2012-10-29 PPS School Board Regular Meeting
| District | Portland Public Schools |
|---|---|
| Date | 2012-10-29 |
| Time | missing |
| Venue | missing |
| Meeting Type | regular |
| Directors Present | missing |
Documents / Media
Notices/Agendas
Materials
10-29-12 Final Book (7f01fd47e38e1717).pdf Meeting Materials
Minutes
Transcripts
Event 1: PPS Board of Education, 10/29/12 Regular Meeting
00h 00m 00s
a 9 2012 is called to order welcome to
everyone present and to our television
viewers all items that we vote on have
been posted as required by state law
this meeting has been televised live and
will replay throughout the next two
weeks please check the ward website for
replay times we are going to get started
with our superintendents report super
intense Smith thank you and actually
we're starting with something that is
really cool and numbers of people are
here to be recognized tonight which is
our exceptional new track and field that
Roosevelt High School and so this is our
districts first NCAA standard track it
was completed last month and it's now
the pride of the saints John's community
and of this district and we though this
exceptional project to a great many
people who are part of making it happen
over a great many years and a lot of
persistence and a lot of ingenuity and
creativity and sweat equity and it was
an awesome everybody come and make it
happen project and actually before I do
individual recognitions I'm going to
play a short bit of footage of the
homecoming which inaugurated this the
track and it was an awesome event where
students from all of the feeder schools
came and participated in the Roughriders
to be in inaugurating this track so can
we go ahead and see the footage and then
I'll recognize our individuals
alright it's a great day to be alone all
right welcome rider nation ladies and
gentlemen you are looking at a project
worth over a million dollars and the
envy of college and high school programs
in the northwest come on let's give them
some applause as they make it way around
we are an international community we
embrace everyone from everywhere welcome
to Roosevelt High School we are forever
indebted to your dedication and
commitment to our students but we want
you to know that you are appreciated in
an Olympic kind of way love Roosevelt
students and Families thank you please
welcome the 1990 91 92 Roosevelt High
School girls 400 and 1600 relay team
they will then pass the torch to the
presents Roosevelt Rough Riders Dave so
they are all running together and they
are going to pass it on to we are
pleased to welcome the future Rough
Riders who will join the Roosevelt
alumni and curtain students as we cross
the finish line and officially dedicate
this
alright go roughriders and runners to
your marks go roughriders so we have a
proclamation to the people who made it
happen that we'd like to present to you
this evening in September 2012 the
Roosevelt High School track was
completed which marked the end of the
Theodore Roosevelt Athletic Complex
renovation over the last several years
groups of generous and tireless
community members have stepped forward
to help Portland Public Schools complete
the long-awaited much-anticipated
athletic complex because of the efforts
of the Roosevelt business and school
community as well as that of local and
national businesses Roosevelt now boasts
an NCAA track as well as a beautiful
scent synthetic turf for student and
community use Roosevelt High School is
truly jewel of st. John's and our thanks
go out to and we're going to
individually present went to each one of
you for your support and generosity to
Portland Public Schools good as good
citizens are the riches of the city and
we are so grateful for your involvement
in support of roosevelt high school and
i will say i was able to be at the
roosevelt homecoming alumni dinner and
this was like such a huge huge point of
pride in celebration for all of the
roosevelt alumni who attended that
evening to it was really wonderful to
see what an awesome kind of community
energy something like this build so
truly thank you so first and Cameron von
Tyler will you come on up and help me
present the Plex Dave Anderson of
Anderson construction and dave is a true
community hero and this gets been told
00h 05m 00s
over and over again my multiple people
he gave personally and provided labor
from his business his expertise and
generosity enabled us to build the best
track possible he always said yes when
he asked when we asked for help we are
indebted to you and I'm going to ask you
guys
stay up here because we're going to take
a picture of the whole crew once we call
each one out individually norm Daniels
who was an alumni of Roosevelt and it
has always been his vision to see this
project through he's been involved in
every step of the field and track his
generosity and creative ideas for
partnerships have been invaluable Thank
You norm and when I talk about
persistence I mean it right here in norm
Daniels this is our persistence Micah
Johnson on behalf of st. John's safeway
it's such a necessity for us to band
together to help our neighborhoods
thrive through safe ways generosity
we've been able to complete the track
and enhance for all the community to
enjoy Thank You safeway Cathy web on
behalf of Nike and the bowerman
foundation and again Nike all the way
through this project man and just like
helping us pull through really points
where sometimes you think it's going to
happen and sometimes you don't nike
helped on every one of our field
projects we're so grateful for their
partnership and their generosity to the
district none of our high school fields
to date would exist without Nikes help
in planning and funding and help us
figure out how the whole thing is going
to come together so thank you to you and
to Nike for all you do for Portland
Public Schools Craig cheek who's not
able to be here tonight Craig has been
one of the backbones of the funding for
this project through his personal
support and professional support from
Nike Craig has helped to make this dream
a reality we're so grateful to him for
all he's done for the students of
Roosevelt so please pass that on Michael
Bergman who has provided track expertise
from start to finish his thoughtful
approach to what was needed and how to
get us to the finish line is much
appreciated having someone on our team
who has the track experience that
Michael brings to this project was
invaluable thank you Michael
Kevin Brown behind every great athlete
is someone who wants them to succeed not
only in athletics but in their education
and that person is kevin brown kevin has
been helping to tutor athletes at
Roosevelt to ensure their success on and
off the field and Kevin thank you for
your support Mike shrunk who all of us
know he was not able to be here with us
tonight but there and there's so much to
say about Mike he's been a another one I
would call a backbone of this project he
never says know when we've asked him to
help it in almost every case he's there
before we ask he loves Roosevelt and his
dedication to this project and lifelong
support of this community has been a
gift to all of us we are so much richer
for his contributions to the city of
Portland and to portland public school
so let's do a big call out for Mike rich
record also could not be here and again
he was there through every part of this
project put in countless hours of sweat
equity into the Roosevelt project we are
so grateful to him for all he's done to
see the project through to fruition and
again when i talk about creativity and
just like how do you figure out how you
make something out of nothing rich was
totally Apple how do you pull things
together kind of guy so they call out to
rich Charlene who is not with us tonight
because she is receiving a spirit of
Portland award at another event but
Charlene who you saw in her a gold lamay
that she wears which also had matching
boots if you couldn't tell that in the
in the film clip but oh man talk about
spirit of Roosevelt she has been
incredible and Greg Newman come on up
Greg
it would have been an incredible
leadership team in this chapter for
Roosevelt High School and so I will say
every great school needs vision and
guidance and the two of you have just
been a fabulous team along with the rest
of your teammates we've been so
supportive of this project and it's just
