2013-02-25 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2013-02-25
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: PPS Board of Education, 2/25/13 Regular Meeting

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good evening this meeting of the board of education for february 25th 2013 is called to order i'd like to welcome everybody present and a great welcome to our television viewers all items that will be voted on this evening have been posted as required by state law this meeting is being televised live and will be replayed throughout the next two weeks please check the board website for replay times you can also find archives of the video at the website director sergeant is is absent this evening and director regan will be joining us shortly we have interpreters here with us this evening in spanish and vietnamese if you could introduce yourselves and let folks know where you'll be buenas noches me llamo carmen bittner is thank you with that we will move on to the superintendent's report superintendent smith so um i actually was looking for people who are going to come up and speak about my first item which was our international youth leadership conference this was the first one and our bontrong and veronica magellanis from our esl department were the ones who who organized this and i'm just going to say this it was last week it was 300 of our emerging bilingual students who gathered at marshall high school representing 80 languages it was an amazing gathering just walking in the door was amazing they had motivational keynote speeches leadership building workshops college planning workshops student panel performances fashion show but it was just a truly inspirational gathering and i number one want to just demonstrate a fabulous t-shirt but i'm going to say it was such a professional professional wonderful gathering so i wanted to give an opportunity to talk a little bit about it well thank you uh good evening board members and superintendent smith it is really a pleasure for me to be able to sit here and share the work that so many departments work on even though esl is the lead to this work but it would not be possible with all the central office departments and especially schools and staff so i would like to acknowledge their contributions first so i was going to have a student being here with me and she called me at four o'clock and said that her sister had a baby so it's not like you know like this is like not an excuse this is true and sure she couldn't be here today but i did talk to alexia who was there all day and i also thank you for your presence there that day and that she can share her experience with us as well so wow what was an amazing event because over 350 high school immersion bilingual from esl program gathered last thursday this is the first annual international youth leadership conference and as we know the community put in several leadership conference for russian asian and hispanic conference but never an esl department or as a school district to sponsor the event because we need to gather all of our students and really make them feel proud about themselves and about the cultural heritage and also to empower them in the school so yes 80 languages that was pretty amazing uh so you know this was an unprecedented opportunity for the el students to learn and to network with the fellow students educators and leaders of color from the greater metro area so they had an opportunity to meet people successful people who are from different cultures so the cultural richness of this event generated and renew the energy of commitment of everyone involved to strive for a better future and enhance the educational and leadership potential so 78 students submitted the essays i read every single one of those essays and i have to tell you that it was a painful experience but also a very memorial my moral experience because it relate to my own personal experience when i went to mass in high school and so it was like reading my own stories
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so all the students were highly engaged and the skin of speakers were amazing we had francisco lopez from khalsa oregon lou retro the executive director of edu congo dr doris mcewan the deputy's director curriculum instruction at oregon education investment board from dr cruz office and taman huaritu chief executive officer at cnu so the workshops cover topics of leadership immigrations like stephen smith covered but we also have much more than that we also talk about race and equity we talk about how the students can support each other or have other students understand the culture without going through the what they call is really humiliation that's the word that the students use in the essay sometimes they feel really humiliated in the classes and in school just because of the language barrier so i have to tell you that i was in an emotional and believing quadrant the whole day because you know i see the light and the pride of our immersion bilinguals in this conference and it's some things i sometimes do not see as often as we need to see in in our schools so it just made it all worthwhile so my personal gratitude to all the planning committee members and the departments who've made this happen this is a true partnership because without all the departments i'm going to list it below it's not going to be possible so the esl department interpretation services family engagement community involvement and public affairs office of teaching and learning equity in partnership educational media services communication department and securities office we all were in the planning committees for three months before the community of the event so thank you from the bottom of my heart and especially the staff and the high school principals and the high school directors they were there on that day to support our students so thank you so with that i would close with alexia garcia to see if you can share your experience during the day yeah so i mean obviously not as an esl student but i guess more of an observer and i think if anything it's like really great to see that we do have this many esl students in our district and i think just going to lincoln it's a little limiting in that like we're not that diverse so like being able to see that like our city is really rich in diversity and does have a lot of cultures is like really exciting and great to see uh beyond that i think i know it was like empowering to hear from the speakers and just like i think some students probably really took away from it that like their story is really important and that like although they're in the united states now they have like a really great background and like stories to share and just to be proud of that so it was exciting well thank you and i think you know i like to end by saying that this um i mean owl emerging bilinguals are already the global leaders that we are trying to create with our uh student body so we just have to embrace and you know really close the opportunity gaps for our students thank you thank you and i'm looking forward to this really being the first annual and that we really do do this every year it was a really inspirational experience okay so benson we had two teachers at benson katie meyer and linda mcclellan who created the fit to live and learn program which i think will start to be replicated around the district um they they were teaching various exercise disciplines like yoga and distance running on the track and combining that with healthy diet and life decision curriculum and then working with students to set physical and academic goals and tracking their progress their results in the first three months have been impressive they have 240 freshmen who lost a total of 868 pounds with one student losing 39 pounds their endurance has improved so students cut 300 total minutes from their mile run time an average of 1.3 minutes per student more students have earned their pe and health credit this year and fewer have had discipline referrals so they're really on fire with this program they got nike to now contribute twenty thousand dollars and provide a nike fuel band which are really cool if you have not seen a nike fuel band that really lets you monitor your activity for the on your wrist um and have it connected to your cell phone um so they can monitor their their activity and their exercise for the next quarter so just wanting to say congratulations to this group of students and to those
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teachers for pioneering this effort and we look forward to this show coming on being featured on kgw this next week so yahoo this is a very cool thing so on teacher for a day i got to go spend the morning in a fourth grade classroom at vernon school with stephen smith and it was one of my i will say all-time most fun mornings that i've had in a long time it was great with fourth grade math and writing actually we did both and then following the time with students oh actually and i will say um one of the one of the conversations and i shared this with the rotary who's with us here today but one of the students every time you ask students so what does the superintendent do and what do you know about what they do i had this one little girl who's like waving her hand while and she goes you're the head of the head of the head of the head of the head so i thought well you know there you go this is kind of an interesting so but it was it was really awesome getting to do this and this the teacher for a day is something that our portal association of teachers sponsors every year to get um elected leadership and business leadership into classrooms and really experience what it's like being a teacher and it's a really powerful experience and one like we do this with principal for a day and then the last couple years p.a.t has been sponsoring teacher for a day so i would just say it's been a really in school board members and we take the opportunity to go in and spend the morning in a classroom so i would just say it's been a really powerful and wonderful experience for us following teacher for a day i got to go to um vernon's rotary and pta meeting and we have members of the rotary here with us along with gina rouletto who's assistant principal at vernon and what i wanted to call out is a three-year partnership between rotary and vernon that at this point this past year they just issued at the meeting a twelve thousand five hundred dollar check to help fund the school's music program and so this has been part of how so this was the second check in a three-year commitment to contribute 37 thousand dollars thirty seven thousand five hundred the school to support the music program and it's a really robust music program we got to see students perform um but it's been a really tremendous partnership it's also been a real effort to grow the pta that went from three members to i'm going to say was 150 is that right yes talitha who we can give credit for that who's sitting here with us in the audience who's really been part of growing the pta so and i just want to say this is the kind of partnership that really feeds energy into a school and you really feel the mutuality of this partnership and the energy that's being created between the school community the rotary community and the pta so thank you for being with us here tonight and for all you're doing to create a really vibrant and robust support system for the kids at vernon we really appreciate it lolenzo poe who is sitting right straight down the aisle here who is our chief equity officer was recognized last week by the black parent initiative and was given the first dream keeper award for his steadfast steadfast advocacy for youth in our community in our schools he was surprised he didn't know it was coming and he was just we were all thrilled for the recognition given to lolenzo so just join us in appreciating his work and his leadership and finally this last week we also launched the executive committee for working on our pps capital improvement bond and this is the group that's going to be working with the consultants who are overseeing our visioning process and our ed specs process that's really the first stage of community involvement in the bond so we're really excited the executive committee is 40 community leaders and stakeholder representative stakeholders who are are working with the consultants to make sure that we're really doing significant outreach and kind of being providing oversight for the involvement part of this visioning process so it was just an exciting moment to kick off it's our first real out of the planning and into starting to engage with the community around shaping the bond so we're really excited about that and and matt morton is our board representative to that group i believe so back to you great thank you we'll now move on to our student testimony miss houston my understanding is we have a couple of students signed up we have five our first two joseph justice and olivia dean as you are coming up i'm going to read some
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instructions for public comment um so if you could wait until i finished before you guys start that'd be great okay um so our responsibility is a board lies in actively listening and reflecting on the thoughts and opinions of others the board will not represent or excuse me will not respond to any of the comments or questions at this time but we will follow up on various issues as they're raised guidelines for public input emphasize respect and consideration when referring to board members staff and other presenters you have a total of three minutes to share your comments please begin by stating your name and spelling your last name for the record during the first two minutes of your testimony a green light will appear when you have one minute remaining a yellow light will appear and when your time is up the red light will come on and give a little buzz and at that point we ask that you wrap up your testimony okay we sincerely appreciate your input thank you for joining us both you and the other three that are coming to testify you can start i don't know who wants to go first hello my name is joseph justice and i'm a seventh grade tice and i am a 7th grader attending auckla green today i will be illustrating my vision of an ideal school an ideal school to me would be one with great staff staff that takes care of students and staff that are socially active in a productive and positive way with the students while still giving a correct amount of discipline and respecting each other another thing would be great classrooms rooms with motivational posters bookshelves full of books nice desks also a computer lab that has new computers and software that teaches us how to do things that we will do later on in life band art pe and drama are good programs to have at all schools middle schools especially should have programs like political clubs and woodshop along with the others also services for high school preparations should be applied to get everybody to get all the middle schoolers ready for high school just as an extra thing to say um transportation services should stay open and i think i understand how we have budget cuts and how it affects us but the proposal to um end our in the bus services should be rethought um the bus services are important to all the schools but what do you guys expect to change um how are you guys going to enforce these changes and will you guys be in a way to enforce them will you guys be sending people into the schools to make sure that the changes are working correctly the message i'm really trying to get across is basically that the changes have been made and some of them haven't been very well executed and i think that we should make some great changes and execute them very well my name is joseph justice and i approve this message thank you mr justice it's good to see you again okay hello my name is olivia dean d-e-a-n at my old school i was at the highest level they had and so i couldn't work with my friends and i was very lonely i didn't like school access is better because i don't i'm not at a level that no one else is at i have friends i can work with and i'm always challenged and i don't get everything right all the time and i'm not lonely anymore i love getting lots of challenges with math science and reading i knew it would be hard to leave my old friends behind moving to access but it's also really hard for me to come up and and talk to all of you because i have sensory processing disorder and it's really hard to get to transport to places with new people new things and new new stuff and i and i really want access to to stay as a school because it's i like it a lot my name is olivia dean d-e-a-n thank you miss dean nice work next we have alex gerard gerald and emily vulpert
