And that much echo the property that, plus the stay school fund. 02:35:02.000 --> 02:35:12.000 So that's why, when you see that size component go down in order to echo that formula or bypass. So so that's this. 02:35:12.000 --> 02:35:18.000 That's a simplified answer. But within that or additional complexities, which is what makes it not just. 02:35:18.000 --> 02:35:27.000 Average daily membership or per pupil enrollment. But what's called average daily membership waited. 02:35:27.000 --> 02:35:29.000 That w on the end adds additional. 02:35:29.000 --> 02:35:32.000 Equity, driven factors. 02:35:32.000 --> 02:35:38.000 Meaning. Now, if you're in a community around property tax and State school fund, but you have. 02:35:38.000 --> 02:35:41.000 Students who need more support. 02:35:41.000 --> 02:35:43.000 Maybe around special education. 02:35:43.000 --> 02:35:47.000 Or acquiring English as your second or 3rd language. 02:35:47.000 --> 02:35:50.000 Or 02:35:50.000 --> 02:35:54.000 Factors run economics and poverty. 02:35:54.000 --> 02:36:01.000 Then the State says, those types of factors would probably take more resources. So wait. 02:36:01.000 --> 02:36:07.000 That funding appropriately. So that's what makes the Adm the weight. 02:36:07.000 --> 02:36:15.000 So it's not just per student. But who are your students in your community? And how do we adjust the State School fund? 02:36:15.000 --> 02:36:18.000 Accordingly. So there's more in that. 02:36:18.000 --> 02:36:22.000 Formula that Dr. Hughes was mentioning. In addition to. 02:36:22.000 --> 02:36:27.000 If you have teachers who have higher degrees of education, you're probably paying them. 02:36:27.000 --> 02:36:30.000 More on the salary range. So that's factored in. 02:36:30.000 --> 02:36:34.000 Around teachers, longevity and. 02:36:34.000 --> 02:36:38.000 Master's programs, or additional education. 02:36:38.000 --> 02:36:43.000 So it's it's a complicated formula. I was starting with the simplistic but. 02:36:43.000 --> 02:36:51.000 Add more into that. Well, and just to add a little bit more complexity. Could you walk us through the idea of a permanent tax rate? 02:36:51.000 --> 02:36:58.000 And what it means when we also do a local option levy. And then the fact that local option levies only last for a short period of time. 02:36:58.000 --> 02:37:09.000 And so that also limits our ability to just deal with the revenue side of things because it really we are. We are somewhat limited, right? 02:37:09.000 --> 02:37:13.000 So. Not only does the State collect property taxes. 02:37:13.000 --> 02:37:18.000 To fund K. 12. But there was legislation that then allowed communities to. 02:37:18.000 --> 02:37:26.000 Tax their constituents. On top of that, through things called capital bonds and local option. 02:37:26.000 --> 02:37:33.000 Capital bonds are for projects we've been talking about. That levies are, if you 02:37:33.000 --> 02:37:44.000 If you want additional staff in the school, and so those are proposals that are then put forward to the community. And if the community votes. Yes, through a vote. 02:37:44.000 --> 02:37:47.000 Then additional taxes can be 02:37:47.000 --> 02:37:50.000 Levied on property. 02:37:50.000 --> 02:37:56.000 To pay for capital bond projects, or also additional staffing, and we have both. 02:37:56.000 --> 02:37:59.000 In our community, but they do sunset, because you can only do them for a period of time. 02:37:59.000 --> 02:38:03.000 Which is why, in our district we will go in front of the community and say. 02:38:03.000 --> 02:38:06.000 We would love your support in renewing. 02:38:06.000 --> 02:38:10.000 This local option levy, which we just did last year. 02:38:10.000 --> 02:38:13.000 Or renewing a capital bond. 02:38:13.000 --> 02:38:20.000 So that we can fix things like roofs and boilers and Hvac systems. Then that doesn't come out of the general fund. 02:38:20.000 --> 02:38:24.000 Which we'd like to preserve for teachers and educational programs. 02:38:24.000 --> 02:38:30.000 Gotcha. Well, I'd like to just rethink our community for approving the local option. Levy. 02:38:30.000 --> 02:38:36.000 To save teaching positions this year, because I could only imagine where we would be at right now. 02:38:36.000 --> 02:38:40.000 With the cuts that we made, and without a local option, levy. 02:38:40.000 --> 02:38:42.000 So. 02:38:42.000 --> 02:38:44.000 Thank you all for that. 02:38:44.000 --> 02:38:46.000 Again 02:38:46.000 --> 02:38:48.000 Could I just make a comment about. 02:38:48.000 --> 02:38:51.000 How the local option levy helps a community like ours. 02:38:51.000 --> 02:38:54.000 They're in. Remember, I talked about that weighted. 02:38:54.000 --> 02:38:56.000 Depending on what your. 02:38:56.000 --> 02:39:04.000 Is like so there are districts that get far more Federal funding and State funding. 02:39:04.000 --> 02:39:12.000 For teachers and programs based on the makeup of the neighborhood, the community, the district. 02:39:12.000 --> 02:39:23.000 We are one of those that does not get as much Federal and State funding, and that weighted category so to do. Some of those comparable programs means we need to go to our constituents. 02:39:23.000 --> 02:39:27.000 And ask for that additional funding, and we do that through our local option. 02:39:27.000 --> 02:39:32.000 So that so when folks say, you know, is that on top of. 02:39:32.000 --> 02:39:35.000 What you're getting, and on top of what other districts are doing. 02:39:35.000 --> 02:39:42.000 Yes, it's on top of the State School Fund, but it's only to bring us to be more comparable with other districts. 02:39:42.000 --> 02:39:53.000 In our county, in our State, who actually get far more Federal funding and State funding than we get allocated as a district. So just brings us up to that comparability. 02:39:53.000 --> 02:39:56.000 Well, I think it's 02:39:56.000 --> 02:40:02.000 It just goes to one. I hope that people are listening, that just because we pay high taxes, there's a. 02:40:02.000 --> 02:40:04.000 A State Senate, that. 02:40:04.000 --> 02:40:08.000 Creates an equalizer. So it doesn't matter that we're all paying more. 02:40:08.000 --> 02:40:13.000 Because they're adjusting it down so that we're on par with everyone else. 02:40:13.000 --> 02:40:17.000 And now most of you won't see it. But we live in a white community. 02:40:17.000 --> 02:40:19.000 And we get penalized for that. And so. 02:40:19.000 --> 02:40:24.000 You know, without the diversity and all the other things that the. 02:40:24.000 --> 02:40:27.000 Federal folks are valuing. 02:40:27.000 --> 02:40:31.000 You're not gonna get that in a budget in this community, right? 02:40:31.000 --> 02:40:36.000 And so wrong, writer and different, whether we like it or not is just not gonna happen. So levies are. 02:40:36.000 --> 02:40:40.000 Important here. If we want to give our kiddos. 