making sure that we actually had it
happen and put together a wonderful
inaugural event that was just so
inspiring and really had everybody every
member of the community there to really
help just know this is going to be a big
community builder so thank you to all of
you and just thanks for being such a
great team we want to stand up and get a
picture of all of you thank you for
making this happen we're going to pull
into this little middle part guys are
coming around to do picture
00h 10m 00s
I think they can just move them around
with Valley tech Drago feel for come on
up here fun partner I don't know you're
in thank you so much come on in here at
board members man around we're going to
do a little interspersed get behind
evaluate maybe
ok
okay so thank you all for being with us
for that wonderful ceremony and as I
said Charlene is off receiving the
spirit of Portland award and the other
group that's receiving a spirit of
Portland work tonight is our grand high
school community garden team so yeah and
as they were leaving they were our team
was just saying let's get the rest of
these fields done and we had another
event that was one that was a grant and
Lincoln cross town clash which was
essentially the boys and girls soccer
soccer teams wanted to beat the state
record in terms of numbers of attendees
at a soccer match and they did 5,000 in
attendance at a high school soccer match
on october 9th during a men's and
women's match on the lincoln field but
part of it and you will see that people
were wearing red and blue t-shirts
provided by nike as a fundraiser so
these were limited edition they sold out
and they the proceeds there you see all
the blues and in a minute you added was
they were great games but it was a
fundraiser for the grant field so all
the turn out that day went to go towards
the supporting the grant filled with the
idea that next year's crosstown class
you'll be on the grant field so and
actually we had Matt Martin and his
family bobby reagan ruth adkins nick
fish grant principal vivian orland
lincoln principal payton chapman and the
nike school innovation fund julia
edwards there to cheer on the team so it
was a really great event and we hope
annual annual challenge lots of energy
there we had 13 schools received the
healthier us School Challenge Awards
this year so these we had top federal
food official
those who honored teachers and students
at Lent k-8 school and let was one of 13
of our schools to receive this award
which is part of first lady Michelle
Obama's let's move campaign to end
childhood obesity within a generation
and what this award recognizes as
schools that have taken voluntary steps
to create healthier environments by
promoting nutrition and physical
activity four percent of schools
nationwide have received this award
joining lent in this honor for Portland
Public Schools where hourly 2k eight
saves our Chavez k-8 fabien k-8 George
middle school gray middle school James
John k5 Lane middle school Lee k-8
Marysville k-8 Vernon k-8 vestal k-8 and
woodlawn k-8 so we were really excited
about this honor and we want to thank
Oregon State University Extension the
growing gardens program and multnomah
00h 15m 00s
county health department who have been
key partners in this effort so actually
one other acknowledgement I want to make
is to math and science teacher Carla
aster Lee who won an outstanding
classroom science teacher award from the
Oregon Science Teachers Association and
teacher aaron thomas who got a 1700
dollar grant from chevron and donors
cheese for science equipment and Whole
Foods who gave Vestal at two thousand
dollar grant to support at school
community garden so those are all nice
recognition of our teachers okay so now
some an update on our enrollment which
we always kind of wait until we have our
official enrollment update and I'm happy
to report this was another year of
growth for Portland Public Schools or
enrollment was up and by 200 students
from up from last year to 40 7508
students which makes four years of
growing enrollment and an increase of
nearly 1,500 students since the 08 09
school year and again the trend is at
the lower grades so we're basically
doing our demographic wave and we're
building up from the lower grades but
excited to have double-digit growth
actually in the early grade
another film clip we're going to share
with you is our participation in the
great Oregon shake shake out which is
our earthquake safety earthquake
preparedness and we went over and had
the students at Roosevelt share with us
their experience of doing earthquake
preparedness so we'll go ahead and share
that film clip with you hi I'm Charlene
Williams and I'm excited to start my
third year here on the campus at
Roosevelt as a campus principal excited
to welcome our school board members and
safety officials community members and
Roosevelt alum on this Oregon great
shakeout day today Roosevelt students
and staff will conduct an earthquake
drill in Portland schools take
earthquake safety seriously given our
seismic risk a federal grant has helped
all schools develop easy-to-use
emergency plans to help us respond
effectively in man-made or natural
disasters like an earthquake so we have
our emergency school response plan that
will be following and implementing today
and we will also conduct earthquake
drills each year along with our monthly
fire drills partners like Home Depot and
rose city movers have also helped to us
to put together go kids so in our go
kids you'll find resources for our
safety drills the safety of our students
is a top priority and I appreciate the
work that teachers principals school
districts staff have done to cannon for
in practice the responses to emergencies
we know from experience that he can
literally save lives we saw how much
this makes a difference during the fire
at Marysville when students and teachers
were able to exit in a safe and orderly
manner without anyone getting hurt this
is a unique opportunity for us as a
community and it is critically important
as a community that during a moment of
crisis or catastrophe that we have safe
places to gather as a community and our
neighborhood schools are those places
and we want them to be safe for the
community and for our children the best
investment in our public safety efforts
are our children and getting our
children aged a strong education and a
safe place a comfortable working
environment is a the best investment we
can make Roosevelt's students and staff
will conduct an earthquake throw like a
table like a table so we're going to do
right now is we're going to go ahead and
practice what we would do in they will
receive ten minutes of instruction
conduct duck cover hold and drilled an
earthquake drill right now draw our
cross to the floor now during a large
earthquake the brown line chart strongly
knock you down well and then we practice
an evacuation of the building and the
value that we place in the community
because our schools are the focal point
for us all our schools are where we turn
to in times of emergency and it's very
important that we focus on what we're
doing here today and I want to thank you
and actually we had had a federal
readiness emergency management grant
that over the last two years we've had
developed emergency plans for every
school and had an opportunity to
training for emergency preparedness with
every school and what you just saw there
are schools do an earthquake drill
specifically twice a year so thank you
to Roosevelt for doing that
demonstration for us I know we're kind
of getting a bunch of Roosevelt tonight
but they did they've done some cool
00h 20m 00s
stuff the next thing we wanted to
highlight for you is the local affiliate
of Univision which is our Spanish
language media company is partnering
with PBS to support our goal that one
hundred percent of our current
kindergarteners are ready to learn by
the end of third grade that because
early literacy is a powerful powerful
predictor of future success in school in
life so they've created a public service
announcement talking about the
importance of reading daily with your
child and using your school or like
local library as a resource so we're
going to play for you there p.s a public
service announcement porque tu siempre
seras el primer maestra de tus hijos es
importante que le Teddy K's al menos
quien SE minutos diaw rios para leer con