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hello my name is emily volpert v-o-l-p-e-r-t and i am an editor of the grant magazine from grant high school which each of you should have on your desks just two years ago grant high school was represented by the grantonian a flimsy paper which was lacking in passion it didn't tell the stories of the grant high school community and it was a shallow representation of the potential of our student journalism a grandparent and formal former journalist at the oregonian dave austin sitting behind me acknowledged the problem and suggested a solution the grant magazine a psu credit course for seniors and a regular credit course for junior juniors freshman and sophomore that teaches students real world skills in journalism dave asked us is the girantonian good enough is this where we want our standard to be and we decided as a class that it wasn't good enough and it's not how we wanted it to be dave offered to volunteer and teach the class as an adjunct psu professor and we decided to do the work over the summer we transformed a storage room into a fully functioning newsroom we had zero funding from the district but we made it work we had print excuse me the school bought us computers we went to the pta and they bought us printer we got some support from the boosters wrote grants and sold subscriptions in order to support the program we're truly a grassroots publication and we're proud of that over the summer we created the first grant magazine and handed it out on the first day of school on distribution day we shocked the student population it was nothing we'd ever created before in high school it instilled a confidence in us as a staff and over the next year and a half we learned how to do real journalism dave brought in professionals from the oregonian to teach us how to interview do design and photography and we created a monthly publication that students parents and teachers would want to read and want to have as a representation of grant high school it is a product that represents the potential of grant students and shows the diverse stories of the grant community here's a sneak preview of the one we're working on this issue it should come out this thursday which we're very excited about but at the beginning of last year i didn't know how to do journalism i had no idea and my first story that i turned in was embarrassing sometimes i go back and look at the first draft and think how could i possibly turn that in but at some point as i struggled through my first few stories something just clicked i kind of just got it and this year i gained the confidence to lead the class and become one of the editors along with emma decker and we started teaching the underclassmen how the magazine comes together and how to report and do things and this publication is something that i really really care about and i don't want it to die because of a lack of funding we've created a new concept of media that we're extremely proud of we would encourage you guys to come see our class at work or newsroom so we're transparent come in any day of the week and you'll be impressed by our dedication you'll come into a classroom environment that you've never seen before because we work like real news people we just sat down with oregon's chief of education dr rudy crew he visited our classroom to see what we're all about can i just finish for one second okay he acknowledged the importance how much time just five seconds okay he acknowledged the importance of classes like ours and he said that he would love to come back and he was proud of us and wanted this to continue we need assurance that our magazine can continue from support with the district and we feel that the best way to do that is through cta funding thank you thank you and i'm alex gerald i'm also on magazine staff and i'm going to be in her position next year as an editor and honestly i'm afraid that we won't be able to to continue and improve the program and just to give you guys a snapshot of my experience there the first story that i wrote never even got into the magazine i struggled with every part of it from the reporting the writing was it was pretty horrible and so that was september i just finished a four-page feature story on portland's black history um you can check that out it's gonna be in this next magazine or on grantmagazine.com and so i interviewed six african-american grand alumni and took a real look at gentrification in portland and and was and was pretty thorough with that um like i said you can read that along with any other story that we've ever written is on the website which is another part that we're really proud of that we're moving forward with um i also used to finish applying for the al north journalism conference in washington dc which is one of the most distinguished high school journalism programs in the country and without this program i wouldn't have been inspired to do that at all and it's really pushed me to maybe pursue a career in journalism um but not necessarily all of these students grant magaziners would have to go into journalism because the skills we gain there apply to any career uh writing skills people skills the confidence teamwork collaboration communication meeting deadlines time management their real world world skills and they
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apply like i said to any career um we can't keep this up without funding we spend the entire first half of the year worrying about how we're going to print the next issue because through throughout the whole year it costs 14 000 just for printing to make these and we fundraise all of it through subscriptions we're at every school event at the beginning of the year flagging down parents and people walking through community members trying to sell them subscriptions um and the printing cost money like i said equipment costs money the otson foundation gave us a generous grant of eight thousand dollars for technology we got new video cameras and some other stuff and and that was great and it takes a lot of people contributing to make this thing happen and we need your financial support from the district parents have supported us volunteer experts have coming in dave austin sacrifices so much of his time to to make this work our staff members everyone sitting behind me the school grant high school gave us the room and computers the pta gave us a printer like i said the austin foundation gave us money for equipment so we're wondering where's the support from the district we've been to susan jordan and many of the potential grant ideas she passed along didn't fit our program um but the funds are there it's it's federal money it's there and so we want to leave you with a question when was the last time career and technical education courses in portland public schools were evaluated can i just finish with one one last sentence you need to find a way to audit the cte courses in the district and of course there's a million reasons why this can't be done but we've invested way too much in this program to let it fail thank you i'm sneaking in here sorry um and i'm only going to be one minute because i know perfect i'm not a student my name is dave austin i'm the multnomah county uh director of communications but uh more importantly i'm the volunteer teacher of this group of students and there are some others who couldn't make it tonight i don't know if i can top what they said this program is a a it's just such a benefit to grant and it's because these guys do it i mean they do the work uh they put in the effort they spend weekends they spend nights uh we get chased out of the school by janitors at 9 45 who have flashlights on because the lights have all been turned out this program is so important to the community and we really want to find a way that we can work with the district partner with the district and explore this uh option of getting cte funding uh to to help us uh we don't want you know i volunteer um that that that cost is covered um but what happens is we we spend so much time on fundraising if you think these magazines are good imagine what we could do if we were able to concentrate full-time on the communications aspect not just old style print journalism but also new media so my one ask of you is that we can start a dialogue with the superintendent who's visited our class that we can start a dialogue with you to find a way to develop we understand that and they're actually starting to do the reporting that there are cte funds out there how can we best uh use those to start a program at grant and then i'm going to keep i'm going to hold to my promise to you superintendent smith that we can see a program like this at other schools in the district there's no reason that every high school in this city couldn't have a grant magazine and i for one will continue i'll i'll re-triple my volunteer efforts to help do that at other schools train people work with people make a true community partnership that we can all be proud of so i would ask you to consider that like these guys we're journalists we tend to be pests so i'll be back to talk to you some more you might get some calls and emails from them so i just ask that you you know hear what we have to say thank you probably goes without saying that not every high school would want a grant magazine but they might they might want their own i'm just kidding thank you all for being here we appreciate that one more speaker oh we have one more speaker sorry and that's catcher kemmerer
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my name is catcher kimmer my last name is spelled k-e-m-m-e-r-e-r i am a first grader at access i want to share why i'm thrilled to be at access and how so many other students need access to i really loved my teacher at buckman but after two weeks in kindergarten at buckman i was so bored i often got frustrated or tired for example i got very frustrated with my fourth grade reading buddy because i was at a higher reading level than him it was like reading to him when he was supposed to be reading to me my kindergarten teacher tried as hard as she could to give me work at my level but for most of the day i was not learning anything that was still new to me it was also hard to find other kids to talk about the things i wanted to talk about i like access a lot because i'm always learning new stuff i have friends at my level who can do the same math and who read the kinds of things that i read i love my homework and how my teachers give me extra challenges when a subject gets too easy they move me up to the level beyond i like that they let me borrow library books on the immune system in other parts of the human body i am always learning at access and i look forward to going to school now thank you for making access a special place for kids please find a big space for access to grow i'm lucky to be at access but i know more students need to be there too thank you great thank you everybody for testifying we're now going to move on to student representative alexia garcia's report this week i'd like to address a few questions about the opt out campaign give an update about student trips to salem and discuss our concerns with charlie hale's proposed cuts to youth programs so first i'd like to respond to the letter sent out to families in the district by pbs regarding standardized testing pps calls standardized tests a key learning tool something that i would really question i wonder how these tests measure how well students have learned what they need to know in each subject when these tests have happened in so few subjects it seems all that the only things i need to know are math reading and writing why is science not required and why are there no history or civics tests why do our graduation requirements not line up with these standards i'm not advocating for more testing or more requirements just wondering why pps claims that these tests examines what we need to know when i feel that i've learned so much more and in so many and in many ways more important information that is not tested beyond that rarely do these tests relate to what we're learning in class in junior year we see students who are in a variety of different science classes however they're all expected to take the same science test is that really a measurement of what we need to know or how well our schools are serving us the only way to ensure that students need that students know the information from from the test is to take a break from teaching the current course and teach to the test that's not real teaching and that's not serving our students furthermore the leather the letter calls for a test uh the calls the test these tests and measurement for how well our schools are serving students it's all that the district furthers this idea of evaluating our schools based on these scores that have such a high correlation with race and class beyond that a study after study shows that there are racial biases built into these tests this means that in no way are these tests objective as the letter claims if anything they violate our equity policy as these tests immediately put our students at color out of cholera at a disadvantage with that said these tests do not measure how well our schools are saving students as evaluating our schools based on test scores that have these biases and high correlations with parents incomes mean that we just that we'd be just as well off evaluating our schools based on the neighborhoods racial and socioeconomic demographics i'd take a look at the current state report card one could line up the schools based on test scores and then line up the schools based on their students parents incomes and the list would look extremely similar evaluating our schools based on these scores is absurd and it acts and it asks principals and teachers to be able to overcome conditions outside the classroom that currently inhibit success in all i disagree with pbs's view on standardized testing as being a key learning tool i know there have been quite a quite a concern there's been quite a concern about schools getting in need of improvement scores on the state report card in regards to enrollment i find this upsetting as it shows that