02:40:40.000 --> 02:40:46.000 The education that we feel like they deserve, and that comes out of our pockets because we all live in this community. So. 02:40:46.000 --> 02:40:51.000 I hope people are out there listening and understanding that just because we're paying more. 02:40:51.000 --> 02:40:56.000 And property taxes. We're not getting the benefit from it, because there's a state that takes it in. 02:40:56.000 --> 02:40:59.000 Divides it out over some of the other communities. So. 02:40:59.000 --> 02:41:08.000 But you know I would take this community over living in a struggling community. I guess I come from a struggling community, and I like where I'm at. So I'm staying here. 02:41:08.000 --> 02:41:10.000 So. 02:41:10.000 --> 02:41:14.000 Any other questions? 02:41:14.000 --> 02:41:17.000 Not from you. 02:41:17.000 --> 02:41:22.000 You could send an email, but I'm glad you felt like you were in it. 02:41:22.000 --> 02:41:25.000 Okay. 02:41:25.000 --> 02:41:29.000 This does not require board action. So. 02:41:29.000 --> 02:41:33.000 Thank you, Dr. Hughes, for the time, and. 02:41:33.000 --> 02:41:35.000 Putting a little light on it. 02:41:35.000 --> 02:41:37.000 But I would love for you and I to sit. 02:41:37.000 --> 02:41:40.000 So send me an email. 02:41:40.000 --> 02:41:45.000 All right. This takes us into department of teaching and learning. 02:41:45.000 --> 02:41:49.000 And I'll turn it over to Drisen. 02:41:49.000 --> 02:41:55.000 Yes, we're going to be talking about the division. 22. Report. 02:41:55.000 --> 02:42:01.000 And this will seem very familiar as we do this every October. 02:42:01.000 --> 02:42:06.000 And we are reporting now on last school year. 02:42:06.000 --> 02:42:09.000 Next slide. 02:42:09.000 --> 02:42:16.000 And the reason that we go through this, even though this might look familiar to you, is to make sure. 02:42:16.000 --> 02:42:24.000 For the board and for the community, that there is not only transparency, but clarity around what division? 22. 02:42:24.000 --> 02:42:29.000 Is how it's put together, sort of understanding how the parts. 02:42:29.000 --> 02:42:37.000 Work. A key point is that the Legislature and State Board. 02:42:37.000 --> 02:42:41.000 Take and set these organ administrative rules. 02:42:41.000 --> 02:42:46.000 And the compliance is considered. The floor or the baseline. 02:42:46.000 --> 02:42:54.000 For equity, you know, for school districts across the State of Oregon. It's a standardization. 02:42:54.000 --> 02:42:59.000 Process the other thing, even though this isn't an action item. 02:42:59.000 --> 02:43:02.000 With the board, and it's not something that is approved. 02:43:02.000 --> 02:43:10.000 The public and the conversation. Looking at these, of course, if you have questions, you know, we answer them. 02:43:10.000 --> 02:43:13.000 Is a means of you holding. 02:43:13.000 --> 02:43:16.000 Staff, accountable district staff. 02:43:16.000 --> 02:43:25.000 For things that can come up and things that you might question. And that's the reason for even the specific parts that I'm going to go through. 02:43:25.000 --> 02:43:27.000 Next slide. 02:43:27.000 --> 02:43:33.000 So, as you can see, there are Division 22 categories. 02:43:33.000 --> 02:43:36.000 And they have remained the same. 02:43:36.000 --> 02:43:44.000 And there's administrative rules within each one of them. One thing we want to be very clear about, even though I might be making this report. 02:43:44.000 --> 02:43:48.000 The contributions to the report, and the information provided. 02:43:48.000 --> 02:44:10.000 Comes from all aspects, Pat Mcguff, and operations it. We get it from nutrition services. We have it from special education. We have David Prior Jennifer Spencer Iams from the different levels of education. It's looking at human resources. We have to account for all of that in a process to 02:44:10.000 --> 02:44:14.000 Look at how we are meeting each one of those. 02:44:14.000 --> 02:44:16.000 In the Memo. It. 02:44:16.000 --> 02:44:19.000 House, and contains the. 02:44:19.000 --> 02:44:23.000 Sheet that lists all of the specific standards. 02:44:23.000 --> 02:44:26.000 And what is needed. 02:44:26.000 --> 02:44:33.000 And so again, that would be something that we will be posting. It gets posted on the on the district website. 02:44:33.000 --> 02:44:39.000 Another thing that we wanna be clear about is there are ongoing. 02:44:39.000 --> 02:44:42.000 Oregon Department of Education meetings, props. 02:44:42.000 --> 02:44:51.000 Prior to Division 22. They start usually in the spring of, you know, spring of 2,000 for this year. 02:44:51.000 --> 02:44:53.000 And our district participates in those. 02:44:53.000 --> 02:45:03.000 They give us quizzes to see if we are interpreting some of the, especially some of the standards that might come up for question. More. 02:45:03.000 --> 02:45:07.000 So just to make sure that you know that we look at it as part of our. 02:45:07.000 --> 02:45:18.000 You know, following the process to make sure as things change, and especially, you'll see there are some things that have been added. There's some things that have been waived that were very clear about what we're presenting. 02:45:18.000 --> 02:45:22.000 Next slide. 02:45:22.000 --> 02:45:25.000 So this is just again an example. 02:45:25.000 --> 02:45:31.000 Of some of the things you see, everything from the policy, for every student belongs. 02:45:31.000 --> 02:45:34.000 Suicide, prevention, 02:45:34.000 --> 02:45:36.000 School, counseling. 02:45:36.000 --> 02:45:42.000 Every every piece of what we are doing with our students is represented here. 02:45:42.000 --> 02:45:59.000 Oftentimes and this year we have also decided when we post the report on our website, even though the organ of education requires you to only give explanation and a plan. If you don't meet a standard. 02:45:59.000 --> 02:46:03.000 We decided to go ahead and give evidence. 02:46:03.000 --> 02:46:05.000 For every one of them. 02:46:05.000 --> 02:46:07.000 As to how we did meet the standard. 02:46:07.000 --> 02:46:11.000 A lot of that is in the form of policies. 02:46:11.000 --> 02:46:19.000 Meaning. Do you have the rules in place? And then, of course, within the school district there are actions taken for. 02:46:19.000 --> 02:46:22.000 Following those rules, and that would be a policy. 02:46:22.000 --> 02:46:31.000 So that's a change this year that we decided in teaching and learning to make in sharing this and presenting it to the community. 02:46:31.000 --> 02:46:33.000 Next slide. 02:46:33.000 --> 02:46:38.000 So again, there's just the local accountability. 02:46:38.000 --> 02:46:42.000 And State accountability. This report this evening is. 02:46:42.000 --> 02:46:52.000 Report to our Local School Board by the 1st of November. The minutes from this meeting, along with the report, are posted on the website. 