ellos en voz alta dije que tu hijo es
Khojaly bro peon I platica n de las
fotos y paz en un rato divertido lair
todo los d
desidera tus hijos en la escuela porque
la lectura empiezan casa y tu siempre
seras su primer masti visita la
biblioteca de tu escuela 02 biblioteca
local and those were those were students
from beach school that you saw so we
want to thank Beach school for
participating and thank you in a vision
for working with us on doing these kind
of public service announcements are
totally cool so in great partnership
with Univision principal for almost a
day this was our 12th year of principle
for almost a day and all hands raised
formerly the prone schools foundation
sponsors this every year for and this
year for all the districts serving the
city of Portland and we have business
leaders who come and partner with a
principal to learn about what goes on in
a day in the life of a principal and in
a school so the the slideshow just shows
some of the part business partners who
came and were part of principal for a
day this year we had more than 45 of our
principals hosting principal I also had
a superintendent for the day Lisa Sedlar
who's the president and CEO of new
seasons which was really fun to do but i
want to thank our principles and our
board members Trudy Sargent Greg Belial
Matt Martin Pam knowles and Bobby Regan
who also went and participated and
visited schools in other districts which
I think has been a really great feature
of this as well and then also a thank
you to our elected officials Multnomah
County Commissioner Loretta Smith state
senators Richard Devlin chip shields
state representative Alyssa Kenny giner
Guyer and Margaret Dougherty as well as
all of the business leaders who
participated in this day it's a really
awesome opportunity to get to just
exchange ideas and also get feedback on
what we're doing here ideas from the
business community it was it was it's an
amazing event and people come together
at for lunch at the end of the day and
share their stories of what they learned
over the course of the day so I want to
thank all hands raised for continuing to
organize this every year Comcast and the
Blazers or primary sponsors who make it
happen
and host us all at the end of the day
and just a really valuable experience I
don't know if any board members want to
share anything about your ear days okay
it was a great day it's a cold day
Thanks okay and the last thing in my
report I'm going to invite Michele Radel
and Bonnie gray to come on up and we're
going to give you a report on our higher
assignment and transfer policy update so
so we wanted to update you on where we
are with higher assignment and transfer
this year and just as a reminder back in
2009 human resources and Portland
association of teachers had an agreement
to help create an internal sort of
interview and select process that would
assist teachers and principals and
having more choice in when they were
unassigned and getting opportunities to
be interviewed in addition it also had
some other incentives that we continue
to use this year we wanted to show you
the data that we have and it's a little
it's good news this year and part of
that good news as a result of the de
ditional FTE that we received really did
help us we had 230 unassigned teachers
originally and we had thirty two percent
of them that were interviewed and
selected the other category you'll see
is an increase its forty five percent in
the other and that it was primarily made
up of teachers who were able to return
to their building that they were
unassigned from so eighty-nine percent
of that category went back to their
building and that was mostly a result of
that additional FTE so that was good we
reduced our place my percentage and
that's always we do the interview and
select process we give lots of
opportunities for interviewing and
posting and at at a point in time we
have to move forward and get folks
settled so that we can go to external
hiring and this year we reduced the
00h 25m 00s
number the percent of placement to
twenty-three percent over thirty percent
the year before so that was good
the other piece that we look really hard
at is our zone one schools we had a
commitment to try to minimize putting
any placements into our zone one schools
and this year we were able to make a lot
of progress we've partnered with
regional administrators and principals
and this year we reduced those
placements 25 and last year we were at
25 so significant improvement there
which was very good and then I'll have
Bonnie talk about our hiring and
recruitment strategies that we did this
year so in 2011 2012 we had a reported
increase in probationary diversity and
our probationary teachers and we wanted
to speak with them so we spoke with 35
new teachers and to see what recruitment
and retention strategies work for them
and what is their experience in Portland
Public Schools and so the slide you see
here is related to recruiting our HR
team and they're not here today but I
want to acknowledge them for their hard
work in developing relationships with
our partnerships as well as going out to
job fairs and really just informing
candidates of our application and hiring
process and that's what you see here in
the next slide and you also see our
percentage this year of new teacher
hires at twenty percent for teachers of
color and eighty percent white and our
which brings up our total teacher
workforce diversity from sixteen percent
to seventeen percent right great kids
thank you thank you
and actually I will say this is one of
the items that we've identified we're
doing ongoing monitoring reports of
things that were set in motion in
previous leaders and then bringing back
to the board updates on just what's the
status of those things and we'll be
doing these periodically so this was one
of your monitoring reports for tonight's
board meeting and that's the end of our
board thank you thanks Michelle thanks
bunny thank you gonna move on now to uh
student testimony miss yu-san is airing
by Sian thank you as to represent the
report still representative Alexa Garcia
yeah so I just like to update everyone
on what's been going on in the Student
Union and the superintendent Student
Advisory Council so we've had two
meetings so far with the Student Union
and our first meeting was sort of an
introductory meeting to what the student
union is and we're still recruiting
students so if there's any students
watching or principles that want to send
us students information they're still
welcome to join and then our second
meeting was about the school bond and
just educating students on what the
school bond is and we had two speakers
come in Shane Endicott and Ted wolf who
were both on the long range facilities
plan committee and Ted talked about
earthquake safety and the importance of
our schools being earthquake safe and
let's see Shane Endicott talked about
the importance of student voice being in
the reconstruction progress or process
so that was really cool for students and
then all students were able to share
stories about their schools and there's
you know funny stories about their
school buildings and the current shape
of them and yeah so it's just a good
instructional time and then our next
meeting will be november seventh and i
think i focus students want to talk
about nutrition and then probably the
teacher evaluation tool that we're
working on last year yeah
so we're going to move on to public
comment is earning by signed up for
public comment right makes it easier to
move into achievement compacts targets
at our last meeting the board heard an
update and held discussion or milestones
and how they're going to align with the
achievement compacts tonight the world
will be boring on our rebuys that should
make camp on targets the term
achievement campaign targets are now an
annual action item for the board
superintendent Smith will introduce this
item an actual and by Sue Ann Higgins
hurler chief academic officer and Amanda
Whalen who's assistant to the
superintendent to come on up and be
available for questions but truly the
discussion about this item a curb yet at
the last work session where we reviewed
what the changes to the targets would be
for this this year and and then so
tonight is for a vote I don't know if
either one of you want to add anything
to that before we turn it over to the
board for discussion nothing you to add