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pps and various school administrations care more about the test scores and appearance on the state report card than they do about equity and real learning the fact is currently people are not moving to portland because we have an amazing school system pps has a 62 graduation rate although that may be good for an urban school district it's not necessarily appealing nor a statistic that drives people and jobs into our community furthermore i can't imagine that people only look at the state report card when deciding where to live people look at schools for the programs they offer many people visit and tour others like my family do zero research about the local school and just find a house that locationally works there are many factors that affect a family's decision to move to a specific place or enroll at a specific school not just one score on a state report card if anything i think that families send their kids to private schools as most private schools spend their money on maintaining small class sizes and funding programs that directly benefit students instead of spending millions of dollars on standardized testing the achievement compacts and the upcoming common core state standards there's also been a lot of discussion about how to best approach the issue of standardized testing i'd say that sure it's unfortunate that we will look like all of our schools are failing on the state report card and sure there are other ways to advocate for change however we need both direct action and conversations with legislators to actually affect change both of which we are doing through the opt out campaign and other conversations we're looking to set up meetings with governor kitsopper congressman congressman blumenauer and other state representatives i just got back from salem with a few students from the pps and portland student unions and i was there last week with a few pps student union students as well however members of congress are incredibly busy and hear from quite a few people about a variety of issues the only way for education and standardized testing to become an issue that government officials really take note of is to get media behind us that is why the campaign is so important with media attention it's harder to dismiss us and politically legislators can justify their decisions by pointing out by pointing to a campaign led by their constituents both techniques are important and necessary to make political change if anyone has further questions about the campaign don't hesitate to ask you can find the pps and portland student unions on facebook or email me directly my email should be on the board website beyond just the opt out campaign the pps student union has been planning trips to salem we are advocating for a few bills that address education standardized testing and inclusionary housing we are also advocating for the quality education commission's recommendation for the higher budget to avoid budget cuts to k-12 education we've also been talking or tracking charlie hales's proposed cuts to propose budget cuts and see that once again a youth are on the chopping block we're looking at cuts to the youth trimet pass summer programs sun schools and safety officers in schools this is upsetting but to some extent it's not unexpected all our generation has seen has been cuts to youth and this austerity approach to funding public services is not working we need to be able to fund youth programs and not at the expense of other programs but alongside them this is unfortunate and really upsetting that the conversation has been phrased we have to cut something instead of looking for to find more ways to fund everything with that said the pps student union is looking to set up a meeting with charlie hales and discuss how we'll move forth with the budget and a few other issues that we're currently addressing so we had a meeting with the portland business alliance about their response to the race the top grant and although reviews greatly vary it was still a good conversation and then myself and one other student video chatted with the providence rhode island student union another group of high schoolers who are challenging their local standardized tests and it was really exciting to talk to them and cool to hear their stories and we're definitely going to stay in contact so yep thank you we're now going to we'll now move on to public comment miss houston do we have any signing up for public comments yes we have to ben jacklet and betsy salter okay good evening name is ben jacklet and i am the father of an autistic child who attends alameda elementary and my son receives wonderful treatment and education from the teachers and staff at alameda and i couldn't be happier with pps in that regard however i have a very strong complaint about the district's special education transportation system i don't know if you've heard any specific complaints in that area before but allow me to briefly
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share my experience and you can draw some conclusions if you would like from it in september of 2011 i left my job to homeschool my son he was having an extremely hard time and both emotionally and educationally and i thought i would give it a try and i tell you nothing um teaches you better how hard it is to teach children than to try to do it yourself with your children so that increased my respect for all the work that was going into his education after about five months he wanted to go back to school and i thought he was ready and we made the transition and i continued to uh drive him to school and to check in with him and to help get him from his school to his after-school care which is a mile away it's a short drive but just checking in with him was a good thing to do his after-school care is at fernwood they have a tremendous campfire program there and that has been also wonderful for him this went on for a while and it was great and then in january i was offered a job and given that i'm a journalist when you're offered a job you can't say no i didn't want to dissuade these young students from getting into the field but i'm in it um and so i took the job and no what do i do with my son how does he get from point a to point b at three o'clock each day um i thought that perhaps we could restart our transportation that shouldn't be too hard there's already a bus there's already room in it the drivers know him we've done it before let's set it up now it says in the district materials this should take seven to ten days but i'm told it routinely takes well over a month sometimes months i have no idea why no one can explain to me why i don't i mean i can't fathom why it would take that long the buses are already going so here's what happened we put in the request i made the phone call my special ed teacher sent the facts and i have to say the response from the transportation folks that i got in touch with was just um the customer service was atrocious and i have no complaints about anything else that but this was particularly bad it was of the attitude that man we can't help you you would have to call an iep meeting well anybody familiar with an iep meeting needs you know that you need to bring together five people with advanced degrees to make that happen you can't just make that happen am i out of time yep can you wrap up your comments uh okay so to wrap up the comments um what happened was um it's it never happened it still hasn't happened and last wednesday my father was driving my father and my mother had been filling in for for me and and because the district can't help and my father was driving there was a car accident and the airbags went off and my autistic son was left in the street and if it weren't for a good samaritan woman i don't know what would have happened i'm not saying that anybody's specifically to blame for that i'm just saying that this policy should be re-examined it's done with fax machines and poor customer service and our special ed children deserve better thank you i'm sorry for that um my name is betsy salter s-a-l-t-e-r and i'm the mother of a seventh grader at mount tabor middle school and i wanted to take this opportunity to thank the pps and portland student unions for their boycott of the oaks testing this year across the country school districts superintendents legislators governors are speaking out about how top down unfunded mandates of no child left behind and more recently no child left behind waivers and race to the top competitive grant grants are further deteriorating the quality of our public education on top of shamefully underfunding our public schools and i have a list of recent examples and links which i'll get to by email but examples of other states where the education leaders are speaking out against these federal mandates that are so detrimental to our public school system and the states include maryland texas new york north carolina washington state virginia rhode island california georgia thanks to our students right here portland oregon and i actually wrote up my testimony a couple weeks ago but didn't wasn't able
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to get on the list and since then there's been 130 professors in massachusetts from 20 schools including harvard tufts and boston university and the bedford central school board in new york have signed the national resolution against high stakes testing so as alexia mentioned we were both down in salem today representative lou frederick has introduced a bill hb 2664 and the purpose of that bill is to direct the state to fully evaluate the cost both financial and opportunity costs of these standardized tests and in california they the state superintendent has decided to put a moratorium on state testing for the 2013-2014 school year to give them transition time before the s back testing starts in 2014. i'm hoping we can do something like that in oregon and that that would be a really telling way for us to figure out not just what the state costs are in terms of what we pay out to the contractors who develop the software and provide all the testing prep materials but but all the costs of our state and school district staff that administer the tests and score the tests and then not to mention the lost instructional time and because so many of our schools have the computers in the libraries we lose our libraries and computer labs during testing as well so thank you and thank you thank you we're now going to move on to the next item on our agenda jefferson enrollment balancing after holding several listening sessions in a public hearing we're now going to be discussing our vote and voting on the jefferson pre-k 8 enrollment balancing i'd personally like to thank and i think we as board members would like to thank all the community members who have been involved in this process and who participated in the enrollment balancing either through public comment written testimony surveys a number of different ways um superintendent smith will you please introduce this item i will and i will also reiterate my thanks to people who have participated in this process it's been a lengthy process and one that many people have participated with since the beginning and as you know this is a process that we've been doing across the district over multiple years this year targeted the jefferson cluster and was working to look at schools that were over-enrolled or under-enrolled with the with the goal of making sure students had access to strong programming and during the course of the the process numbers of options were put forward that looked at both what happens to strengthen our k schools as k-8 models what happens if we work to build a middle school option in the jefferson cluster which many people were desiring um and how did we deal with the school communities that were over and under enrolled so buildings that could no longer hold the number of students who are attending them and schools that were too small to actually offer a robust program over the course of the process the options that were presented increased the number of courses or the sizes at individual grade levels but one of the biggest conversations i think and one of the most consistent things we heard in conversations throughout the community was that the level of disruption in the jefferson cluster was a more significant factor in undermining success of any one of these wholesale changes so as we were proceeding through the process looking for options that actually promoted stability in the cluster and stability for school communities ended up playing a more and this is looking at historic instability in the cluster having been a factor but so i will say what emerged and one of the themes that emerged was we need to do something that ends up promoting stability i think another thing that we heard throughout the process was the desire of individual school communities to have the opportunity to really rebuild enrollment for their schools and have both the framework and support from the district in doing that and what and seeing that as a higher value and then finally there was a request for us to take a step back and look at some broader district-wide processes like our enrollment and transfer policy and also boundaries in a district-wide framework as opposed to how we have been approaching it which has been clustered
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by cluster and that the idea of stepping back and doing a boundary conversation or a boundary examination that looked at the entire district might present different opportunities so given those themes that emerged from the community conversations the desire for a middle school became one that requires a kind a level of change that is greater than then would be consistent with trying to hold stability while we're while we're stepping back and examining the larger issues so what i am putting forward to the board this evening is a revised and it's slight revisions to the proposal so you've been seeing a proposal that's come forward and has gone through tweaks as we've continued to engage in conversation and get feedback from the community um but the uh recitals in the um at the preamble to the resolution that the board will consider tonight is actually the revised resolution i'm going to walk you through this fairly specifically and extract some things that are the specific specific contents of the recommendation so that you understand what it is because the what the board will actually vote on is a simpler set of statements so i am going to read you some of what what is contained within that recommendation so community members called for broad district-wide efforts that would impact the enrollment potential for their schools a review of the student assignment and transfer policies including the state's new open enrollment law and second boundary changes that would not be constrained to specific clusters or sets of schools so that will translate to a direct recommendation that's part of the resolution and i'm now on number nine so i'm jumping through all the historic and just getting straight to the recommendations number nine in response to the community's strongly expressed desire to minimize disruption the superintendent myself is not recommending the cluster-wide school reconfiguration decisions that would be necessary to restore a jefferson cluster middle school however if capture rates and enrollment increase the district will continue to consider the possibility of providing both the middle school and k-8 options to jefferson cluster families so that piece of the recommendation is specifically saying if we're going to focus our efforts on existing school communities and rebuilding those school communities if there is