02:46:52.000 --> 02:46:57.000 Also, when they are submitted, they are not necessarily just. 02:46:57.000 --> 02:47:00.000 Okay. By the Oregon Department of Education. 02:47:00.000 --> 02:47:14.000 Especially if you have a corrective action and we'll we'll get to that. Then they look at that. They look at the actual plan. They look at the timeline, and then they determine whether you indeed are in compliance. 02:47:14.000 --> 02:47:18.000 Next slide. 02:47:18.000 --> 02:47:20.000 One of the things that. 02:47:20.000 --> 02:47:22.000 Sometimes can get. 02:47:22.000 --> 02:47:38.000 Confusing about Division 22. It is not a report card. It's not intended to be looking at that. Instead, it's designed to work with districts to see. That they are working with those. 02:47:38.000 --> 02:47:40.000 Oregon Administrative Rules. 02:47:40.000 --> 02:47:47.000 There is no advantage to a school district to check all the boxes and say you're in compliance. 02:47:47.000 --> 02:47:50.000 There's nothing any different. If you do that. 02:47:50.000 --> 02:47:52.000 Then, if you. 02:47:52.000 --> 02:47:55.000 Check a box that says you're out of compliance. 02:47:55.000 --> 02:47:58.000 What is really important is. 02:47:58.000 --> 02:48:08.000 The steps that you take. If there is something that needs to be corrected over the course of the next school year to see that that is in place. 02:48:08.000 --> 02:48:18.000 So you know also, this time of year, coming soon, there's going to be an annual report card about the district, and that is looking at. 02:48:18.000 --> 02:48:24.000 Progress that is in, you know, in specified areas. But that is not the intention of. 02:48:24.000 --> 02:48:27.000 Of division 22. 02:48:27.000 --> 02:48:34.000 And when we look at this, if a plan is not approved when it's submitted, then. 02:48:34.000 --> 02:48:45.000 The district is in conversation and discussion, and usually has to provide more evidence and then gets technical assistance and support from the Oregon Department of Education. 02:48:45.000 --> 02:48:51.000 So they want to be clear that this is not something that's meant to. 02:48:51.000 --> 02:49:07.000 Via Gotcha for districts, but it's very much meant to. How do we look across the 197 school districts and look at. Are there things in place in this process for very small districts, for very large districts, and. 02:49:07.000 --> 02:49:11.000 See that we are looking at this baseline. 02:49:11.000 --> 02:49:30.000 If the district does not come back into compliance. That's the piece that we would advise you all to be really looking at and to look at, is there something that we are seeing? And so, for example, if there's something where we were out of compliance for 2,02324. 02:49:30.000 --> 02:49:35.000 Then we have this school year to bring it back into compliance. 02:49:35.000 --> 02:49:37.000 And that's when there's. 02:49:37.000 --> 02:49:46.000 Even a portion of State School funds, you know. There's a lot of steps before that. So that, indeed, is the critical part to to pay attention to. 02:49:46.000 --> 02:49:49.000 Next slide. 02:49:49.000 --> 02:49:55.000 So one of the things just to know, and you'll see this on what we 02:49:55.000 --> 02:50:03.000 What we so are going to be posting on the website. And it was in the memo that essential skills. 02:50:03.000 --> 02:50:10.000 That shows, either through students meeting on Osas or through other assessments. 02:50:10.000 --> 02:50:16.000 That is being waived, and it's expected that that's going to come into line in 2,028. 02:50:16.000 --> 02:50:22.000 The same thing with those essential skills, assessments for English language learners. 02:50:22.000 --> 02:50:25.000 And so that's something that again. 02:50:25.000 --> 02:50:28.000 Just to know when you see that report. It's. 02:50:28.000 --> 02:50:34.000 That's the reason for the waiver. The waiting for the State Board to take action on that. 02:50:34.000 --> 02:50:36.000 Next slide. 02:50:36.000 --> 02:50:50.000 There's a new rule in effect, and this is an example of one where in the memo, you'll see documentation from our department of operations, and that was the menstrual dignity that was adopted. 02:50:50.000 --> 02:51:00.000 Last year at this time, and it's the 1st time now that we have to report on compliance. And this is about products being. 02:51:00.000 --> 02:51:07.000 In restrooms for students. K, 12. And there's specific guidelines. Around that about 02:51:07.000 --> 02:51:13.000 How, how many, which rest rooms and all of that. And again we have 02:51:13.000 --> 02:51:19.000 Specific, not just a policy on that. But that's 1 where we actually have evidence. 02:51:19.000 --> 02:51:22.000 Next slide. 02:51:22.000 --> 02:51:31.000 Another rule revision is that it was adopted is for health services and school districts now have to. 02:51:31.000 --> 02:51:35.000 Update and have a. 02:51:35.000 --> 02:51:37.000 A health prevention. 02:51:37.000 --> 02:51:39.000 Plan in place for students. 02:51:39.000 --> 02:51:43.000 And this year it's looking at. 02:51:43.000 --> 02:51:45.000 How are we actually. 02:51:45.000 --> 02:52:10.000 Tracking even the ratio of health providers to students. I will say that Wilsonville, I'm Lauren Briggs and our our Director of special education has the system in place, and we have been tracking the school year which is meeting compliance. We will also be meeting the ratio that we're not required to have in place until next year. At this point. 02:52:10.000 --> 02:52:12.000 Time 02:52:12.000 --> 02:52:16.000 Expects that we will have that by November in terms of training. 02:52:16.000 --> 02:52:28.000 Of staff members. So that's an example of one that has been added and revised. And it's really in our best interest to live into these as soon as we can, and that's. 02:52:28.000 --> 02:52:36.000 That's the attempt we always make because the school year, once it gets started, goes by really quickly in terms of setting up a system. 02:52:36.000 --> 02:52:39.000 Next slide. 02:52:39.000 --> 02:52:48.000 There is a standard that Wesley Wilsonville did not meet this year, and that was the physical education requirements for elementary grades. 02:52:48.000 --> 02:52:50.000 And the standard. 02:52:50.000 --> 02:52:53.000 Requires 150 min of. 02:52:53.000 --> 02:52:56.000 Weekly Physical Education. 02:52:56.000 --> 02:53:01.000 However, in looking at this, and this is something that has been being. 02:53:01.000 --> 02:53:11.000 In a place where we're 7 years now, and the intent from the late Senator Courtney was around looking at. 02:53:11.000 --> 02:53:14.000 Art health, for for students. 