00h 30m 00s
at this time so just here's really if
you have any questions
questions1 it is
so thank you for providing the form with
all the colors because it is a lot
easier to read with all the colors it's
a complex and kind of confusing form but
the color coding at least helps a little
bit so I was just wondering why we
didn't have any figures for 2011-12
sixth grade on track which is an
attendance spaced goal right it's just
attendance and nothing else for the
2011-12 data mark yeah but it's blank in
here so I just wondered why for Joel
slugs who said I was looking for Joe
sorry
ok so I'm could you repeat the question
please I was just wondering why we
didn't have any data from let the last
school year on the sixth grade on track
which I believe is in attendance data
point but it's not in here so I I
wondered why we wouldn't have it at this
point I'm not sure I know the answer
there let me think about that one for a
minute ok
then while he's looking at that I also
had a question in terms of local
priorities I thought that we had
considered possibly keeping our writing
our 7th grade writing priority that's
not part of the state contact anymore
right no because what went away was the
ability to measure it so the statewide
test in terms of our ability to measure
underway lately so they took that we
were relying on the statewide measure
but we're working in concert with other
districts who want that assessment to be
returned so we're in conversation about
returning it and did we look at any
other kind of local priorities not at
this point like one of the conversations
we had is whether we would of the
milestones that we'd set we just our
local priority was basically to use our
own targets on our existing milestones
and one conversation we had as a
possible was whether or not we would
actually separate the sixth grade
contract credit wise from the attendance
measure and do them as two separate
measures we ended up adopting the one of
the ninety percent attendance and for
the moment and using that as our
milestone just for simplicity sake of
people understanding what we're talking
about when we talk about that milestone
so we ended up just setting a higher
target than the methodology on the ones
that we the third grade and the on-track
credit you know ninth grade truck and I
can return to the previous question o de
provided most of the data for the
achievement compacts to districts
including the sixth grade attendance one
they have not updated any data at this
point with the exception of Oaks data
for districts and so they did not
provide any 1112 data to the district's
we could calculate something to put in
there it probably wouldn't exactly match
Odie's numbers but it would be close
what we cannot do
the dough de does for us is to roll up
all of the data into the to the combined
historically underserved group of
students because they undo placate
that's an unduplicated count and so we
have I notice it the goal for that sixth
grade on track is the same as it 2010-11
results so we raised it a percentage
point for in 43 skin jude we had kept
was one percentage point behind it once
percentage point higher for 60 right on
track okay and so that's been and so you
don't have you're saying you just don't
have the data from eau de from 11-12
great anchor every day has not provided
so you're looking back you know to a pre
two years basically it's kind of
circular because we actually give the
data to eau de and then they give it
back to us right but they do their
calculations with it okay so remember
the achievement compacts that we
received in May had data filled in for
primarily the 2010-11 school year all of
00h 35m 00s
the additional data for 1112 has been
added by us using the OD data that for
the oaks test but that this is not the
only things that were filled in by eau
de where the 2010-11 data it wasn't
issued to you around the
tenants that we aren't raising it to say
ninety-five percent today just because
of the resource that it takes in order
to get a significant increase in I mean
I remember you making that point a
number of times Carol so or just I mean
that this at certain point a lot of this
has to be reflection of the lack of
investment at the state level and
there's only so much more that we can do
without that investment particularly
around something like increasing
attended significantly and I'll say so
this has been a conversation it cradled
a career also when we're looking at how
are we have power to our partners
interact with the district and if we're
and cradled the cradle to career
partners where we're looking at the
county we're looking at our son schools
we're looking at our nonprofit partners
where some of what their work with us
will be is around it will impact
attendance and so it's a in the cradle
to career set of measures which will
also impact this that some of what we're
looking at is the collective impact so
and the impact of our partners work with
us but yes we're not we are not added
any additional investment to that that
will impact directly unattended it isn't
some of it the fact that we aren't
there's not a lot of research that
demonstrates that this particular
milestone of this particular target has
as an indicator as a great indicator of
long-term success it's not that it's not
but there's not as much research as
third grade reading for example or tenth
grade on track as showing whether or not
it's an indicator of future success we
were using it as a risk factor indicator
so like a lagging indicator so it's one
of the things we use to identify
students as academic priority before
they're moving into high school and
largely that if you're not there you're
not learning and you're more likely to
be behind and actually kindergarten
attendance they have shown as being a
predictor of attendance the rest way
through your schooling experience so
there are some places where sentence has
been a big impact ER and and our
argument has just been decoupling it
with from the academic indicators and
look at them separately because they may
or may not be
so we had a question that came up the
last time which has to do with the
four-year graduation rate and we're
looking at an increase of 3% rather than
what we've traditionally been doing is
more of a five percent marker can you
remind us why we ended up at three
percent rather than five percent and I'm
particularly interested in terms of a
historically underserved that that one's
still three percent so then this was
part of our discussion at the work
session is that we used the methodology
that was part of the white paper that we
did with multiple districts that was
back mapping from 20-25 what it would
take for us to get to 2025 and we
applied that methodology to all of our
data points the two that we pulled out
were the two milestones that we have
been setting the five-point gain overall
which was our third grade reading and
are on track in the tenth grade the
graduation rate we actually have not yet
I mean we had not been setting targets
yet we've been reporting it every year
but we had not yet set targets and it's
one that we said that we left at the
methodology the two that we pulled out
where the two that we've been doing our
own milestones on to made them
consistent with our milestones and so
that's what that's that is what we did
so is this three percent goal now a
Multnomah County wide goal I'm sorry
this is a Portland Public School goal or
this view this agreement that is the
three percent increase in achievement
this is that what everyone in every
district in Multnomah County put down is
their goal we used the methodology which
was the back map and I mail it a man to
do a little more of the detail on the
the methodology Amanda or Joe but we
what we did was we established a common
methodology for how we would establish
it so it would be different from
different districts depending on what
your starting places because you're back
mapping of how do you get from what your
current number is two one hundred
percent by 2025 so know everybody
wouldn't necessarily be three percent is
that
yeah ciao high school high school
indicators which are at the top we're
all based on the 40 40 20 that by 2025
we would have a hundred percent of our
students graduating from college and so
we backed up two guys played high school
so we backed up for years while we
backed up to where they entered ninth