a point where we're really being successful in building capture rates we will hit a point where we can also look at the ability to sustain a middle school in the cluster our capture rates at the moment are not um of a level that we can both do the current k-8s and sustain a middle school but when we if we hit a point that we are generating that kind of capture rate we'll look we take a look at attica middle school 10 seeking board action to end end the ockley green k5 focus option program and consolidate chief joseph annockley green to a single k-8 neighborhood school on two campuses beginning in september of 2013. the exact grade structure for each campus would be determined as a part of a transition planning process this spring involving both staff and community members the administrative structure will be consistent with other shared campus schools which is a single principal and two assistant principals overseeing the two buildings a process to determine leadership of the new k-8 school will follow the district's established administrative hiring process and include community and staff input part of the process would also include naming the consolidated neighborhood school students attending the ocle green focus option program currently may choose to remain as part of the newly formed neighborhood k-8 return to their neighborhood school or may apply to attend king's pre-k-8 and be insured a place in an arts focus program the staff will also create an implementation team to address the above mentioned issues as well as community building transportation the school naming process school identification number title one status student supports and special education classrooms this team will also be responsible for the continued monitoring and evaluation of the two-campus model and i read you that list because many of the issues that are coming up are ones that are about implementation they're not about the policy decision that the board will make so it's there's a list being created of issues that the community has brought forward saying we want to make sure these things get that get considered those will all be ones that would be identified and assigned to an implementation team at the point we have actually an actual decision eleven the superintendent keep i propose the following program level changes to strengthen and stabilize the jefferson pre-k cluster schools one ensure that all the
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schools in the jefferson cluster are staffed to offer core program requirements for both elementary and middle grades two continue to allocate resources and support for vernon and king to sustain implementation of the international baccalaureate programs three develop a sustainable district-wide plan for middle and high school feeder patterns for elementary spanish language programs and program expansion that would include schools in the jefferson cluster four work with school communities to determine how to best provide district level support to raise the capture rate and explore developing and or strengthening a school-wide thematic focus in schools that do not yet have one such as the arts three to phd environmental education stem or steam so the science technology engineering arts and math immersion or ib so many of the schools in the jefferson cluster have a theme but if the if there is not one use a thematic focus and support ones that are that are being generated by the local school community to strengthen program achievement and capture building on its recent success staff will develop a plan with the king school community to increase enrollment in the school as the federal school improvement grant sunsets prioritize facilities educational upgrades such as the middle grade science lab at vernon and other projects covered by the school building improvement bond maintain the special education classrooms and autism program at woodlawn and the intensive skills classroom at king continue to provide teaching and learning support to the emerging bilingual students in the jefferson cluster while engaging in outreach and recruitment efforts for beaches dual language immersion program to reach the target of 50 percent native spanish speakers in that program number 12 i'm directing our staff to engage with the superintendent's advisory committee on enrollment and transfer sackett to review student assignment and transfer policies identify opportunities to address broader citywide demographic shifts and boundaries and expand possible solutions to present enrollment challenges and align with the racial educational equity policy to continue a site search for a suitable new location for access academy and thank you to students who testified about access tonight to ensure a move prior to the start of the 2013-14 school year and to include an evaluation of program size as part of that process and then finally and i referenced this before but i think it's probably one of the most important features of this whole conversation work in collaboration with school communities to encourage enrollment growth and outreach to families so those end up being the specific recommendations and as i say separate from that but including some of the things that i just referenced um are uh the list that would go to a staff team who become the implementation team uh to support implementation in the cluster so a lot of that stuff actually gets outlined in a more specific way for directing how staff then implements and with that i'm going to turn it over to the board who then will walk you through what the actual resolution says great thank you so we'll now consider resolution number four seven one eight do i have a motion and a second director gonzalez moves and director knowles seconds the motion to adopt resolution four seven one eight miss houston is there any public comment yes we have five speakers our first two kristen sheeran and maxine dexter you can go ahead good evening my name is kristen sheeran s-h-e-e-r-a-n i'm the parent of a childhood access academy and president of our pta i want to thank superintendent smith for including access and our need for growth and your recommendations before this board this evening for several years now we've been working with the district including suanne higgins and judy brennan to find a new location for access and throughout the process i'd like to think that our school community has been patient accommodating and constructive the majority of our students take classes in portable classrooms that are now a decade old their lunch period is so condensed that parents often find uneaten lunches and backpacks they take pae outside in all kinds of weather because we don't have access to a gym our middle school students take high school equivalent science classes without the benefit of a lab generally our parent community doesn't complain we understand resources are limited and we know that despite these limitations our children are getting something they cannot get at any other
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school public or private if access never grew our current students would be fine so when we ask you to find a location for access that can enable it to grow over time please know that we're not asking for our own children we're asking for other pps students who need access but who cannot get in because of lack of space portland public schools has known for years that the need for access exceeds its capacity and it has done little to reach out to students who qualify as a result historically only those parents with the means to research options or the luck to have come across a teacher or counselor who knew about access have enrolled this is no way to run a school for alternative education this is how you produce a majority white majority middle class program our parent community and principal have worked hard over the last several years to change this and remove the systemic bias in whom and how one applies for access and as a result our applications have climbed significantly particularly from underrepresented communities across portland we're doing our part we ask you now to do yours it's with a heavy heart that i listened to members of this board a few weeks ago vocalizing some of the greatest misperceptions about access it's clear that you don't know our students please come and meet them i promise that when you do you will never again question whether these kids needs could be met by a neighborhood tag program you will never again imply that these kids are privileged being born with an intellect that is out of sync with more than 99 of the population being born with an intellect that is out of sync with your own physical and emotional development is actually a burden not a privilege in an inappropriate educational environment i love and admire my son but there isn't a day that goes by that i'm not reminded of how much easier and perhaps happier his childhood would be if he had been born somehow less gifted access works because it helps children like my son carry these burdens it works because it provides them with the nurturing community where they can relate to their same age peers and it works because it helps them develop their natural born proclivities into lifelong assets thank you thank you my name is robert dexter d-e-x-t-e-r my wife was going to speak but it wasn't clear that she could get here tonight so i was going to share some of her words with you and you may find that some of my thoughts and comments echo some that you have just already heard i'm a parent of two children at access academy after participating in many meetings through the jefferson rebalancing it has been clear that there are significant misperceptions uh among people in this room about what access is and i would like to directly address some of these misperceptions one issue raised was whether it was appropriate to have our children in a separate school that takes them out of their community schools our school is for children whose neighborhood school has been unable to serve their needs and thus they need an alternate learning environment often it has been too difficult to differentiate the curriculum adequately for our kids leading to the school or the parent suggesting that an alternate situation is needed but by the time this occurs it is usually the case that that child has become marginalized bullied and or ignored they are aware that they are different but they often don't have maturity or insight to understand why that means that they're being treated differently yes these are children who score in the 99th percentile on standard testing but it is their inability to assimilate well or to belong in the classroom that leads to them developing problematic behaviors social and emotional issues that make them unable to stay in their usual environment it is due to these issues that access has 75 families on the waiting list from last year and many more that are visiting us currently the tragic thing is that these are only the parents who are aware of their child's plight able to advocate for them and are even aware of access as an alternate option for their children there are many more out there another issue was the lack of perceived diversity at our school to paraphrase one of your esteemed members martin gonzalez not all the geniuses in the school district are white and we agree with that in fact 35 percent of our current students are students of color however this number is not higher because our growth has been stunted for years due to lack of distant district investment in and support for the school and by our location by keeping us from growing you are both excluding interested families and not allowing for expansion of our reach to families who may be less enabled and less informed you are putting selective pressure on enrollment to prioritize parents who are able to advocate for and apply for their students
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as you must know this largely excludes esl and economically challenged families i suspect that there is a lack of feeling of responsibility for this to some degree and if i'm correct please reassess your role in this inequity access academy is a vital school it serves our children with special needs which have not been able to met in their community schools thank you thank you thank you next we have kathy kimmer and margaret eidinger you can go ahead and start thank you thank you very much for hearing my testimony um i apologize that i'm reading from a paper but english is that my english is not my native language i'm i'm i came from germany about 11 years ago i have a daughter who is 12 years old at access academy and i would like to just give a test testimony for it we moved to we moved to portland from cleveland ohio in summer of 2009. my daughter christina entered bridal mile elementary school in fifth grade she had been tech identified since the first day in school here in portland because of the test scores she brought with her from ohio we were waiting for any tag activity but nothing ever happened it was very confusing at bridalmile it took her 18 months to learn anything new in math between being tiger the difference between being tech identified in a public school in a cleveland suburb and tech identified in a public school in portland my daughter has many behavioral issues long standing since kindergarten is she's very difficult to deal with which i can attest to as single mother however at bridal mile things got worse despite well-meaning staff she was bored felt made fun of was even more disruptive in class than before and also got depressed she has a therapist access was a true lifesaver i don't know what we would have done if the great bridlemar principal hadn't talked to us about access it is unbelievable what access has done for our for my daughter she's uh this is honestly the first school where she felt where she feels she belongs to and where she started to make good friends who understand completely how she feels all the time every day she hated going to school now she hates vacation days and long weekends what an awesome transformation i would like to point out that in my view access is much more than an elitist school it is a therapeutic institution and i think we we need these especially with the recent happenings in connecticut thank you very much thank you my name is kathy kemmer k-e-m-m-e-r-e-r you heard earlier from my son catcher about what access means to him as a first grader i'm here to share a story from the parent perspective and to advocate for a physical space for access that recognizes the unique value and will allow access to grow catcher entered kindergarten at buckman reading chapter books writing detailed narratives in his various journals adding and subtracting and with an early grasp of multiplication and division you heard him mention he quickly became born and was particularly frustrated when his fourth grade reading buddy mispronounced words and what he didn't share is how he unfortunately responded he he threw the book at his reading buddy and he hid under a table and he refused to come out and that fourth grade reading buddy had a a little brother in catcher's class who witnessed this along with his fourth grade classmates and this type of situation only added to catcher's struggles to make meaningful connections with his peers and he exhibited increasing social anxiety over the over the weeks his teacher was creative and struggled to challenge catcher he didn't want to be separated because he already felt like god get out so he sat quietly with his classmates while they reviewed sight words or basic edition and he began withdrawing on the way to school and by thanksgiving he was suspended after an incident in which the stress became too much and he kicked the teacher and pinched the principal we worked with a developmental pediatrician and a play therapist to improve catcher's capacity to more constructively navigate his frustrations we kept him home for all a part of the day if we felt like he was going to be prone to misbehavior my husband met catcher for lunch and recess and he volunteered in the