02:53:14.000 --> 02:53:24.000 And at childhood obesity. And so a lot of the advocacy was from the American Heart Association. In looking at that. 02:53:24.000 --> 02:53:31.000 And the more it was studied, and the more looking at what is the intent, and how can that be carried out? 02:53:31.000 --> 02:53:35.000 The requirement can be met in 3 ways. That's. 02:53:35.000 --> 02:53:38.000 PE classes. That's. 02:53:38.000 --> 02:53:42.000 Classroom teachers also, having not just movement, but. 02:53:42.000 --> 02:53:46.000 Standards aligned structured movement activities. 02:53:46.000 --> 02:53:49.000 That are designed by PE teachers. 02:53:49.000 --> 02:53:59.000 And some of the leaning towards that came from a couple of years into this, really looking at the research and seeing that there's a correlation between physical activity. 02:53:59.000 --> 02:54:01.000 In childhood and heart, health. 02:54:01.000 --> 02:54:04.000 And childhood obesity, but not. 02:54:04.000 --> 02:54:06.000 Actual PE minutes. 02:54:06.000 --> 02:54:17.000 And so the idea is with very high value on PE as a subject area, and that that's a skills area. And we have teachers with expertise. 02:54:17.000 --> 02:54:20.000 Sometimes looking at it as. 02:54:20.000 --> 02:54:25.000 Instead of pocketing that all in one segment of the school day. 02:54:25.000 --> 02:54:34.000 Having especially for our youngest learners, a way to have planned ways throughout the school day has been found to be more productive. 02:54:34.000 --> 02:54:38.000 And so this actual requirement has been. 02:54:38.000 --> 02:54:43.000 Shifted a bit because it was purely numbers of minutes. When it 1st came into place. 02:54:43.000 --> 02:54:51.000 And then also they talked about students participating in standards, alignment. 02:54:51.000 --> 02:54:58.000 During recess, also designed by PE teachers. Again, that wasn't just go to recess, and we'll call it PE. 02:54:58.000 --> 02:55:04.000 But for both, for some social, emotional learning and for actual. 02:55:04.000 --> 02:55:12.000 Physical activity. Children learning how to participate in physical activities together. 02:55:12.000 --> 02:55:15.000 That the combination of those 3. 02:55:15.000 --> 02:55:18.000 Something that is, it's actually on the. 02:55:18.000 --> 02:55:20.000 Ode, web page that describes this. 02:55:20.000 --> 02:55:23.000 Next slide. 02:55:23.000 --> 02:55:26.000 So in our district students. 02:55:26.000 --> 02:55:28.000 In grades k. Through 5. 02:55:28.000 --> 02:55:36.000 Did participate. This in this is in 2,023, in a combination of those weekly PE classes. 02:55:36.000 --> 02:55:48.000 The standards, aligned activities, and some of them there's some Yoga activities. There's some activities by a provider called Go Noodle. During the school day. 02:55:48.000 --> 02:55:52.000 And we had structured activities during recess. 02:55:52.000 --> 02:55:59.000 However, the movement activities during recess were supervised by our educators. 02:55:59.000 --> 02:56:03.000 Even though there was direction provided. 02:56:03.000 --> 02:56:22.000 And the physical education requirement actually stipulates that only certified staff may supervise the activities. And this has been a change initially. When this was forward. It was as long as it's designed by. 02:56:22.000 --> 02:56:25.000 That's what matters. I'm. 02:56:25.000 --> 02:56:34.000 My conjecture is, and looking to make sure that it wasn't considered just recess, you know. That was a. 02:56:34.000 --> 02:56:40.000 Measure that was put into place. And that's where Wesleyanville was out of compliance. 02:56:40.000 --> 02:56:49.000 Not that it never happened, but we do take it seriously when we're gonna check that box and say, we're in compliance. So we opted to say we are out of compliance. 02:56:49.000 --> 02:56:52.000 Some of the overall considerations. 02:56:52.000 --> 02:56:54.000 Nobody 02:56:54.000 --> 02:57:04.000 Here objects, and I know David, in working with our PE teachers and our primary school principals and our teachers. 02:57:04.000 --> 02:57:13.000 Does not think that PE activities are not a good idea, or that not having a PE class every day wouldn't be a good idea. 02:57:13.000 --> 02:57:16.000 However, in looking at the time in school day. 02:57:16.000 --> 02:57:21.000 In looking at considerations such as we have increased. 02:57:21.000 --> 02:57:31.000 The baseline for our literacy block in schools. In looking at all that we need to get in, that we do have to look at that. 02:57:31.000 --> 02:57:45.000 That it doesn't mean that it's not a valued activity, but sometimes making a 30 min class out of it. It comes at the expense of something else, and we also provide music. You know we 02:57:45.000 --> 02:57:52.000 Provide library time and other factors that we have to look at. 02:57:52.000 --> 02:58:00.000 The other students experience. And looking at the more that we learn about social, emotional learning. 02:58:00.000 --> 02:58:05.000 Mental health and children's learning needs. It's. 02:58:05.000 --> 02:58:12.000 Not doing something all at once for a set amount of time of the same duration. But sometimes this idea of breaking it up. 02:58:12.000 --> 02:58:24.000 And movement breaks. We learned that coming back from the pandemic, not only were we doing it for health, but we found out that it actually really is conducive to 02:58:24.000 --> 02:58:34.000 Students well-being. And the other piece is, we actually really. 02:58:34.000 --> 02:58:37.000 The expertise of our. 02:58:37.000 --> 02:58:43.000 Physical education teachers. So just because they might not be actually. 02:58:43.000 --> 02:58:45.000 Teaching students. 02:58:45.000 --> 02:59:01.000 That does not mean that they are not influencing. And when I'm talking about standards based, it does not just mean well, let's stand up and do jumping jacks, or like, you know, something like that. But these are planful activities, and also ones that will interest. 02:59:01.000 --> 02:59:06.000 Students to do them for a while, and that they're different in kindergarten than they are in 5th grade. 02:59:06.000 --> 02:59:12.000 Sort of thing. So those were our considerations, and looking at what we were going to do. 02:59:12.000 --> 02:59:14.000 About our corrective action. 02:59:14.000 --> 02:59:17.000 Next slide. 02:59:17.000 --> 02:59:27.000 So the plan and this is what we are held accountable to. This is an overview of the plan. 02:59:27.000 --> 02:59:31.000 All K 5 students. 02:59:31.000 --> 02:59:37.000 Will have added a 3rd PE class health class PE class this year. 02:59:37.000 --> 02:59:40.000 So that already. 02:59:40.000 --> 02:59:42.000 Increases. PE minutes. 02:59:42.000 --> 02:59:45.000 Some of that time in that 3rd class is. 02:59:45.000 --> 02:59:52.000 To teach the health curriculum, but also there is time for movement within that class. 02:59:52.000 --> 03:00:01.000 We're also standardizing the classroom activities, the ones that are designed by the PE teachers. 03:00:01.000 --> 03:00:05.000 And they will include activities during transitions. 03:00:05.000 --> 03:00:08.000 You know, when you go from one thing to another. 