2012-08-06 PPS School Board Business Meeting

District	Portland Public Schools
Date	2012-08-06
Time	missing
Venue	missing
Meeting Type	business
Directors Present	missing

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Documents / Media

Notices/Agendas

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  AGENDA 08-06-12 (fd8ea2005651b0e8).pdf Agenda

Materials

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  08-06-12 Final Packet (85233de7721f8827).pdf Meeting Materials

Minutes

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  08-06-12 Business Minutes (acf4b1a3733ae702).pdf Minutes

Transcripts

Event 1: PPS Board of Education, 08/06/2012 Noon Business Meeting

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text is called to order I'd like to extend a warm welcome to everyone present to our television viewers all items that we've put around have been posted as required by state law this meeting is being televised live then will be repaid throughout the next week's please check the board website for replay times director knows and director regular option today and we can like to start with citizen comment i miss yu-san is there anybody signed up okay so we move on to an update on the Elementary and Secondary Education Act waiver superintendent Smith would you like to introduce the Assembly's I would and so I'm going to actually ask sue ann Higgins our chief academic officer and Melissa goth executive director of teaching learning to come on up and do a little more information on this one and as you know or get applied for a waiver to No Child Left Behind and was granted the waiver which means the accountability system is looks different this year and so sue ann and melissa are going to walk us through what the interim accountability system is for the state and how that impacts put in public schools Melissa good afternoon it's a pleasure to be here with you today and I want to apologize in advance for the fact that we are at still a learning phase with regard to the implementation of the waiver in the new accountability system we are doing a larger training with Eau de next Monday and so what we'd like to do is update you with the information we understand now and also some of our active questions and so we're just working on getting this uploaded so that you can see did you get the power point as well ok excellent so as you're aware organs been granted a conditional waiver predicated on a number of changes some of which aren't fully shaped yet with regard to teacher and principal evaluation but in the meantime the accountability system that approved impacts the new report card system small technical difficulty so so the pilot project for 2012-13 is to look at sort of how will this larger framework use evidence about both student achievement now and student growth over time to measure how schools are doing and so we are very excited about using this new pairing of measures so that there's a measurement for students relative to their peers and relative to students who have performed at their prior liberal levels as well as an overall achievement growth expectation so Melissa at this time we'll sort of talk us through the comparison between our old growth model and in the new growth model so we can lay this out and I apologize my computer isn't quite sending so you're going to need to refer to this please and so the old growth model if you go to that page that says that the less technical description students were compared against themselves in the old growth model that's what we're accustomed to and then kids were given individual growth targets if they didn't already meet standard so if you were a student who already met the standard there was no growth target established for you and in addition the points were based upon closing your gap from meets within three years so knowing that that meets target changes year to year it was an accelerated plan for students to be able to get to meets within three years it was a really simple way to calculate and we could calculate that for our students ourselves which was a nice piece and but you could not calculate targets for students who weren't tested the year before so if you flip the next page and if anybody wants copies we have some here so now we're looking at a norm reference model so student growth is compared to students who perform at that same level as they did in the years prior so now they're it's not just looking at students against themselves it's looking at students against the growth rate of similarly performing students in the year before so if I scored 2 32 this year and Sue Ann scored 2 32 this year then we would look at our scores next year to see how much did Sue Ann grow
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compared to how much I grew and there's percentile growth target based upon that so just from that information we know that we can't replicate it because we don't have access to all of the students scores across the state and the state choosing the collective scores across the entire state to make the calculation work so it's a little bit difficult for us in the in the verification piece but what is nice about it is that we're able to really see this norm referenced percentile growth target which is more meaningful and and all kids can all kids get targets so every every child even if they met has a growth target for the future questions about individual students I have a couple questions real quick um so one does sounds like test scores are the only thing that's being used to determine whether or not somebody is a peer of another person is that there aren't any other risk factors or demographics correct yeah then the second question is if if the growth target is based on somebody not meeting to getting them to meeting at least that's what it was what are the new growth targets for kids that are meeting or exceeding what are they based on average growth typical growth it is it's based upon average growth so when you're looking at percentile of your actually comparing where students lie in a percentile of performance so if we both met on the state standard so we each had a score of 2 32 and that met then the next year we would calculate out what everybody who had a 232 received and we're we in the top quartile where we have in 75% and above or were we