grade to determine the cohort rate
00h 40m 00s
because every district is at a different
place in their graduation rate as
superintendent Smith indicated most
districts will have a slightly different
one they're all pretty closely in the
ballpark of three percent but some of
them might be 2.5 if they had a slightly
higher graduation rate i'm not aware of
who might have a lower grad rate that
might have a slightly higher indicator
target i think a few of the district's
did have lower graduation rate targets
and that was the the state sent them
back to be revised so if it was one
percent or less so a number of them had
one percent at the time and june so i'm
i'm concerned about this setting this
target in this manner and when I look at
her milestones framework in the front of
the book I mean I third grade reading to
learn is one of our targets entering
ninth grade entering tenth grade on
track to graduate is one of our targets
and 12th grade graduate and time is one
of our targets and I think for me as a
board member this is very high priority
our kids graduating on time and to set a
goal at three percent under the
methodology rather than for setting a
goal more consistently with our
milestones if it is really not
satisfactory to me so I appreciate what
you're saying but I can't support that
decision to said that as our target
so I be in favor of changing the target
what would you change the target too I
think it should we should have a goal of
five points I think that's what we've
agreed as a district is should be our
goal and I don't I don't understand why
we would decide to use a methodology in
this particular place when we are not
doing that consistently and I don't
think that we should reduce the goals
for third grade reading or entering
tenth grade on time to graduate but I
certainly don't think that that we
should send our goal that low for our
car are graduating on time but it at
five percent we're still not reaching
that that graduation on time right what
I'm what I'm wondering is we're looking
at a we're looking at a goal based on a
formula that says by 2025 were a hundred
percent graduation is that right so the
five per cents going to get us there
earlier but it's still not you will ya
of course that's a good thing um but why
not ten percent more
well with blue we have said in the past
a five percent bull and last year's at
first well not actually last year but
the results that we have 4 plus 2010-11
it did move by eight percent a
significant improvement so x at the
point that we were picking the five
point percentage point gain and five
percent narrow percentage point
narrowing of the gap as our targets what
we had done was look at other districts
across the country and like Road prize
winners what was what was an amount that
was both achievable but also a stretch
and so that's where we came up with our
five and we did it on the and we had set
it on three milestones which were the
third grade the seventh grade writing
and the tenth grade on track and we
hadn't actually said it for the
graduation rate yet because we didn't
believe that our strategies were going
to start to kick in until we had
students who got hit the other
milestones so this past year was and we
would have been reporting on it but we
actually hadn't set the target which is
part of why we said we stuck with the
two that we'd set we could certainly go
ahead and apply the same methodology and
do it on the high school graduation rate
and I totally take your point but that's
that was what our thinking was when we
set this if in fact we go back and do
that are you direct us to go back and
move this one to the five percent then
we'll go back and recalculate because it
will impact all the back sheets on it as
well but we go back and could go back
and calculate for what it means to do
the five minute but the five percentage
point was really doable and a stretch is
what it was and we were trying to do a
realistic kind of a target that's
something that we have a shot at
actually achieving and that is it is a
bit of a push beyond what would be a
standard hope for what kind of you could
achieve it in speaking to the why not
ten percent why not a hundred percent I
mean it becomes though okay how do you
do goals that we really are you are
moving us where we want to get to and
that we have the hope of achieving them
00h 45m 00s
but that are pushing us beyond what a
normal trajectory would be
so I'm curious about those back pages
and the the aggregate of a three percent
increase is one thing but what does that
look like and I know this is probably
information that you may not have at
your fingertips but what does that look
like based on primarily historically
underserved communities do we have right
here there you go nevermind I'll come
back well that's looking at that what
does it what did the back mapping entail
is it just taking the percentage and
just going back and that and is that it
or did we look at other things in the
back mapping i'm particularly looking
down at the ninth grade on track being
at 75 and sixty-four percent and
wondering are we looking at how that is
changing as we move forward so that I
mean that's ten percent that's several
percentage at ten percent percentage
points higher than the four-year
graduation rate so I'm just was trying
to get an idea what other kinds of
things you were looking at other than
just saying know if we want to get to
one hundred percent by 2025 then we have
to do this percentage each ears or was
at it so Joe can answer the back mapping
question but the just the ninth grade on
track goal is is a five percentage point
gain so that is beyond what the
methodology would have had us do so that
I think that would have had us at
seventy-three percent I think and we
added two more percentage points to be
in line with the way we had set targets
for the milestone because that was this
ninth grade on track was what we were
counting as the anti on track to
graduate and comparable to our tenth
grade on track milestone so if you look
at the ninth grade on track and it's
what is it seventy-five percent and
sixty-four percent do you then move that
forward to see what it's going to look
like four years from now when they're
actually graduating I mean are we
looking at in four years of seventy-five
percent graduation rate then
so here's that I mean that's because at
three percent a year that's just about
here's what I think is that I think this
will be exactly the kind of conversation
that happens with our achievement compaq
Advisory Committee this year so part of
the conversation with the state this
being the first year of doing this is
this becomes our baseline data and the
things that then become unique to a
district like what strategy are you
employing and so what kind of result
like exactly what you're speaking to Pam
I think would be the kind of
conversation like one of the things we
talked about having our achievement
compaq Advisory Committee do is go
through the methodology and go through
here are the recommendations that and
the conversations that were had and
figuring out how to tackle this in year
one but then I think you start getting
more district specific of what are the
strategies what kind of things are you
expecting are going to come out of our
strategies and make further
recommendations about how do we how do
we tackle this next year so that group
come back comes back to you before
februari first this year to say here are
the things we'd tweak about whatever we
did this year and those kind of things I
think are exactly what we'd be talking
about so I guess I come at it from a
slightly different perspective one of
really frankly not feeling too confident
about the state's process and just given
things like the Oei be not showing up
for the recent community forum I think
one member showed up how incredibly
disrespectful that is and just the way
this whole thing is gone and sort of in
an absence of investment so to me I
would prefer to D to have our more of an
internal aggress I mean we are going
full steam ahead and increasing the
graduation rate and have that be our
internal and if we want to set up board
milestone you know super intense
sumerton and board milestone goal that's
that's more aggressive than that's great
but I really to me frankly just with my
level of distrust in this process and
the
the hoops that the state is putting