03:00:08.000 --> 03:00:18.000 A 120 min literacy block can use a little bit of movement. And we're we have standards for what will the minutes of the day actually be. 03:00:18.000 --> 03:00:33.000 And there will be some of these programs that I mentioned that we already have in our in our classrooms. This isn't something that our district is bringing in for the 1st time. The difference this year will be is, it will be. 03:00:33.000 --> 03:00:44.000 Standardized across classrooms, so that there will be no well, it might have happened here and not happened there, because that's what Division 22 is is meant to do. 03:00:44.000 --> 03:00:47.000 And we are not going to. 03:00:47.000 --> 03:00:58.000 Look at structuring anything during recess because of this guarantee that it would not have supervision by our para educators. 03:00:58.000 --> 03:01:11.000 This plan we've started on this. There've been already a meeting with all of the PE teachers. David Prior has met with all of the principals, instructional coordinators, and. 03:01:11.000 --> 03:01:27.000 Together what this will look like. So it will be fully in place and standardized by the end of October, because we also take that seriously. If we're saying we're doing this for the 2,000 school year, that means it's going to be in place for the majority of the school year. 03:01:27.000 --> 03:01:30.000 Next slide. 03:01:30.000 --> 03:01:42.000 All of the other division 22 standards were met for the 2,023 school year, and again we take the stance. Not only are we going to, you know the 03:01:42.000 --> 03:01:49.000 There's Zoom Meetings, statewide Zoom Meetings that that we our district in, but we also. 03:01:49.000 --> 03:01:56.000 Ask questions and send things in and check and say, this is what we're doing. 03:01:56.000 --> 03:02:10.000 How does this work? How does this meet if we have any questions at all? Or if questions come up from any one of us, which is the benefit of not having, you know, one person put this together, but kind of checking in to see 03:02:10.000 --> 03:02:12.000 What else we need to consider. 03:02:12.000 --> 03:02:14.000 And so again. 03:02:14.000 --> 03:02:32.000 Just want to be clear that tomorrow, now that we presented this, the memo which you saw in the board, Memo will be posted, and then we submit this to ode as soon as we get the the final minutes. And but before November first, st and 03:02:32.000 --> 03:02:38.000 Kelly Douglas is very good about getting those final minutes to us quickly. 03:02:38.000 --> 03:02:40.000 Next slide. 03:02:40.000 --> 03:02:44.000 So here's the things to watch for next year. 03:02:44.000 --> 03:02:51.000 Because they're going to add requirements. And the Oregon has new social, emotional. 03:02:51.000 --> 03:02:54.000 Learning standards and 03:02:54.000 --> 03:02:58.000 They are standards that have indicators that show. 03:02:58.000 --> 03:03:10.000 How are children doing with them? They have things around self regulation. They have things around overall interaction and wellbeing, and there needs to be a. 03:03:10.000 --> 03:03:13.000 Planned K, 12 way to use those 03:03:13.000 --> 03:03:20.000 In place next year, and we do have a team from our schools. 03:03:20.000 --> 03:03:33.000 Who are participating at the Esd. In working with unpacking those. And we went to our 1st session last June, and that's the school leaders, because then we'll look at how we will bring that forward. 03:03:33.000 --> 03:03:42.000 Also personal finance, education. That has to be a half credit class, a standalone class. It can no longer be, you know. 03:03:42.000 --> 03:03:55.000 Put into and part of another class and a career path skills content. Jennifer Spencer is is very aware of that, and that is something that is being worked with with our 03:03:55.000 --> 03:03:59.000 High School teachers and 03:03:59.000 --> 03:04:04.000 The diploma requirements. Again, those are what they will have to have. 03:04:04.000 --> 03:04:19.000 And graduate for starting next year. If they enrolled in grade 9 last year, and that's ode looking at. Well, you have several years to get that course in before students graduate. That's not news. 03:04:19.000 --> 03:04:25.000 To our district. Again. That's been something that high school departments have been working with for a while. 03:04:25.000 --> 03:04:29.000 Next slide. 03:04:29.000 --> 03:04:40.000 And again their requirements for modified extended diploma. And that's again really providing upfront information. 03:04:40.000 --> 03:04:57.000 About the availability and the requirements and about certificates of attendance certificate of attendance is language we haven't formally used, but that's also something that we are looking at now to formalize that. 03:04:57.000 --> 03:05:07.000 And again, another piece that we have known is coming is a substance. Use prevention, plan, and 2. 03:05:07.000 --> 03:05:16.000 Formalize that make it part of not only the health standards, but how is the district? Looking at that, you saw a little bit of that in the 03:05:16.000 --> 03:05:26.000 Fentanyl awareness. You know, that we were working with last spring, and we will be looking for that as we move forward with implementing the new health standards as well. 03:05:26.000 --> 03:05:32.000 That includes that. But it's also broader than that. It's a district plan. 03:05:32.000 --> 03:05:35.000 Next slide. 03:05:35.000 --> 03:05:43.000 That's it. Okay, that those are all the new revised rules and requirements. So if you have questions, 03:05:43.000 --> 03:05:51.000 Please ask them. And then again, the purpose of this is, if there is something that you know in. 03:05:51.000 --> 03:06:02.000 We work, we serve our community. And we definitely want to know if there's something that is that is unclear about any of this or that. You. 03:06:02.000 --> 03:06:07.000 Would like to hold specific staff for. 03:06:07.000 --> 03:06:10.000 Any questions, no. 03:06:10.000 --> 03:06:13.000 Nope alright 03:06:13.000 --> 03:06:16.000 Let you go right into. 03:06:16.000 --> 03:06:18.000 You've got. You still got the floor. 03:06:18.000 --> 03:06:22.000 Yes, one more report. 03:06:22.000 --> 03:06:28.000 The English language learners report, please. 03:06:28.000 --> 03:06:34.000 So this is another annual report. That we 03:06:34.000 --> 03:06:39.000 Make every year, and this one the actual report. 03:06:39.000 --> 03:06:44.000 Students. You can go to the next slide. 03:06:44.000 --> 03:06:52.000 This is just showing from the State of Oregon. It's a state report, and it just has. How are we doing with assessments? And those are the. 03:06:52.000 --> 03:07:00.000 OS assessments, attendance, language, proficiency, and then graduation. And also it shows. 03:07:00.000 --> 03:07:04.000 How English learner programs are funded in the in this. 03:07:04.000 --> 03:07:09.000 State of Oregon, and then there's also a part for our districts. 