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classroom on thursdays and we saw great improvement yet catcher still ultimately ended the year with 13 late starts and 15 absences which is 16 of the academic year and my husband and i had no idea how we would get catcher through another year of 30 weeks 30 hour weeks in a classroom environment that was so completely lacking in meeting his academic and social needs access immediately transformed his school experience at every level within three weeks he engaged with his peers in ways we had not seen by the end of the year at buckman other six-year-olds who like him borrow books on the immune system and oregon trail he thrives on spelling words and definitions and complicated math patterns and he's passionate about the nobel peace prize laureates and aquatic ecosystems he finally genuinely looks forward to going to school and doing his homework and he's not missed a single hour of school this year and he's not had any significant behavior issues so his story is similar to that of every child at access last year alone about 70 kids like catcher though weren't as lucky and are on the wait list and i can't adequately convey how thankful i am to pbs for establishing access and and supporting access there's simply no other option like it and i appreciate the constraints you're facing but as you weigh the difficult choices please choose physical space for access that will allow it to grow thank you thank you and lastly we have nicole dean hi my name is nicole dean it's d-e-a-n um thank you for giving us this opportunity to talk to you i am the very proud mother of olivia who came up here to talk to you and i like kathy i'm going to tell you why access has been such an incredible gift to our family um olivia we've always known she was just a little different so when she finally went into kindergarten we were lucky to have a teacher who would give her extra to do unfortunately that wasn't a good social fit for olivia she really was just lonely so lonely that she would just withdraw because she had to do reading by herself she had to do math by herself and she would see her other friends only at recess and that's not a way for a child to grow up being isolated so she finally came to us right before halloween because she didn't want to go to school anymore she didn't it wasn't fun she wasn't enjoying learning she didn't want to be a part of something that she could only do part-time and we had no idea what to do at this point we were at a loss she was tested tag testing upon recommendation from a teacher friend in an older grade and we were shocked to find out that she was as high as she was and we were also shocked to learn that there was a school for kids that qualified in this area and having a child with sensory processing disorder is a whole other gambit on top of things transitions are really hard and it took her four months just to really make friends to begin with that the thought of moving her again was pretty heart-wrenching but i already had a child who hated going to school who only wanted to be there to play at recess and then just wanted to come home because she wasn't really doing anything at school that she couldn't do on her own at home we've been so incredibly grateful for the experience she has peers peers she can talk to and work with during table work and on projects and they can communicate and understand and because of what the differentiation from the teachers they're able to delve so much deeper that she's actually getting a world and community view that was not available to her at her normal school and for that we're grateful as well because we're all in it together and i think that they're really good at producing that and showing the kids that i worry like the others that there are children with who are just perfectly normal regular kids just bright who are sensory processing disorder kids and autistic and asperger's that are missing connecting with school and with their peers and having social issues because there's parents that don't understand the program is out there and i feel it's not just our responsibility as parents of the school and administrators to go out and reach these people which
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we're willing to do but it's also important for pps in general to reach out to every parent with a child that tag tests i don't care their socioeconomic background i don't care what school they're at i'm sorry if them leaving takes away money from the neighborhood school it's about the kids and it's about making it good for them thank you we'll now move on if there's any board discussion about resolution four seven one eight so the only place we really address access is in just the directing staff to okay i don't know if it would be helpful to just quickly read the result the resolution itself because it's fairly short and just to have that be in the record sure pretty much says it i feel would you like to do that okay um so the resolution part begins number one the board accepts the recommendation forwarded by superintendent smith to end the ockley green focus option k-5 program and consolidate chief joseph and ockley green to a single k-8 neighborhood school that will operate on on both campuses beginning in september 2013. two the board acknowledges and appreciates the parents teachers students community members and neighborhood association representatives who have provided vital information and feedback throughout this process it is clear that the jefferson community's strong support for its neighborhood schools offers us a tremendous opportunity to work together to build strong sustainable and high performing schools that prepare every student well for high school and college three the board directs staff to work with the chief joseph and ockley green communities to develop implementation plans for student and staff transitions that support families four the board directs staff to develop and recommend a process for a comprehensive review of school boundaries district-wide and policies related to student assignment and transfer to better align with the racial educational equity policy and promote strong capture rates in academic programs at every grade level and finally five the board directs the superintendent or staff to brief board members in june 2013 on the steps that are being taken to strengthen middle grades programs in jefferson pre-k 8 cluster schools the implementation of the consolidation and the review of policies the board further directs that the superintendent or staff provides status updates in the fall and spring of each year for the next three years to monitor progress on the implementation of this resolution thank you thank you discussion i was going to mention that i think many of us helped the superintendent work through and come up with this resolution so if the community is not seeing us you know jumping on and trying to make changes it's because we've kind of collaboratively uh worked on this through this throughout this whole process so i want to thank you superintendent smith for taking in all of that and getting to this place and i really also want to thank so many people in our community who stepped up and participated and sometimes very passionately and i especially appreciate that because it tells me how much you care about your kids and it tells me how much you care about public schools in general and neighborhood schools and it's important for us to see that passion and work with you i had a little quote in the oregonian this morning that i thought that this resolution was responsive to the community but it wasn't necessarily that satisfying i think there's a lot of pieces of it that feel good but i think there's also several pieces that are unfinished business including access and really including king's low enrollment we still have a school improvement grant from the federal government that's going to help us through next year but clearly there's more work to be done because that school of community is still too small for us to offer a robust program after that so i am encouraging uh folks in the jefferson community to stay engaged with us um and i think that we've put many things in this resolution that will allow us to get kind of frequent updates on uh progress um i mostly want to just thank everyone for being involved and engaged in this process to the extent that you were so thank you very much i'll start with the um you know given that i think that we heard some some some comments from access and i was
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actually quoted and and quoted correctly like unlike some of the stuff that we get quoted sometimes in the newspapers um it's and i'm glad that the person that actually quoted me actually agreed with the statement so for that i think i'm i'm thankful um what i do wanna is apologize for the impact of my words in regards to offending you know parents that i think i stated have a right to advocate for the best education they can get for the children i think there's none of us are you know here i think in our deliberations have have argued against that uh and have uh actually opposed that i think that there is a a value in us as parents in my case parent and grandparent becoming more organized to advocate better and more effective for for our for our students and i'm glad to hear in the statements that were made by by access parents you know the care and the and the concern also for other children that you know whose families are also looking for a solution years ago some of us were in the student achievement committee and the discussion was you know being presented in regards to the challenges that posed in regards to sighting of access with saban and the limitations that that space had my comments i think you know in in in the context of of the discussion last time have a lot to do with the fact that i i believe in and i still hold that king was not the solution um so i think that's i'm glad that the district as a district you know we are responding more effectively to to the needs of students in that way my daughter was also identified when she was at beach elementary school as a tag student and i don't remember ever having any services provided to her in that sense other than the regular classroom experience so i'm glad that there is improvement and that feel feel people feel i think uh positive about that that result and and hopefully in this process we will get to look at um finding a space that that will be suitable mind you that that sometimes that struggle takes a little while creative science uh school was one of those two that took a while and but you know they got their school now right um what i i think you know i want to thank uh in particular uh director atkins um and and who was the uh are in essence our world smith in in many ways in our our uh leading uh uh editor in in in in questionnaire in in terms of the the resolution in terms of the language of it and uh in that way and also uh director morton uh in that way because i think arabica so their of their work in particular i think that we have you know a much better better resolution before us what there are many things that are missing you know as as people would would argue in regards to this because it does not necessarily capture every little bit that we heard you know out there from people it does not mean that those things go away in particular i'm reminded of some of the statements that were made last time they were at ugly green with the latino parents vietnamese parents and and um one african-american mother that was that was present and one of these things they should stress and it's something that i think the community has uh has stated for a long time is that you know it's it's more than just making changes in regards to to moving students from one place to another it is about having strong at the academic programs uh in those in those schools it is also you know what i hear from from folks in the community is having the staff before the students that have a proven you know track record of improving uh the performing of the students and the and the appropriate leadership in those school buildings to to lead that effort so you know those things although not spelled out in this thing are some things that i believe staff would also uh values and and is going to follow up on so
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i want to thank you know my colleagues for for their work in regards to making this thing uh an improved uh version can i just ask one more question how temporary is the two campus merge so like the two camp is set up is it going to result in a closure or is that still part of the conversation so at this point it's it's not resulting in a closure it's the it's a single neighborhood k-8 that is now located on two campuses so and then we'll establish what the grade configuration is but it's not framed as a temporary solution okay which is a change from what the original proposal was which was to ultimately get like a transition towards being located on the ockley green campus and then the last round of conversations was okay um keep both campuses and work on a grade configuration that lets us utilize both i think that's part of the campuses that the three-year monitoring and oversight is in there so that we can make sure that we build into our schedule and and is transparent to the community when we do so to evaluate how is it going how is enrollment how are efforts to grow enrollment going what is the status of the changes to transfer policy and so forth so we're going to keep keep on this issue it's not going to go away with this resolution director martin luther knowles yeah thank you um you know i think uh i won't speak about specifics but more generalities and i know how that bothers some people but i hope so i apologize um but uh i i think in general this um this resolution is uh although not completely satisfying because so much of it uh relies on our implementation and how well that goes and how we how we partner uh with our community in that i think it also represents some new values that that we now have an opportunity to demonstrate in the review of policies that our district has that i don't think anymore reflect either the reality of our district being in a sort of growing enrollment district and really the reality of of how we'd like to address uh racial equity uh racial educational equity in the district so i like i like that as the um a new opportunity here for us i also like some of the new values that we're talking about in working with the community in this on several occasions this resolution talks about engaging staff and community staff and community and i think that's really important again it comes down to how we're going to implement that but i think that is a really good first step for us as a district to express that value i think too um this is important and particularly around the king the the comments about king and and how we address address concerns before they become issues all of us know that this cig grant is ending all of us have an opportunity now to address what are the concerns that that we're going to be facing what are the issues we're going to be facing when that happens so right now we should be working on that on that solution so we can maintain what the momentum that that school has experienced during this funding process and that's a new value that i think this this resolution is um is sharing with us uh and and then two this and this might not be new um it feels kind of new to me but it's really creating a creating a structure around accountability and providing dates and here's where our us those of us who are passing this resolution are going to be responsible for hearing about this and beginning to make decisions and asking questions and holding the superintendent and the and the staff accountable to it it's also a really great opportunity for us to as a reminder to re-engage community when we're not seeing the progress that we that we know we need to see in order to overcome some of these issues that that again we know we have so i think it's a again not entirely satisfying because of some of the some of the work that we still have to do this isn't the end by any means it's much more of a beginning but also i think a really fantastic expression of what uh what our new values are and uh and i'm i'm excited about the opportunity that that we have now to to move forward with the community in creating solutions for for the issues that we see you've said it so well everybody so i just won't say much more except really to thank the staff um who worked so hard during months of a