in the in the third quartile where do we end up landing and that's where your target is so it's difficult because because you can't easily predict what that target will be that make sense okay who don't need and you still are looking at getting them to me within three years but how fast they do that would depend on how fast other like students across the state that part of the calculations it's not just what would you can go three years whether they're making a typical growth calculates into how they how we set the level grades for the students so you have a target in order to close within three years if you outperform that target and most of your peers underperform that target then your score weights differently for your school that makes sense so you your school is outperforming the state well with respect to you with respect to you yeah with respect to you exactly so and it's all based on statewide dates so we're not controlling any of this it's all based on statewide but then it will come back down to both the school of the district level the school level and then the individual those reports are already confusing as it is so we're even getting ahead of things here but the parents are going to receive a report that shows their child's score and then where they should be compared to their peers around the state and three years I'm not sure if they'll I mean this is all right that's an excellent everything you're presenting is what the state is doing it did clarify that this is not our way out is the state's system so we're just trying to I mean they're figuring out as they go hey ours okay they are and it's been a really rapid turnover into rolling it out to those of us who are in the trenches so that we understand exactly how it's being configured as well however it also is just a two-year gap filled so we do know that with the smarter balanced assessments coming in then we'll be going cross state will have comparative data for students across many states and we'll be changing that formula again so this is just a limited time the audience who are you talking about assessments okay so you know I don't think that somebody in the general public would have any idea what you're talking about okay so federal government has supported the development of two different assessments one called smaller smarter balanced and the other called Park both are norm referenced tests that are designed to assess students in reading and mathematics both below and above grade level so it's quite different than what we have right now right now what we have is when students are in fourth grade they are only assessed on the 4th grade reading standards but the smartest smarter
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balanced assessment which is a consortium of states mostly on this side of the Mississippi and then park is just another group of states that are all in it together but the assessments themselves serve the same purpose and what those assessments will do is allow that fourth grader to be assessed on skills well below fourth grade and on skills way above fourth grade so it really allows a better diagnostic for us as far as knowing how our students are growing the difference with Oakes is that when we're looking at a fourth grade test versus fifth grade test versus sixth grade test they aren't they don't tie together so if I exceed on a fourth grade test that just tells you i really know all the fourth grade standards really well it does not tell you that I know the fifth grade standards at all okay you know that's what makes it helpful so this really should be more helpful and the information that it gives teachers and administrators and just remembering what students need you're welcome and what they're really capable of right if if they're above if they're meeting the grade level that they're at and maybe they're above that you'll have some idea of where where they are where skills they have yeah I really think you're going to find the value for two student groups one our students who are our talented and gifted students who tend to perform quite highly on the state standardized tests but we don't necessarily see the threshold of growth that we would like to be able to to report to their parents and then the other students who are performing below grade level and we don't we don't have any information that's very diagnostic for that right now without additional assessments which is what we do good thank you um so if you turn to the next page the school rating methodology and I know you're going to have more questions about this that then I will be able to answer so we will we will do the best we can and so schools are evaluated in five categories and these should be familiar to you student achievement student growth subgroup growth graduation and subgroup graduation what's different is the growth calculation for students that I was telling you about earlier so whereas you were looking at students hitting their own individual growth top targets now when you're evaluating a school success you're taking a look at of the students who are performing at a certain level how many of them were in a very high quartile of performance where they where they actually outperformed many of their peers who were at the same level in years past ask-ask it's confusing so schools receive scores in every category and then the scores are combined into an overall score and so we included for you the categories and the weights for the schools so if you look in the left-hand column and I'll read this aloud so that the audience you do isn't privy to this can can hear achievement growth and subgroup growth are all assessed and waited for elementary and middle schools with growth be aggregated growth being fifty percent of the score that schools get subgroup growth those are individual subgroup populations that include black students American Indian Alaska Native students pacific islander students hispanic students ESL and special education so that's what we're looking at for subgroup populations for high school you see a quite a different shift so fifty percent has to do with those achievement and growth targets and the other fifty percent is related to graduation rates this makes sense with thirty-five percent being regular graduation and fifteen percent being how our subgroups do so the value in this is that we're still looking at subgroup categories the difficulty is they join multiple categories together and so we feel it's still incumbent upon us to be disaggregating our data by each subgroup we actually found as we started to go through our data at the end of last week once it was released that for example our American Indian Alaska Native data is not reported to us by eau de because of the smaller numbers we have to have an n size of 42 at a school site and as we've discussed before students may choose multiple races when they register for school but it defaults to a single race so if students have identified themselves as