districts through without providing the
investment and and then the amount of
faith has puts in our legislature is a
hard one for me to swallow so I would
prefer to be more conservative within
this flawed framework and the situation
that the state is putting us in law just
and and and but keep are more aggressive
goals as you know as your team and is us
PPS and kind of and I understand that we
also in there was only so many parallel
multiple scoring things that we can that
you have the capacity to handle
particularly when you keep having to cut
your team but to me I would be more
comfortable with that I just don't put
my faith I know that we have to do what
we have to do that the state is imposed
00h 50m 00s
on us but I would much rather really
have the conversation around what we're
doing for kids and a more meaningful
arena which is with us in our immediate
district partner so that's my take on it
so I totally hear what you're saying but
I just I don't want to have this be the
context where we have that more
aggressive goal
and I think that's what I tried to kind
of say at the last meeting which is that
I'd like us to have another goal that is
internal and more aggressive being the
five percent I would hope at least for
the graduation rate and so I was hoping
that we would maybe identify that within
our resolution for in like in our
milestones or meaning on here I'm not
sure I care as much whether it's in the
state one what I do care about is that
we set in stone and publicly say this is
our milk or our milestone yeah and right
now that's not in our resolution so I
I'm not sure that I can vote YES on
what's here in this achievement compact
unless we have something in our
resolution that kind of sets in stone
that that we are shooting for more than
this and that we do have a stretch goal
and that that's what we are we need to
try to get to and heck I could vote no
just because I don't believe the state's
going to really invest in education you
know I mean seriously we could uh pass
we could have a split vote on this yeah
because they they're presenting
something to us that is flawed on so
many levels so so I mean I look at all
of the words so I mean one of the
biggest concerns I have about this too
is that it's not just the three percent
for graduation but it's when we look at
our historically underserved rate and
only having a three percent goal there
any one of the things that we have done
over the years is we've had our goal and
then we've had our kind of narrowing of
the gap goal and that's not reflected in
here at all which is even a bigger
concern to me so I I guess I'm much more
comfortable with the way we've been
doing it and the way this is presented
here and this doesn't feel like the kind
of stretch that our community expects of
us and that we have expected ourselves
there's our that's why I'm struggling
with it
can somebody speak to that cuz I
remember that coming up in one of our
earlier conversations about it and that
this historically underserved number is
very different than the one we've been
using so can somebody talk about how
it's an aggregate and what who's all
included in that and why it won't it
doesn't make sense to still speak about
it as a as a five percent gain and a
five percent closing of the gap because
i remember being concerned about that
you're asking for the definition of
court historically i deserve it okay
that's part of it and I'm can you talk a
little bit about how it's different
about how the number is different
compared to what we're using sure last
year I think largely because this is now
a statewide achievement compact and we
have a lot of smaller districts across
the state there's a desire to be able to
reflect the historically underserved
students and because of the small cell
size if they're able to roll that up to
a new category than a lot of districts
can at least include them at some level
in their data and so the definition now
is that that group includes special ed
students ll students pre reduce new
eligibility students and then the racial
historically underserved racial ethnic
ethnic groups African Americans Hispanic
Native American Pacific Islander and I
think that's it multi is not included
multi is currently a nation as a nation
so they're rolled up together and that's
an unduplicated counsel students appear
in more than one of those categories
they're only counted one time that of
course is different from what we've done
with our milestones is to present the
data for all of the at least the racial
ethnic groups we haven't recently done
it for the other demographic groups of
students but and then we've talked about
the largest the gap the largest gap
between white students in the lowest
performing racial ethnic group the other
thing that we don't get as part of the
compacts are the data for white students
so it's not called out separately so our
ability to measure the gap and that way
we can there goes back to my earlier
comment about oh de providing the data
they are removing the duplicates and
doing some stuff to it though sometimes
we're able to sometimes we're not so
it's not entirely under our control
whether we can pop in the numbers for
example for sixth grade attendants that
are missing and be confident that it
would match something that Eau de
produces so would we still be continuing
for our milestones we would continue to
disaggregate and report the way we have
00h 55m 00s
been doing it so we had the double
effort is there any way is that we're
going to keep doing our milestones how
we've been doing our we're trying to
make this match and use the same
language in the same measure so we're
not confusing but we're going to still
do our five point overall and five point
narrowing of the gap and responding to
director Regan's comment I'm wondering
whether or not we would want to do a
separate resolution that is affirming
our milestone targets becoming year and
not mix it up with the achievement
compact but do like direct us to prepare
a resolution that is saying the
five-point gain five point now think of
the gap in include the graduation rate
in that so that we're then calling out
those three and affirming putting a
stake in the ground that this is our
expectation of our milestones in the
coming year but keep this as one
document that is our thing which is
daily then and that we're setting our
own and again we were really saying we
want to be able to measure these
progress in this way over time and we're
going to keep those targets until we get
air which I feel like we've been really
persistent in that statement and
affirming that with a resolution would
be a good thing I think that sounds
great I mean I I am eager and excited
become less cranky with a state once
they actually follow through and provide
some investment and show that they're
dead actually I'm interested in true
reform but until that point to me this
is a compliance thing that I feel very
bad that staff is having to devote so
much freaking time to pardon me but
anyway so um so I like that decoupling
so I think that would be great because I
definitely want to have a more vigorous
and meaningful and I know you guys can
come up well we have it we have our
milestones and the and the very simple
clear chart and roles within those so I
think that's the way to go and have this
just be this piece that we have to do
for the state so just wanted to check I
mean because I usually we have the
discussion after the resolution has
already been introduced but i wanted to
because there were some questions i
think wanted to make sure that we got
those out of the way but i think you
know super intense but i mean i think
that was i was going to try to touch
back in regards to the process because
in some ways i mean i think this is in
essence i think part of the compliance
that we're trying to do with the state
and I think the resolution regards to
boarding with whether people are come
from voting for it or not i mean i think
or making that statement as to state
whether adequately funded or the goals
that being high enough but also I think
questioning in regards of the
methodology I think you know that would
definitely keep us from from what and
we're running another that's to me I
think important the other part is also s
important i think is making sure that
whatever process that we have embarked
on for the past few years and that and