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really arduous and challenging process and the superintendent and her leadership and her staff and kind of getting us to this place which i think i mean i agree with that everyone has said this is a starting point we have the follow-through and implementation to do in working with the community or as the resolution which you were very kind coaching gonzales to give me such um credibility this is the staff's work which we all just helped a little bit in tweaking but it's their words and um what they say when they say work when we say working together to change the story in the jefferson cluster that's really the heart of this um as well as our piece and the results that we are going to follow up and have that oversight um and monitoring for the next three years um or beyond is needed but for sure for the next three years so i just wanted to to thank everyone of the district who was involved in bringing us this point and of course the community for hanging in there for what has been a really tough process and for just the energy that i'm really excited about now that we can be working together in a positive way to strengthen schools for kids and make sure that everybody in the jefferson cluster and across the district has a great experience despite all the challenges that we face so just appreciate everybody's hard work so i think that everybody's pretty much already said the things that i would have to say about the resolution i think that it it has been a really long slog i think on this one six seven months of community meetings i'm hopeful that in the future we can find a better way to engage our community in a shorter period of time not to cut off community input but to find a a better way so that we're not exhausting both the community and ourselves over when we're trying to make these so so important decisions um and like everybody else i um i'm not particularly satisfied with the outcome but that's not because i don't think it's a good outcome i do i think it's more because of the the all the work that everybody put in and it seems like it's a very small tweak to what we've done but on the other hand i'm very hopeful for what's going to be happening in the future this is just the beginning again and i'm looking forward to the work that we're going to do on both the transfer policy and on the boundaries it's been work that i've looked at since i first started on the board three and a half years ago so i'm i'm very excited that we are going to be moving forward with that um and i'm very supportive of the resolution i was very aware as we were going through the whole process about the concern of stability in the jefferson cluster and it was a big worry for me and so for that reason i i again although i'm not satisfied with it i think it's it's a good decision for us also helps relieve the overcrowding at chief joe and the under enrollment at ockley green and i think those are all i'm very hopeful for both of those schools especially as they move into this transition and this collaboration between the two that they're both going to come out being even stronger schools after they work through this transition but i think that one of the things we have to be very concerned about or watch as a district and as a board in support of those two schools is the kind of supports that we provide for them to help them make it through this transition and i'm talking staff staffing support community support although all the things that are in this resolution they're on the paper i'm just want to make sure that we truly track those things and make sure that we're giving those two schools every one school every single chance for success that we possibly can because it's it's very important and then finally uh i'm also very anxious and interested in what we're going to do with access because i think it's a wonderful program for students who really have special needs and i think that that's the way that we should approach this program they're very special students and we need to make sure that they're provided with the education that they need like all of our other students here in the district so overall i'm very excited about what we're about to do and looking forward to the challenge so all right any other comments okay before we get to a vote i'm just going to mention that if there are people here that are just for this resolution and you decide when we voted you're going to move out just reminder that sometimes people hang out in the back and they discuss and they're like hey can you believe
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voices carry really well and it becomes really difficult for those here to hear so um we have people usually that try to remind people but it always feels a little uncomfortable kicking people out of a public space but we are trying to finish the rest of our business so thank you so we'll now vote on resolution 4718 all in favor please indicate please indicate by saying yes yes yes yes i'll oppose please indicate by saying no resolution 4718 is approved by a vote of six to zero with student representative garcia voting yes yes thank you at our january 28 board meeting a first reading was held on the proposed uninsured underinsured motorist policy after more than 21 days of being open for public comment and receiving none we are now ready to vote on the proposed amendments so we will now consider resolution four seven one nine uninsured underinsured motorist insurance coverage and personal injury protection coverage policy eight point six zero point zero two three dash p do i have a motion in a second director adkins moves second director gonzales seconds to adopt seconds the motion to adopt resolution four seven one nine miss houston is there any public comment no thank you is there any board discussion about the resolution i just want to thank our chief financial officer neil sullivan i had several questions on this today because i wasn't here during the original discussion of this and so i really appreciate you walking me through it thank you with no questions we'll now vote on resolution 4719 all in favor please indicate by saying yes yes all opposed please indicate by saying no resolution 4719 is approved by a vote of 6-0 with student representative garcia voting yes yes now we're going to move on to open enrollment participation for 2013-2014 each year we as a board must vote on open enrollment participation for oregon house bill 3681 superintendent smith would you like to introduce this item um yes and actually exhale introduce judy brennan who's going to walk us through what this item is and judy is the director of our enrollment and transfer office as you are good aware so as you said this is an annual responsibility of every district in the state of oregon oregon house bill 3681 provides a different opportunity for schools to accept students from other districts pps follows the traditional or standard process which is student by student based on capacity and for one year at a time open enrollment allows you to accept a group of applicants from other districts if you have more applicants than space you have to run a lottery you also have to give your students within your district first access to those seats before you can take any students from out of the district if you accept those students their resident district no longer has the right to either approve or deny students entry into your district students can also stay through the highest grade through 12th grade with no additional approvals along the way so those are the bones of what the house bill offers this is the second year that you're being asked whether to allow open or whether to participate in open enrollment or not the house bill allows you to opt out last year it was superintendent's recommendation and your agreement to opt out you did ask us to monitor what the results of that was and we got the results of that monitoring team to you rather late i regret to say um 132 students were approved to other districts through the house bill last year that was a combination of students who had already been approved by pps so these are these are kids who live in our boundaries but perhaps had moved to another place i had moved into our district partly due during the school year and we had given them permission to remain in their current district to the highest grade under house bill 3681 they can now stay through 12th grade if they applied and were were approved it also includes students who live in portland public schools had never received an inter-district request to go elsewhere but were perhaps paying tuition in another district so those are the types of different
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circumstances that we saw with those 132 students despite that number and despite the fact that we didn't have any reciprocal amount because we didn't take in students through open enrollment ourselves we did continue to receive significantly more students coming in to our district with approval from their resident district under the standard practice than consistent with what we've had in past years so there's the number coming in is still significantly higher than the numbers going out and because of that um particularly because in the context of these broader enrollment decisions that we are now on the cusp of facing it seemed incongruous to look at open enrollment which necessitates allowing more intred district transfers before you ever get to the inter-district transfers at this time it didn't seem logical so once again staff is recommending that you opt out it's a year by year process and will be incorporated based on the resolution that you just passed in our further discussion of enrollment and transfer policies and district-wide boundaries thank you i will now consider resolution 4720 house bill 3681 open enrollment participation for the 2013-2014 school year do i have a motion and a second so moved director morton moves director atkins seconds the motion to adopt resolution 47-20 miss houston is there any public comment on this resolution no is there any board discussion on the resolution uh yes good so i uh sent a email out to judy and some of the folks carol and some others this afternoon i'm not sure if all of you saw it or not so i thought i would just share some of my thoughts about this um so i think in terms of tonight i can go along with the open enrollment declaration for this year um but i would ask that we do some pretty serious analysis in the coming year before we're asked to approve it again i think it's important for us to understand who is opting to use this law who is opting to leave the question i would have is whether it's you know the usual suspects is it is it affluent students is it white students if we look at the table that we received you can see that we're losing some students to beaverton lake oswego riverdale that would probably indicate maybe that's the case i don't know but the largest population of students are going up portland students are actually going to david douglas and so for that group do we have any sense of who those students are why they're transferring are they former marshall students that we aren't serving well i just don't feel like i have any of those answers as we're being asked to look at this tonight last year we had in or this year we had an increase of 54 in the number of students transferring out of portland public schools compared to a year ago i don't think we're terribly concerned about that because we still have way more transferring in but i would question what the long-term projections or implications are of this if we decide to continue to opt out of open enrollment so for the record i hate open enrollment i don't think it's a good policy for the state um to impose on us i think it pits district against district i don't particularly think that's healthy and i believe that one reason that we're choosing not to participate in open enrollment is generally because we believe it might exacerbate what's already happening with our own current enrollment and transfer process however if that's what the state law is doing now at some point do we optimize our losses by opening up transfers at some of our lower enrolled schools i just don't know that we've had a deep discussion about any of this i would also ask whether there's been any serious analysis of the impact of the law at the state level whether the oregon school board association cosa the administrators group whether the oregon department of education has anybody done any kind of analysis as to the impacts of the laws who's who are the winners who are the losers so one of the things i was happy about is in the jefferson resolution that we just passed when we're talking about a review in the coming year of our student assignment and transfer policy we have included in that also a review of the state's new open enrollment law so thank you for including that and i guess the main