03:07:09.000 --> 03:07:11.000 Next slide. 03:07:11.000 --> 03:07:16.000 So the key findings every year that you know. Stand out 03:07:16.000 --> 03:07:21.000 Is just our demographic 18 of. 03:07:21.000 --> 03:07:24.000 K. 12. Students. Wherever English learn. 03:07:24.000 --> 03:07:40.000 Across the State compared to 8% in Westlandville. And this term ever English learners the State is using because it includes students who are currently in eld programs and also former. 03:07:40.000 --> 03:07:55.000 Students who were in the eld program, because that's changing all the time, you know. And that's what you want students. So to capture what's going on with students. They don't just stop reporting on them the year that they exit. So that's where that term comes from. 03:07:55.000 --> 03:08:18.000 The 4 year graduation rate for English language learners in Oregon. You can see there it was 68 95 in Westland Wilsonville again this year 11 school districts in Oregon, had 50 or more students who earned the seal of biliteracy. Westland Wilsonville was one of the 11 districts. 03:08:18.000 --> 03:08:21.000 64 students earned it, and we are proud of that. 03:08:21.000 --> 03:08:27.000 Considering our size compared to some of the other districts who. 03:08:27.000 --> 03:08:31.000 Whoever in the seal of my literacy next slide. 03:08:31.000 --> 03:08:38.000 Again. This is just a snapshot of the percentages. The Oregon. 03:08:38.000 --> 03:08:42.000 From the report, for example, in English language, arts. 03:08:42.000 --> 03:08:44.000 That 6.6%. 03:08:44.000 --> 03:08:49.000 Is the percentage of students who met or exceeded, and then under it. 03:08:49.000 --> 03:08:52.000 For each one we put the Westland Wilson Bill. 03:08:52.000 --> 03:09:03.000 And you can see that for grades 3 through 5 English language arts and mathematics they don't report on science. They do English language, arts and mathematics. 03:09:03.000 --> 03:09:07.000 And then 6, 8, and then grade 11. 03:09:07.000 --> 03:09:10.000 Next slide. 03:09:10.000 --> 03:09:14.000 So based on this, we always know that 03:09:14.000 --> 03:09:21.000 For us, we can always do more. So what are we doing based on our data? This year? Our action steps. 03:09:21.000 --> 03:09:26.000 There are practices in the implementation. 03:09:26.000 --> 03:09:31.000 K. 12 of the English language arts curriculum, the new curriculum programs we have. 03:09:31.000 --> 03:09:38.000 There were, and we purchased specific materials and resources for. 03:09:38.000 --> 03:09:43.000 English language learners. And it's part of the implementation. 03:09:43.000 --> 03:09:57.000 Our district has developed a course in conjunction with Oregon State University that's been offered around the State, and that has really helped because we have our coordinator, our dual language coordinator, and a literacy coach. 03:09:57.000 --> 03:09:59.000 Offering that course. 03:09:59.000 --> 03:10:03.000 And it's really taking structured literacy and looking at. 03:10:03.000 --> 03:10:06.000 How do you also have to make sure there's. 03:10:06.000 --> 03:10:11.000 Oral Language, strong Practices, and other Pieces. 03:10:11.000 --> 03:10:21.000 We have added classroom levels of progress monitoring for multilingual learners. So we're not waiting until every year when students take the English language proficiency exam. 03:10:21.000 --> 03:10:25.000 And we have a multilingual. 03:10:25.000 --> 03:10:42.000 Program work plan coming forward that we can use across schools because every school as you're in starting to do the school visits right now you see, schools, work plans, and the multilingual program is contributing. What are the aspects of that. 03:10:42.000 --> 03:10:44.000 That will integrate with that. 03:10:44.000 --> 03:10:49.000 And we really see that in our work plans and professional learnings. 03:10:49.000 --> 03:11:02.000 You'll see some things in our schools again. We honored principals this evening at Sea Park, Principal Meg Leonard, and looking at there's more multilingual learners at cedar, Oak. 03:11:02.000 --> 03:11:04.000 She has worked with. 03:11:04.000 --> 03:11:09.000 Her literacy, coach language specialist and classroom teachers, and they. 03:11:09.000 --> 03:11:26.000 Together a set of strategies. They actually are presenting this at a state level, and that's in a school that historically may not have had as many of those students at the middle school level. principal. Mike Strandy is working with. 03:11:26.000 --> 03:11:38.000 How is how our language goals, a part of our school work plan? And what does that actually look like? And teachers are all looking at strategies and then being. 03:11:38.000 --> 03:12:00.000 Held accountable for using them in classrooms. Principal Kelly Schmidt, at the High school level, has made multilingual learning a part of the work that all plcs are doing, and in looking at examples that are coming forward from classrooms, and also in looking at the culture in a high school, the culturally responses and multilingual learning strategies. 03:12:00.000 --> 03:12:11.000 That when you look at their journalism program or their medium program, you're seeing things that aren't just works in translation, but shows that there is a real 03:12:11.000 --> 03:12:23.000 Valuing of language diversity in that school. Those are just 3 quick examples. But that's the part we take seriously about. This is our action steps. So again, this was just a report, and unless you have questions. 03:12:23.000 --> 03:12:27.000 Thank you. 03:12:27.000 --> 03:12:30.000 Alright! 03:12:30.000 --> 03:12:33.000 Any questions from board members. 03:12:33.000 --> 03:12:35.000 No good. 03:12:35.000 --> 03:12:38.000 Alright! No board action required there. 03:12:38.000 --> 03:12:41.000 So. Thank you. Dr. Swisson. 03:12:41.000 --> 03:12:45.000 Or that update, appreciate it. 03:12:45.000 --> 03:12:48.000 Right. This will take us into our. 03:12:48.000 --> 03:12:50.000 Last public comment. 03:12:50.000 --> 03:12:52.000 Section. 03:12:52.000 --> 03:12:58.000 And. 03:12:58.000 --> 03:13:02.000 Is there anyone who didn't have an opportunity. 03:13:02.000 --> 03:13:07.000 To sign up on here when they came in. They'll be speaking during this time. I have. 03:13:07.000 --> 03:13:11.000 5 on here, just. 03:13:11.000 --> 03:13:16.000 Okay, if at the end you have something that you want to say. And for this. 03:13:16.000 --> 03:13:21.000 Section. Just let us know, and I'll just start from the top right now. So if you don't hear your name called. 03:13:21.000 --> 03:13:25.000 Let me know 03:13:25.000 --> 03:13:28.000 You wanna have 3 min and again. 03:13:28.000 --> 03:13:30.000 This is an opportunity for you to address the board. 03:13:30.000 --> 03:13:33.000 Not grandstand or talk to the crowds. 