that those targets that we had set that
we are firm those targets in a way but
not to necessarily mix them up right at
this point in time agree but soon right
in and sooner rather than then later to
reaffirm those to set you know a i think
is I think director Sarge's has
mentioned I think more and I think
director Warren even worse so is more I
guess the higher targets in that sense
in amore communicating i think the
urgency of us getting to a higher level
you know sooner than 20 25 I think would
be important I think for us as a
district to make and I think that in
terms of the the the milestones i think
is getting us on in that process but
perhaps we haven't communicated as
clearly to the public and stuff and then
we can engage i think with a with the
state on this other oil component
particularly if there is a a a
difference in regards to how to which
students are being counted in white in
which way and if the data is not a
desegregated in a way that says okay you
know the achievement gap and the closing
the gap is also with particular groups
and trying to bring those up and setting
those goals which is not necessarily
something that the state is doing at
least not on my reading of this document
and that we can say if you you know they
can set you know closing the gap also as
part of that i don't know if that's
I was trying to see how we're going to
move this thing you know in one of the
ways that we can move is by introducing
the resolution so and then figuring out
whether there's going to be at members
of their resolutions or for some other
things but i would like to consider in a
motion to introduce this resolution for
671 resolution to revise 2012-13
achievement compact targets do I have a
01h 00m 00s
motion in a second director knows moves
and director atkin seconds the motion to
adopt resolution for 671 is there any
public comment on this resolution so
let's continue with the discussion see
what we want to do with this can I
suggest a possible amendment that
perhaps we could ask our general counsel
to write up as we're talking but if we
did on the resolution part sis on page
20 the resolution itself if we add it
under the resolution you know either a
number three or number two that said
something like the Board of Education
Direction superintendent to develop
milestone targets that continue to rely
reflect a five-point gain and again
however we would worded an achievement
and a five-point narrowing of the gap
for use is an internal milestone to
ensure you know to reflect the fact that
we plan to continue to use that as our
target or something like that would that
be a possibility so can I offer another
thought on this one is I'm like I'm my
vision was to do two separate things one
where we keep the achievement compact
pretty clean that it's our compliance
relationship of the state and this is
the resolution with whatever we're
saying our targets are in that and then
a second thing that is our own internal
that is a resolution that we bring back
to you that is a here are the targets
we're sitting on our miles
for the next year but but doing
something in this one that's about that
that's approving a document with one set
of numbers but then doing a backup
statement in it that's a different set
of numbers feels like we're we're
muddying the water between the two so I
would just think due to two separate
things would be my thought but I get you
want I get one of them at the same
moment as you're doing it because we're
making clear we're setting our own
internal target i'll just say from my
point of view saying that we're gonna
have a separate target which is for the
exact same data point who doesn't make
any sense to me mm-hmm i think we should
keep our mouths on this framework and
our and the way that we talk about
particularly the way we talk about
decreasing the gap but why we would have
we'd set a target here and then set a
separate target it doesn't make sense to
me so from from my point of view you
know the board is supposed to be
adopting these as our targets and even
in light of the frustration of all the
you know time and energy we're spending
on figuring this stuff out I can't
support this target and I think it's
just a critical target that our district
and our board are trying to move
and this is is not satisfying to me so
if you want to leave it that way then
that's that's fine but I can't I can't
support it yeah don't forget what you
couldn't support it but I think I don't
support the way the state is doing the
achievement compacts so this is the same
exact goal we're talking it's still it's
within the context of how they're
framing and how they're conducting the
whole process and it's boarding motoring
on a legitimate to me I mean we'll see
what happens with the legislative
session so to me it's just there's no to
me the genuine reform the genuine change
is going to happen with us and our
milestones and the work that carols
doing with other districts not in the
context of the achievement compact maybe
that'll change maybe that'll recklessly
become something meaningful but it's not
to me so I totally get in respect that
you would want to vote no on this and
can vote on it but this isn't this isn't
meaningful to me and it's so here's what
I'll tell you too I'm fine having it's a
moving this to the five and match our
milestones also so like this one's
really then this is exactly the
conversation I think was art would have
been our work session conversation that
would have sent us back to come back to
you with a finished document this time
because because it'll recalculate
everything on the whole document if we
go back and change change them which we
will do we will do but then I think
we're coming back to you again at
another meeting where you're looking at
it again as opposed to on so like if we
decide we want to do that then send us
back and I think we're coming back and
bringing you back a new document second
if we set goals I mean what happens when
districts don't make their goals what
yeah that's what we don't know the
answer to yet this was part of why we
were saying we were doing conservative
on a compliance document and setting
goals as they we don't know the answer
to that yet and they don't know the
answer to that yet so it's part of how
we're evolving yes Amanda
the we we set that goal so back in June
we an awesome solution we stated that we
would resubmit in October when the state
01h 05m 00s
sent back achievement compacts they
asked for revised targets I think
October 15th so and we said we'd already
planned for this morning to be our
approval moment right did they send ours
back or no they did it well we had said
that we would be revising our targets
based on more recent data so they
understood that we would be doing this
we claimed that at the front end so we
didn't get asked to do it because we'd
already said we were going to do well in
director sergeant I guess I appreciate
your comment about it doesn't make sense
to set to target which is actually my
biggest concern is that now we're
tracking milestone data and now we're
tracking achievement compact we don't
get to define these like how we do these
numbers we get to define our milestones
which is why I think it's important that
we continue to track that but I don't
get to go to the state and say well we
like our achievement our milestones
better so we're going to just use that
and because the numbers are significant
calculated differently enough I'm less
less excited about changing these
numbers to match our mind the graduation
data isn't mean that the historic
underserved figures are but they guys
sure daddy is yeah it also feels a
little bit strange to say okay well
we'll just take them all the we'll take
our ninth grade ninth graders and just
raise that five percent and will we're
not sure what to do with the
historically underserved one
specifically we are trying to close that
gap and so we don't have that data
historically and so feels weird to move
one up and then let the historically
underserved stay the same how much does
it change and I guess I appreciate what
director Adkins is saying is that we're
just not sure the consequent we're
building this plane the state quite
admittedly as building this plane as
we're flying it and so
I think it's good to be thoughtful about
the process and I don't hear
unthoughtful on thoughtful comments but