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thing is again i'm i'm i'm fine voting with this tonight but i don't want to be in the position next year where where this is given to us with with so little analysis and discussion about whether we should be doing something different so that that would be what i would ask for the future any other comments okay so now vote on resolution 4720 all in favor please indicate by saying yes yes i'll oppose please indicate by saying no resolution 47 20 is approved by a vote of 6 to 0 with student representative garcia voting yes yes we are now going to move on to our capital bond overview this is the third of five overviews that we will receive in the next few months on the capital bond i'd like to note that our agenda indicated originally that the topic would be budget and financing this evening but it will actually be about engagement so superintendent smith can you introduce this item yes and i'll introduce cj sylvester our chief operating officer and jim owens director of school modernization who will walk us through this next installment as the superintendent indicated my name is cj sylvester i'm chief operating officer for portland public schools and next to me is jim owens the executive director for the office of school modernization and on to my far right is matt shelby who's the public information officer for the communications department here at portland public schools chair belisle indicated that this is in fact the third of five presentations that we're doing as a program overview for the 2012 voter approved bond it is engagement we do have an engagement framework that has been established here at portland public schools that is intended to support authentic consistent and equitable community engagement and one thing i want you to think about as we're going through this overview tonight is that the bond program is a bit different than other kinds of engagement that have occurred in the school district in the past and there's two parts to that one is that we're we will be having a communications staff that is responsive solely for bond related communications so there's going to be significant efforts uh some of which matt shelby will be talking about in overview form in terms of the level of detail that's available to the community to neighborhoods to schools uh and to anyone else who may be interested about the nature and extent of the ongoing work on a daily basis once for instance we get under construction we're in the design process the other part is that we will have be working collaboratively with design teams so when we're talking about having community design processes they're facilitated by design teams and supported by district staff who are proficient in doing this kind of work so that's just a little bit a little different than some of the facilitated things that the district has done in the past where staff has been doing the facilitation in fact what will happen and as jim will indicate even with the facilities visioning and specification process is that we do have design teams who have done this any number of time with prior school districts assisting the community and coming to conclusion about what it might look like to have a 21st century learning environment at their particular school so the various processes will depending on which process they are go from informing or consulting to involving or collaborating and then of course we've got the topics that we're going to be touching on tonight albeit briefly because it is an overview and we want to be able to get to your questions and answers and the three of us will be available to answer any questions you may have so i'm going to test this and we can use this i'll lean forward so um on the communications plan i mean really the the goal is to continue the community engagement that really led up to that helped inform the development of the long-range plan uh that helped create the actual bond package uh that led to the eventual passage it was quite a bit different than uh the last time um we went forward in may of 11. basically we're looking to close the loop with the community we started the conversation it was years in the making that led up to the passage of the bond and we want to do that by keeping the community informed on the status of school
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and improvement projects we want to keep them informed about alignment of spending the budgets and priorities facilitating input and engagement of students families community and staff and we want to document and share the work of the bond accountability and other committees this work will take shape in a variety of ways really web-based printed and and face-to-face kind of all all of the above really our bond web page will serve as the the central location where we'll post really the most up-to-date information updates um on bond timelines and status reports and pictures and videos of the projects faqs things that come up construction glossary we'll also hit social media with with the development and the maintenance of a bond facebook page that will tie with our district facebook page so that people that are in that sphere can can stay up to date as well obviously we'll post regular media updates but beyond the kind of general mainstream media updates one of the things that we're going to do is do some more targeted kind of uh kind of pre-written updates for some of the more neighborhood-centric papers especially papers that serve communities that are having they're seeing a lot of work so we want to make sure we're doing monthly updates in those monthly community papers as well um we'll also be doing um kind of a monthly standing feature in uh the pps pulse the the online newsletter that goes out district wide as well as organizing tours and open houses uh both and those have really already started kind of looking at at the current conditions of our buildings also as we get closer to a design phase really ramping those up and then really meeting people where they are so presentations at neighborhood business associations parent groups that's really where uh we're going to get some more of the face-to-face interaction um and and and special emphasis uh to the neighborhoods and the communities that are seeing major work um we anticipate they're going to have lots of questions um if the the level of questions and emails and media questions that we've received so far as any indication it's it's uh there's definitely a hunger out there for information and we expect that's going to uh to ramp up as we get closer um and then in addition you know signage uh you know more basic things like signage on the construction site signs letting people know uh what's going on uh sending out leaflets to the neighbors letting them know when they're gonna see some increase in traffic and and things like that so um really it's it the communications plan is kind of that overall umbrella uh where some of the more specific engagement opportunities will kind of come up underneath to support that plan and jim can talk about some of the more specific opportunities that our community is going to have to help shape the implementation all right thanks matt and good evening i'm going to walk us through the next several slides to highlight some of the stakeholders some of the groups that we're planning to establish to be involved in the bond work and let's start with the stakeholders which you have up on the screen and in your board packages and try to describe the multiple levels of engagement that these groups will be participating in we like to differentiate in terms of participation in the different in the different forms all the way down to the project level certainly as we look across these stakeholders i think these are all groups that the district routinely works with on a number of different levels and relative to the work that we're about to engage in we're starting our educational specification process that actually begins with the educational facilities visioning sorry how's that better and with that effort we'll deliver a a summary of what our schools will look like particularly the ones that are going to be subject to full modernization or replacement secondly we'll be talking about groups that are specifically focused on individual projects specifically our three high schools roosevelt franklin and grant and then the replacement of fabian k-8 and then finally our six master plans we don't want to lose sight that we've got the other six high schools that are going to be involved in a very engaged process to look at what their master plans will will be for future bond consideration so in looking at the educational facility visioning and specifications last wednesday we kicked off the meeting
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of our executive advisory committee which is a 30 plus person group that represents our diverse community and we spoke with them about how we're planning to engage a variety of groups to maximize input in terms of how our facilities support program and curriculum delivery it's very much of a differentiated engagement process and we're anticipating getting voices from the community that we don't traditionally hear from so we're really going to be working hard on that and that effort will take us through the mid part of april students and teaching community will also be participating in this effort again we're looking for maximum participation as well as district operations staff as we move into the second phase of this work the ed spec document itself we're looking for something that will allow us to define what it is our schools look like and that will inform our design teams as we get started with specific projects we complete this work the uh the ed spec itself will be used not only for the uh high schools in this bond and fabian but it will also inform future uh schools in future bond measures so a real important source document that will be a very overarching one next are design advisory groups or dags and these are customized teams that will actually be comprised of community members and of different staff that will be unique to each of the each of the communities so there will be separate ones or different ones for each of the high schools and for fabian so we're expecting to have four of these design advisory groups in place and we're actually looking at putting them in place as we begin master planning you may recall that in our plans for the three high schools in fabian that we want to spend time master planning the entire site and so we will have our design professional board our architect planner and they will be working with staff and with these design advisory groups to ensure that we're getting a community input as it's customized or tailored to that specific school site our dags are small diverse groups and again i won't read this but in terms of what they're accomplishing that summarizes what we're looking for from them i also like to think of them as paralleling the district project teams in terms of the project life cycle they'll be involved during the planning phases during the design phase they'll be monitoring during construction and then during post occupancy and i think it'll really serve to to highlight the work and to ensure that we're getting that maximum participation from community the next group to talk about is our generalized community participation and many of you recall how we engaged the marysville community as we were going through the insurance rebuild work there and this is actually something that we thought worked extremely well and something we'd like to see if we can also replicate during the during the bond work itself so here in terms of overall community participation and think of this as augmenting the design advisory groups we'll be looking at involving community on a series of site tours to familiarize with the site to be involved during the master planning phase which is our pre-design phase as we get into design phase and the first part of that is schematic design which is where you start to generalize you start to draw what the improvements look like and then a series of design charts as we move into design development where the design team will actually start putting more detail together and really help describe what the what the improvements will look like we also want to extend community involvement to conversations with contractors as the builders come on to to do the work i think it will be important for community to understand uh the work that's being done certainly was mentioned there is disruption in the communities relative to dust and noise and so we want to be able to have a connection to ensure that we're taking into account those disruptions because we really are committed to minimizing those and then finally looking at engaging current and potential partners in this process there are a number of partners that the district has that are part of these capital improvements certainly concordia comes to mind for the fabian project but there are numerous others as well parks and rec we look at sun programs we look at a number of different groups that will be participating on these projects this public and public involvement process will also help define the priorities and characteristics of each of the schools again even though we'll have a ed spec
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that will overall describe i think it's clear that we would need to customize at the individual sites and getting that additional input i think will help significantly inviting school communities to to tour the swing sites recall that we are looking at uh for several of us for at least at least two of the high schools and for fabian needing to move the student body and the staff to other locations during construction phase and to maintain the integrity of the student body in the community we want to be able to showcase what the swing site will look like for example in the case of franklin high school looking at marshall and giving people an opportunity to see what marshall would look like to to support the students there and then finally engaging student participation part of our equity in public purchasing and contracting includes a component of student career technical education student involvement throughout this process will be very key in providing an opportunity for students with interest in the design and construction industries to do internships with firms career fairs working actually on the design teams shadowing some of the general contractor staff we think will be really valuable for the for the for the curriculum that the students are going to be participating in staff participation certainly internal staff are key stakeholders in these projects what this describes are a number of the ones that are going to be actively involved in these projects office of schools certainly our teaching and learning staff our building level educators custodial staff all of the operations group all have a very key role in this work and as we go through the design charts as we go through the whole process they'll be very actively involved in this work and then the partnerships that we are embracing we do want to work with all levels of our partnerships both public and private and there's opportunities in many instances to actually grow these partnerships and these relationships again the relationship with concordia university on fabian is one we really intend to capitalize on wraparound services particularly at our high schools we have a number of wrap arounds that we want to take into account and ensure that we're we're capturing those in the in the designs of these of these large improvement projects our jurisdictional agencies are often left unstated but our city has a number of bureaus they're very actively involved in the work not only in doing plan check and issuing building permits to us but but also on the environmental front in the land use areas they're very involved they're very engaged and we do intend and have been participating in a number of conversations with them to ensure that we're getting getting their input we do seek new capital partners and we are looking where we have opportunities to to invite others to the table parks and rec comes to mind many of our schools are co-located with with city park facilities and so being able to expand partnership with with them is something that we're going to be looking at very closely and then we want to invite and encourage the community to identify any additional partnerships that we might be might be looking at at this time i'd like to hand it back to cj who will talk a little bit about the bond accountability committee and then wrap up and see if we can respond to any questions that you may have cj thank you and this material really is a reminder of the fact that the bond accountability committee was chartered by the board in november their first meeting was in december their second meeting was in february and they are a seven member committee who are industry and audit experts their intention at this time is to provide quarterly updates to the board those will be supplemental to the monthly updates to the board that staff will actually be providing starting in april once we finish this series of five presentations and then also acting as the contract review authority the board of education also of course has contract authority over an approval over every contract in excess of 150 000 you will also be asking we will be asking you for approval as we get to the master design completion phase of each of the four projects as well as the high school projects and the schematic design phase as well