03:13:33.000 --> 03:13:36.000 Time for you to connect with us. We won't respond. 03:13:36.000 --> 03:13:40.000 But if you want a response from us, feel free to email us, and we'll try to. 03:13:40.000 --> 03:13:45.000 Make time for you. 03:13:45.000 --> 03:13:47.000 Yes, 3 min. Stick to it. 03:13:47.000 --> 03:13:51.000 I don't want to have to shorten. 03:13:51.000 --> 03:13:54.000 Or get awkward if you, if you. 03:13:54.000 --> 03:14:02.000 If you will, but I will cut you off if you go over 3 min, and then we'll just in public speaking period, so we can all go home, cause it's late. 03:14:02.000 --> 03:14:11.000 So I will start 1st with Matt pel. 03:14:11.000 --> 03:14:14.000 No no matl. 03:14:14.000 --> 03:14:19.000 Okay. 03:14:19.000 --> 03:14:21.000 S. 03:14:21.000 --> 03:14:23.000 Second one is 03:14:23.000 --> 03:14:28.000 Amanda, Dobb. 03:14:28.000 --> 03:14:34.000 David. Oh, yes, I'm sorry. It looks like I'm sorry. Amanda Davis. Yes, Hi, Amanda. 03:14:34.000 --> 03:14:41.000 Thank you for making time for me. I'm here to address you about the subject of Offenlander field. 03:14:41.000 --> 03:14:48.000 My name is Amanda Davis, and I've lived in Westland for 11 years. I moved here in 2,013 to put my kids in this. 03:14:48.000 --> 03:14:50.000 Fabulous school district. 03:14:50.000 --> 03:14:55.000 Both of my boys attended Westland schools, and both boys played baseball. 03:14:55.000 --> 03:14:57.000 At Oppener. 03:14:57.000 --> 03:15:03.000 When I was still living in northeast Portland, and families would come down to play Westlands. 03:15:03.000 --> 03:15:10.000 1st it feels bridge when they were little, and then Oppenlander, when they were bigger we all were just marveling at. 03:15:10.000 --> 03:15:15.000 The amount of open space compared to Northeast Portland, the facilities 03:15:15.000 --> 03:15:22.000 They really spoke to the care that was shown for the sports and for the children. 03:15:22.000 --> 03:15:29.000 You know, Oppeners, a really special place. I live nearby. I'm there probably 2 or 3 times a week. 03:15:29.000 --> 03:15:31.000 Personally, I let you know that I'm a. 03:15:31.000 --> 03:15:39.000 Employee at Portland Community College. For the last 17 years I've been at the helm of the interior design program there, so. 03:15:39.000 --> 03:15:44.000 I really feel like I'm part of this community here in the Portland Metro area. 03:15:44.000 --> 03:15:55.000 And I really would just like to close with the idea that there's this stand of 20 mature Doug firs and a fewers at the south end of Oppener. 03:15:55.000 --> 03:16:00.000 And I also like to end with a quote from Andy Warhol. 03:16:00.000 --> 03:16:07.000 It goes something to the effect of, I think, having land and not ruining it is the most beautiful kind of art. 03:16:07.000 --> 03:16:09.000 That anybody could ever want. 03:16:09.000 --> 03:16:13.000 So I hope that the trees are considered. 03:16:13.000 --> 03:16:16.000 Before anything development goes forward. 03:16:16.000 --> 03:16:22.000 Thank you. 03:16:22.000 --> 03:16:27.000 Right, Susan Nicholson. 03:16:27.000 --> 03:16:33.000 Call, okay? 03:16:33.000 --> 03:16:45.000 Dean, Sir. 03:16:45.000 --> 03:16:49.000 Good evening. Thank you for the time tonight. Late into the evening. 03:16:49.000 --> 03:16:53.000 My day started at 1 30 your time in the east coast. So. 03:16:53.000 --> 03:17:02.000 We'll make this short the school district, we know, is not making any public comments or discussions about Oppenor at this point, because we're in a legal period. 03:17:02.000 --> 03:17:07.000 But that's fine. We want to continue to plant the seeds and nurture that along the way. 03:17:07.000 --> 03:17:11.000 Ultimately, I think that Oppener frankly, is all about money. 03:17:11.000 --> 03:17:14.000 I mean. That's what I've heard for the last 2 or 3 h. Here is. 03:17:14.000 --> 03:17:21.000 That that there's budget issues, and there's concerns about money. But I wanna make it clear. And you all know this. But I'm not sure. The folks behind me are online. 03:17:21.000 --> 03:17:26.000 That this is land banking money. This is not money that can be used for salaries. 03:17:26.000 --> 03:17:31.000 Or for operational expenses. So we're in a different category with OP-ander. 03:17:31.000 --> 03:17:33.000 Oppenlander is not a traditional land bank. 03:17:33.000 --> 03:17:47.000 Opportunity for the school district. You have developed this property. Others have developed this property for athletic purposes for 40 plus years. So it's not an idle piece of land, or something, maybe being farmed, or whatever. So it has an established. 03:17:47.000 --> 03:17:50.000 Value and use in the community. 03:17:50.000 --> 03:17:57.000 You add you. You acknowledge this when you ask that oppen to be kept as a park, as part of the sales agreement which is no longer in force. 03:17:57.000 --> 03:18:02.000 And I heard tonight that the long range planning commission includes athletics and recreation as part of. 03:18:02.000 --> 03:18:04.000 What they're looking at. 03:18:04.000 --> 03:18:09.000 Mind you, that school properties not necessarily city properties, and I understand the distinction. 03:18:09.000 --> 03:18:23.000 There is a 3.5 million dollar bond. We're talking to the city about that. That bond still sits there. That's roughly half the price give or take, depending how appraisals, or whatever may be Redone, we have no idea how you're gonna proceed from here. 03:18:23.000 --> 03:18:29.000 We're looking at how those funds might be used for maybe a partial purchase. 03:18:29.000 --> 03:18:33.000 Want to plant that seed I can't negotiate and don't want to negotiate for the city or for you. 03:18:33.000 --> 03:18:36.000 But I've also been contacted by 2 different parties about. 03:18:36.000 --> 03:18:39.000 Raising additional millions of dollars. 03:18:39.000 --> 03:18:53.000 To maybe complete that whole transaction. Now, I'm not connected to people that can write those checks. But apparently these people are so what we're asking for really is that once the app period is over and you can talk. 03:18:53.000 --> 03:18:59.000 Let's all get to the same table. Let's be a little more transparent and engaged. I know this is government agencies. 03:18:59.000 --> 03:19:02.000 That would be negotiating with each other. And there's certain rules and. 03:19:02.000 --> 03:19:06.000 Regulations about that, but we would like to have. 03:19:06.000 --> 03:19:14.000 More transparency and more engagement, and basically slow the process down so that we can be heard so that everybody can work through. 03:19:14.000 --> 03:19:33.000 What might be the opportunities here. A quick sale to a developer will not be well received by the community, and you've talked about other money issues here. And we need to be aware of that. We, as a community, have always supported the school district and the funding requests. We talked about a couple of those today. 