jumping to a higher number when I think
that we have a mechanism I actually
again worry about setting two targets
because when I think our community
that's not paying that close of
attention is going to get confused your
milestone your compact achievement the
second piece is that it actually adds
bureaucratic central office time to run
two separate sets of numbers and to try
to figure it out when we're an
environment where everybody says cut
central administration and so adding
these pieces concerns me at the same
time it's the only way we know if we're
going to make progress so I think
there's a real difference between a
compliance document which is what the
achievement compacts are and our our
strategic drivers of how we're driving
our work which is our milestones so like
I think that's the way I can think of it
and we're not like we're going to drive
our work to accomplish our milestones
because that's what we've been using to
drive our work and we're going to be
held accountable in a from the state
with the achievement compact it's our
compliance document with the state and
our and and like I can do either one on
you on this if you believe that you want
to reflect both and we're whipped in the
you know you want those two to be
consistent but there are two different
kinds of statements that we're making
and one is you know one that we're using
to drive strategically and the other is
compliance and when I was hearing is
that the district girl is going to be
doing her team we're going to be doing
both anyway we are you doing both anyway
so it's not like it could save you know
abandon one or the other of the the
milestones calculations or all these
this form here so we're going to be
doing it anyway and we can choose if we
if we choose and I hope we will choose a
more aggressive target for our
milestones maybe a really aggressive you
know who wouldn't have that discussion
that that's what we focus on with the
community and until such time as this
becomes more meaningful at the state
level then yeah it's a compliance
but it's not you know I would like to
hear what they have to say about how
they're going to make this meaningful
but we can talk a lot ourselves and
really put that focus on the milestone
space so I guess obviously I don't have
any problem with it being a separated
thing and I'd rather I'd rather be more
thoughtful about the milestones and have
that be a separate piece from this yeah
I think I think with me um a comments
from director sergeant enduro Regan are
resonate with me because they that I
haven't been satisfied with our
graduation numbers for a long time and I
think probably a number of us I can say
that too on the other hand comments
around this being a compliance document
actually makes a lot of sense too
because we're this is probably one
document of hundreds roughly that we
have to provide all asking for different
different numbers depending on the
funding source depending on the
jurisdiction sort of welcome to working
with government jurisdictions but but
none of them have really any
01h 10m 00s
relationship or bearing on our
milestones and what our stores strategic
goal is with this district that is the
aspirational goal that is that that is
the the stretch goal and I think that to
echo what you were saying director
Atkins I think that is what we need to
really be focusing our time on a
compliance document like this would
because right now we have no indication
that that's anything this is anything
more than than that but a compliance
document like this I think is something
that we need to provide just as we
provide every other statistical piece of
information to other funders I like to
stay in this case so I would be in
support of how it is written I think
it's nowhere near a document that we
should be satisfied with but I think
we've already we've already established
that we're pretty unsatisfied with our
graduation rates I'm pretty unsatisfied
with their achievement gap
and that's why we're focusing our
efforts and our resources into those
particular pieces i also i also want to
quickly say to and this is just blaring
to me we're always going to going to run
up against too few resources and the
fact that even with this quality
educational model at the front part of
this compact clearly stating that work i
know that the next year's budget is
looking at over 100 million dollars less
than what what we would need to be able
to achieve it really speaks to the
tenacity of this district to get things
done with a lot less so i wanted to
mention that because i know you would
you would commented on creating goals
that were achievable and what we could
accomplish based on based on the
resources available and stretch so like
I think we're doing ones that are
achievable but that also are a stretch
goal which is what our milestones are
meant to be they're not just like okay
bye normally doing business same old
same old you get there they're they're
all ones that stretches so we want one
of our big problems is that we don't
understand what the consequences are
going to be of this and clearly it would
seem that any of this should be stretch
goals and that the state would be
supporting us in trying to do stretch
goals but they're not giving us any
support at this point that we can tell
at all so yeah I I will happily support
our milestone work and and help in any
way I can and grafting or doing whatever
we need to do with that but I I can't I
can't live with
just when I want to have one
conversation sorry corrected my sense i
mean i think that there are some some
concerns in regards to the document in
regard to the hawk was you know
compliance and also the in regards to
targets that are there are visible at
least interest in this document
nonetheless there is and at least that i
hear a majority of all the folks
expressing a a wanting to change the
targets at the you know on this thing
today but and also i think that there is
a an interest i think in regards to the
whole milestones and making sure that we
have something much more visible again
not necessarily attach this to this
thing today so rather than continue the
discussion in regards to this i think
that i would like to to call for a boat
on on on this resolution 4671 at this
point understanding that they are the
post is not doesn't speak necessary to
that to the work that the staff is done
in regard to this document in order to
thee to the intent in regards to this
this thing for us to to to increase you
know it higher rates graduation rates
but to be conscious in regards to that
there's been a compliance document this
also be in a document which is a
starting document i think at least
another relationship within this new
framework with the district and in one
in which putting things in writing in
particular when there is not known lira
guards to what are the consequences of
how these things is going to be
evaluated i think its is troublesome at
least four from what I heard from some
of the comments so you know having said
that I think you know we are hoping that
that staff will come back with you know
again whether it's a resolution or a
quarry
discussion in which we can reaffirm I
think our commitment to increase those
01h 15m 00s
higher graduation rates at a higher pace
will be important so the board went out
bottom resolution for 671 all in favor
please indicate by saying yes yes all
posts please indicate by saying no no
resolution for 671 is approved by a
bottle for 23 which to represent the
Garcia boating No thank you again as you
can see there is there are some concerns
and so we hope to continue this
discussion thank you for your
presentation the board will now consider
the remaining items of its business
genda have a word important resolution
for 671 miss yu-san already any changes
to the business agenda do I have a
motion a second to dot the business
agenda summer director Reagan moves and
director sergeant's seconds the adoption
business genda is no sense in coming you
said right so the poor una Bowden is
early board discussion on business the
ball now who bought on the business
genda all in favor please indicate by
saying yes yes all the post base
indicate by saying no the business
agenda approval by a boat of 720 with
still representing us yet boarding the
next meeting of the board will be held
on November fifth 2012 at 6pm 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)