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American Indian Alaskan native we don't have enough who only identified that way to get an aggregate score from the state so the difficulty just to draw the thread through for all of you the difficulty with that for us is that we we cannot see how those students are doing as compared to all of their peers who scored at the same level across the board and and we can't replicate that data because we don't have access to that data across the state so the good news next page and these are our schools that have a level 5 rating so that's ain't worth Beverly Cleary Bridal mile Buckman Chapman Dunaway forest park laurelhurst West Sylvan Woodstock and three of our charter schools Emerson opal and Arthur Academy also of note is that as we as we said earlier actually I'm not sure we said earlier but part of the designation for priority and focus and model schools is that schools needed to be title one eligible as you know we have really raised our title one threshold raised the free and reduced lunch percentage quite high in our system so both Buckman and Arthur Academy would buy when we went back and compared other schools who have been identified as model schools the free and reduced lunch percentage that they used at in other districts both Buckman and Arthur Academy would have been listed as model schools had we used that same free and reduced lunch cut off so focus priority and model I talked about that just a minute ago priority schools are schools that are lowest performing five percent and our sig schools are automatically still labeled as priority schools neither King nor Madison would have ended up as priority schools had they not already been six schools so every sick of school was automatically remaining a six priority school and then understand what vacations so it's important again to note that there are sort of two ways to look at this so while every school is being given a level ranking the schools that might qualify as priority focus or model schools are only schools that are title one and so it's so there's a separate category in which title when schools are evaluated and because we've concentrated our title one supports in k-8 schools with sixty percent or more students at the free or reduced lunch rate we then have a fairly small number of schools that were being given this additional level of evaluation and reduce the number of schools that might have been considered model as melissa just said as well so so it allows us a really acute focus on a smaller number of schools and it folds in that previously identified six schools roosevelt madison and king thanks go out thanks and so you'll also see on the next page our focus schools which are our title one schools that were among the six to fifteen percent lower lowest performing in the state so our priority schools are the three six schools we just mentioned awfully green rosa parks and woodland and our focus schools or cesar chavez jefferson wriggler scott wittman and wood near and we have been working already with most of those schools fairly intensely in working with developing an intervention system to impact their students and we have only really begun that work in earnest in the last 18 months so not seeing it pay off yet or estimate of those schools is not necessarily a surprise but as soooooon says it does give us a very narrow scope on which we can focus excuse me just one quick question I know you've used said all the six schools are priority schools because there's six schools but some of them wouldn't be and I just kind of missed which ones mm-hmm I believe I I believe that neither King nor Madison would be okay and so do you know where they would fall then if they were not six schools how they would be right in would they be focused schools or would they be something else I don't know but I can find that out yes so three sort of significant impacts for us in terms of what's different
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between this and the previous NCLB school ratings in a YP so one is that there are no more nclb transfers at schools that are in improvement status and so of course that had a large impact this year on an hour and Roman and transfer and mapping where students go so it really allows us to concentrate on the neighborhood schools being the right schools for kids to the degree possible and no more mandatory supplemental education services so it allows us to be continued to be strategic about how we use those supports and services and then there's additional information pointing to PBS schools experiencing success with specific student groups growing academically so this will allow us to really zero in on where do we see promising practice within the district as well as statewide and really focus and learn from those schools so it should really help us be much more thoughtful about school to school learning and strategic initiatives to make sure that all student groups are moving forward so before you move on as you mentioned that no more mandatory supplementary educational services so that means that it course before at least I the way that I saw it laid out at the schools many of the other parents themselves shows like different entities to provide those services are you saying that there will be the district will now have much more control in regards to what how would uses those funds I don't know yet what the guidance specifically will be about this and how it will change a current practice you know or past practice for this year do you have sensible the shortest answer is that we have a set aside amount from title one dollars that we have had to by statute