03:19:33.000 --> 03:19:39.000 So the the concern that I have, because I'm wearing like different hats here as a citizen. 03:19:39.000 --> 03:19:44.000 I want our schools to be good. I want it to be good for other people's kids. Mine have aged. 03:19:44.000 --> 03:19:54.000 But we need to work together on this. Thank you. Appreciate it. 03:19:54.000 --> 03:20:04.000 Scott, Jensen. 03:20:04.000 --> 03:20:10.000 My name is Scott Jensen, and I reside at 2, 1, 4, 8, 0 miles drive in Westland. 03:20:10.000 --> 03:20:19.000 In the interest of full disclosure. I have a dog in this fight. I make use of OP-ander field on a daily basis, sometimes several times a day. 03:20:19.000 --> 03:20:22.000 I use it as an exercise. Venue. 03:20:22.000 --> 03:20:25.000 I also walked the field with my grandchild. 03:20:25.000 --> 03:20:28.000 Exploring what nature has to share. 03:20:28.000 --> 03:20:32.000 Although I've reached the age where I can no longer. 03:20:32.000 --> 03:20:37.000 I. I reach the age where I can only do so vicariously. 03:20:37.000 --> 03:20:41.000 I play baseball by watching games that regularly occur at Oppenor. 03:20:41.000 --> 03:20:45.000 I have observed parents and children utilize the field for soccer. 03:20:45.000 --> 03:20:51.000 Suffice it to say that Park enjoys activity throughout the year. 03:20:51.000 --> 03:20:55.000 The issue, then, is what is the best course of action for the School Board to take. 03:20:55.000 --> 03:20:58.000 With respect to the disposal of this property. 03:20:58.000 --> 03:21:03.000 Forward thinking School Board members bought the property years ago with taxpayer money. 03:21:03.000 --> 03:21:06.000 Intending to use a site for a. 03:21:06.000 --> 03:21:10.000 That need no longer exists, and the School Board rightly. 03:21:10.000 --> 03:21:13.000 Wants to dispose of the property. 03:21:13.000 --> 03:21:18.000 The city of West Linn, and the city voters have strongly voiced a desire. 03:21:18.000 --> 03:21:21.000 To purchase the property and maintain it as a park. 03:21:21.000 --> 03:21:24.000 Also with taxpayer, money. 03:21:24.000 --> 03:21:30.000 This desire aligns with the school district mandate imposed as a condition of sale. When negotiations. 03:21:30.000 --> 03:21:33.000 For the property we're in play. 03:21:33.000 --> 03:21:38.000 Keep the property as a park that was, and should remain, the. 03:21:38.000 --> 03:21:45.000 Where there is. It is the school district or the city of West Linn taxpayer. Money is at the center of the discussion. 03:21:45.000 --> 03:21:50.000 That is why the school district should not insist on receiving an undue windfall. 03:21:50.000 --> 03:21:52.000 From the sale of this property. 03:21:52.000 --> 03:21:58.000 To do so requires taxpayers who fund both school district and city coffers. 03:21:58.000 --> 03:22:04.000 To, in effect, bargain against themselves, either by shortchanging a school district that wants more money. 03:22:04.000 --> 03:22:10.000 Or by unreasonably gouging a city that has already leaned on taxpayers. 03:22:10.000 --> 03:22:13.000 To form the purchase and maintenance of Lander. 03:22:13.000 --> 03:22:20.000 My wife and I have lived in Westland for 22 years. Neither of our children ever attended Westland schools. 03:22:20.000 --> 03:22:26.000 Nevertheless, we have always supported measures to fund the Westland Wilsonville School district, because we have considered it. 03:22:26.000 --> 03:22:31.000 In the best interest of the children, their parents, and the community at large. 03:22:31.000 --> 03:22:35.000 But we also believe adequate. Park spaces are vital. 03:22:35.000 --> 03:22:38.000 And Wells, Lynn, Wilsonville School District. 03:22:38.000 --> 03:22:41.000 As an opportunity to set aside. 03:22:41.000 --> 03:22:48.000 Shortsighted visions of large S, and instead serve the children, the community, and yes, the taxpayer. 03:22:48.000 --> 03:22:55.000 By reentering good faith negotiations with the city, and arriving at a reasonable compromise for this sale. 03:22:55.000 --> 03:22:57.000 I trust you won't disappoint. 03:22:57.000 --> 03:23:02.000 Thank you. 03:23:02.000 --> 03:23:09.000 Is there anyone that we may have missed. 03:23:09.000 --> 03:23:13.000 Alright! Well, that concludes public comment. 03:23:13.000 --> 03:23:15.000 For this evening. 03:23:15.000 --> 03:23:19.000 Yeah. I'm sorry we were you. 03:23:19.000 --> 03:23:28.000 I know we kind of skipped over you, are you? 03:23:28.000 --> 03:23:31.000 Hi! I'm Susan Nicholson. I reside in Westland. 03:23:31.000 --> 03:23:36.000 And I don't know if it's still there. But recently. 03:23:36.000 --> 03:23:38.000 Along that they had an exhibit. 03:23:38.000 --> 03:23:41.000 That this was all about equity. 03:23:41.000 --> 03:23:44.000 And in that equity exhibit. 03:23:44.000 --> 03:23:52.000 It talked about the disadvantage the kids in the city have, because they don't have trees and green space. 03:23:52.000 --> 03:23:55.000 I see that as your obligation. 03:23:55.000 --> 03:24:01.000 To provide that green space and that healthy outlet for the kids of this community. 03:24:01.000 --> 03:24:05.000 And since equity seems to be so important these days. 03:24:05.000 --> 03:24:07.000 I think it's kind of important. 03:24:07.000 --> 03:24:09.000 And 03:24:09.000 --> 03:24:12.000 Gets kids off screens. 03:24:12.000 --> 03:24:15.000 Get some moving around which you talked about. 03:24:15.000 --> 03:24:18.000 Kids that can just. 03:24:18.000 --> 03:24:21.000 Play like we used to when I was a kid. 03:24:21.000 --> 03:24:24.000 Just running around and being goofy. 03:24:24.000 --> 03:24:28.000 Someone's always on the field. 03:24:28.000 --> 03:24:31.000 Moms can walk their strollers because it's flat. 03:24:31.000 --> 03:24:35.000 Their main yoga classes over there last week was. 03:24:35.000 --> 03:24:45.000 Baseball people always take their dogs. I take my dogs we walk through, and I mean, you know, I've met so many people just by walking. 03:24:45.000 --> 03:24:50.000 Through Oppener. We use it as a haven during Covid. 03:24:50.000 --> 03:24:57.000 Because people could walk and be far away, but still be outside and see friendly faces. 03:24:57.000 --> 03:25:01.000 And it would just be such a huge loss to our community. 03:25:01.000 --> 03:25:04.000 And you guys all that money. 03:25:04.000 --> 03:25:10.000 On legal fees, and it would be nice if you could spend on a resolution to keep something that's so important to West Lynn. 03:25:10.000 --> 03:25:15.000 Thank you. 03:25:15.000 --> 03:25:17.000 Alright! 03:25:17.000 --> 03:25:20.000 That officially concludes our. 03:25:20.000 --> 03:25:22.000 Public comment. 03:25:22.000 --> 03:25:26.000 Session 03:25:26.000 --> 03:25:28.000 Next Board, meeting, November 4.th 03:25:28.000 --> 03:25:30.000 I look forward to seeing you all, and. 03:25:30.000 --> 03:25:33.000 Meeting adjourned.