spend on supplementary educational services in in the defined way by statute that parameter has been taken off as a result of this change so and and I'm with Sue Ann we don't yet know if there's going to be any other ties perhaps to the schools that are listed as focus in priority okay um so one of the things that is going to be a major question particularly from our principals and teachers is what kind of support do our schools get our parents are going to be concerned with that as well I'm sure first of all individual supports need to be put in place based upon an individual schools needs and when you look back at that list of schools there are some really different schools and schools that have very different needs both in age range of student that they serve but also in populations that they're that they're reaching we also will be required to have each of the schools develop a comprehensive achievement plan and that's with school district parents staff and community and the intent of that is to really have the entire community wrestle with how can we how can we shift things shift the trajectory of performance that we're seeing in these schools and then on Monday August thirteenth there's a workshop for school leaders and district staff and and school teams to find out more information from the Oregon Department of Education as far as what supports o de will be providing to districts we are not sure on that at this point what we believe is that there's not a sizable new investment from the state to support this desirable though that maybe we do believe that there will be a five-thousand-dollar stipend to support schools initially and we think probably around building their comprehensive achievement plan and sort of putting in you know measures in place to get them started to ship direction and and zero in on the students that are struggling to achieve so but again we're looking for guidance there so so that will be certainly one of the challenges of moving the dial on this but not one that we can wait for completely thank you so in just a couple things what one just to note we do have in most of these schools we have extra supports through school improvement specialists that that we're going to be able to utilize and perhaps have their job shift a bit in in the role that they play this year and supporting these schools I also think it's important to note that when you look back at at the data for all of our schools over ninety percent of the schools important public
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schools have a level 4 or a level five score in at least one or more areas so it's not it's important for us to realize that there is expertise within our district for almost every single category that that we've been looking at and what's excellent about this data that we just have received is we can look very fine finally at data for specific student groups at an overtime look at particularly with growth and it's the first time we've really been able to do that with meaningful growth and so we do have places to begin looking and I didn't want to let that go unmentioned any other questions comments clearly this is gonna be something will can come back and continuing to do information to you as we're getting our arms around it and as odious I just confirmed the state it's giving us five thousand dollars per school and that's their support before turning around schools I just want to confirm that that's just the newly designated school so I don't believe the sig schools receive it there yes yes yes school improvement grant they've gotten a grant and that's great i just want to clarify that because that's pretty so that's our understanding is that that's the ria standing in the minimum of the end of the game and owned by the state that's right I mean I that's standing us in that's great no no it's astounding to me that they're saying that there's going to be supports to help I mean that's enough for maybe a few you know a couple facilitated meetings and some donuts I mean it's really wow okay yep and to note we do have school improvement specialist at most of those schools but not at all of them and so how are we going to address the needs that we know that some of those schools will have thank you thank you not going to move to that to the items on the business agenda miss Yusa are there any changes to business agenda there is one change resolution 4634 on page three of the business agenda a husband withdrawn 4634 okay so before we move to the business gender the request of the director Morton we're gonna have a separate bottom resolution 4636 so can I have a wrestle a motion to approve resolution 4636 direct Morton I'm interaction Warren it is not on this one indirectly reliable moving and thread rack in seconds for approval or 4636 there any discussion on this resolution so we're now Bodom Resolution 463 sick almost all those in favor please indicate by saying yes resolution force is there any I'm sorry god this was supposed to a brief meeting that's why there any votes against a post Resolution 463 sick who's always indicate by saying no are there any abstentions or abstentions so resolution 4636 I'll go buy a boat of 420 and with director Wharton abstaining from this boat and still represent that Garcia voting yes thank you so now moving on the for approval of the rest of the piston agenda where we have avoided non grata 4636 and forced Resolution 463 for being withdrawn do I have motion to it and a second to adopt a biznitch Enda so moved director more moves and director Atkins seconds the adoption the business agenda is using there any citizen comment on the bases agenda no is there any board discussion on the citizen agenda on the business agenda no known meetings for me know so the the board will not bottom on the business agenda all in favor please indicate by saying yes yes all posts please indicate by saying no the business genders are proved by a vote of five to zero with to represent the Garcia boating thank you so the next meeting of the board will be a regular meeting held on I was 20th at 5pm period of auditorium this meeting is adjourned thank you

Sources

• PPS Board of Education, Archive 2012-2013, https://www.pps.net/Page/2225 (accessed: 2022-03-24T00:57:54.937864Z)
• PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)