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this is very similar to the process that we used during both of the design processes on marysville the first one where we were going through the full modernization for the may 2011 bond and the second one where we were doing the insurance rebuild work so it's simply a reminder that the projects will be coming before you both as a board of education and as the contract review authority and the bond accountability committee will be meeting with you at least quarterly and more often if they deem that more desirable so just the next steps talk a little bit about timeline developing and implementing the communication plan is high priority for us the facilities vision that is part of the the initial phase of the education specification plan and program is intended to come before you in early may the design advisory group charter we'll be working on during the month of march we intend to develop membership criteria and the idea would be that the roosevelt franklin and fabian design advisory groups would have their first meeting in june so that they're ready to hit the ground running in september when school is back in session and then we're also currently working on mapping all of our existing partnerships so that we can have a robust conversation about what additional partnerships need to be brought into these three full modernization schools as well as the fabian k-8 and that work of the mapping existing will be complete in may so now we're available to answer any questions you may have or thank you questions thank you very much for uh for your thorough presentation and uh really for realizing that engagement is a really critical piece to the uh to the outcome here um i also want to want to mention one of the things that that we had talked about prior to the bond and maybe shortly afterwards um that i felt was really really exciting was the opportunity that that can come from this for our students and particularly pulling out that that student participation job shadowing internships career fairs and so on i think is a really really great opportunity and not just for those students that are in you know interested in the trades are interested but really students that that can get exposure to real world negotiations or real world project management i think is is pretty exciting so thank you for including that i also know it's uh it's something that's probably really hard to do and to think about during this everything else that needs to happen so i appreciate it being in there and being a priority so thank you for this presentation um as i look at this it looks like the engagement that we're talking about here is primarily focused on the four full school modernizations we also have eight summers where we're going to have really intensive work on many many of our schools seismic upgrades roof replacements excel accessibility upgrades science labs so can you talk to us about what the engagement or partnership plans or communications plans or anything will be around that work well the way i would characterize it is that it is more of the communication plan kind of activity rather than formal community engagement the nature of the work is such particularly when we're talking about structural and roofing work that it's not as interesting i guess you could say for a community conversation but it's very important that the community know the work's going on and that they're aware of the contracting activities that are taking place on the school during the summer so we currently have the summer 2013 projects which will be going out to bid probably about mid-march or so those principals and staff have been engaged with the process in terms of developing the scopes of work and the timing the relocation of the summer programs into alternate sites because of course that's a requirement when we're tearing off the roof so those kinds of activities are taking place at the school level and the neighborhood level but i would characterize it more as a communication process rather than an engagement process just because of the nature of the work so i guess i i want to make sure that we are reaching out to certain communities like um in terms of some of our accessibility upgrades at these schools i don't know if we have any folks who are advocates from that community who would be able to look at our design plans and make sure that we're hitting hitting it correctly are we are we doing any kind of outreach at all
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well we certainly have advocates in the community for universal design and for americans with disabilities act as i'm sure you're aware and to date i don't know that they've been involved but it doesn't mean that they can't be we have reached out to a number of the neighborhood communities like for the five schools that are in our summer 13 program wilson high school comes to mind and we've spoken with them several times at a project team level and have talked in terms of the work scope have talked in terms of what the work will do to to the school and so there's um i think there's a pretty solid understanding of the extent of the work there at wilson similarly at bridal mile similarly at alameda and laurelhurst so a lot of conversation there but in a different way than what we've described in these design advisory groups so more more customized to each of the schools that are that are in this group package sorry and i just add um that that's that type of work is i think at least i envisioned it to be a lot of the work that this communications coordinator would be doing um you know basically it's their full-time job to you know not only support the larger the design advisory groups and the bond accountability committees and and those kind of more formalized larger scale groups but also know that would that person would be the one that would be doing a lot of the outreach to the individual neighborhood associations going to the hillsdale business uh you know association and talk about the type of work that's going to be happening at wilson this summer talk going to the pta meetings making sure the principals have uh you know a little written blurb for their their monthly school newsletter so they can keep their communities informed uh about what's happening but i think probably with and i would leave it to the experts but my my take on it is that the nature of the work um doesn't lend itself um to as much kind of back and forth engagement and and opportunity to kind of shape that work i mean the like a roofing project is more or less a roofing project but but the impact is definitely there so i think from a communication standpoint i think it's a lot more informing um and oftentimes that's as important or more so sometimes so um but that that's the the work a lot of the work that the the communications coordinator would be doing yeah i guess i just look at it as a huge uh positive opportunity for us to be out in the community uh i mean i attended the meeting that you all held at franklin uh which was great and i know you had done one at um grant the night before and i mean people are just pumped up about uh investment when we we've this first time in such a long time that we've really had that opportunity and so i guess i just want to make sure that as we're looking at community engagement that we're thinking through those summer projects and and getting out to the community and talking about them because you know especially when you're talking about kids safety and the seismic and the making schools accessible to every child uh you know first floor second floor uh every room in the building it's it's incredibly exciting and so you know just want to encourage us to i would also suggest that it's absolutely imperative that we make it visible district-wide because the voters of the district have are investing in portland public schools and we need to make them aware of the work that's being done how significant it is the roof alone at wilson is a multi-million dollar project so these are significant investments that are being made even in this first summer and we want the community to be aware of how extensive they are right and i would echo your statements when i was going out to individual school communities when the bond was on the ballot just informing a parent group about what you know what was in it essentially for their school and i was at a school that basically was just getting just getting a roof and um i was a little bit concerned going in there i wasn't sure what the uh the reaction was going to be but it was amazing people were just thrilled that at the end of the summer they were going to have a roof that didn't leak on them yeah and that's huge i mean that speaks to the state of our buildings right now but it's it's important stuff that's great other comments excuse me so my concern always is with uh the outreach piece of it and i think we do a fairly good job of doing outreach to our parents we have i mean there's a long list that you guys had of how we're connecting with that i think we have not been as successful with outreach to the general community and so i um and there's a little bit in here but there's not a lot and we have to remember that 80 percent of our people are
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not parents and so i would encourage matt or whoever to be doing a lot more work on that end of it and i don't think just going to a neighborhood association or going to a business association is enough i think you really have to do a lot more outreach and i'm also concerned about the student side of this and how we're engaging our students and how we're engaging our contractors with our students i would expect that if we're doing roofs this summer there should be some students involved around there somewhere is that the case and there will be okay and and can you give us a little detail about how that happens so one of one of the items in our equity in public purchasing and contracting is the student career technical learning component and so in there is a fairly descriptive summary of where we're expecting our consultants and our builders to engage uh and we've identified different levels of contracts in terms of how much effort is put into it if there's over two hundred thousand dollars for an award over two hundred thousand dollars there's there's a direct there's a connection with what's called bizconnect which is a online protocol that allows the firm to actually connect with some of their core skill areas and then connect that with students and we're working with uh jeannie irkovich on that and her team of coordinators at the high school levels and trying to connect or match up the students with with the uh with those firms for the contracts that over a million there's additional effort that goes into the work that they do relative to job shadowing presentations on have the students participate actually developed a matrix that describes each of the disciplines in the design and construction industries and how the student interests and how their curriculum uh connects to that work and so we'll be monitoring that very closely to to maximize the participation and it and it starts with this summer and we're anxious to see how it progresses as we get into the work for the high schools be a much greater opportunity there to to connect with it so could we ask for a report back at the end of the summer i'd really like to hear who's who's been involved and i also would like to hear about this you know how successful or not that program was and what you you see as the need for changes so that as we move into these bigger projects we're making sure that they're really i mean this is a perfect opportunity for us to do like almost a little pilot on this so and i think it's one of the most important parts of this bond because it really does engage more than just our parent and community and engages the whole community and we really want the whole community to understand about our schools and how important that they are and to be cheerleaders for us to be really involved not just reading something that comes across the on the newspaper or something like that so um and i and i guess i have heard quite a bit out in the community about how we engage and so i'm i'm i'm really concerned about making sure that we do this right this time so we have enough said and we'll definitely plan the report back into the summer and how we progress with the group with the summer 2013. that's great improvements thank you question well i it just uh i i guess along the same lines is hopefully we we're looking at this as a more of a historic opportunity in regards to being able to to build a new a new culture not only in ourselves in regards to how we engage the the folks out there in the community but also the the the city as a whole in regards to how it owns or takes responsibility also in terms of the the schools themselves because there is you know there has been i mean i think even though there is tremendous use of our buildings by various community organizations they're still um quite a distance in regards to you know in you know even though you know neighborhood association says you know we want to participate on this thing some of them do you know very effectively uh and again neighborhood associations don't necessarily incorporate every person that lives in that in that neighborhood um a lot of folks at times at least the ones that i had been to before were owners of property and not the tenants they know that rented in in those areas and hopefully i think that you know that we look at it i think because some of the the comments in particular that were made by you know people that participated in the bond before in regards to how do we
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you know i think we use that word engaged quite a bit um but how do we approach in regards to getting people an opportunity to participate and contribute in the same way that you know earlier on we we heard uh i believe was mr austin that's participating at at grant there are a number of professionals out there that will be you know willing to participate or contribute in some ways particularly as it relates to student learning uh and looking at staff not just you know a roof just stand on the roof because it isn't i mean i've done roofs okay and there are different types i never done a solar roof for example um and i mean to me that's a learning opportunity in a number of different fronts for students um that i never had to i don't understand the the uh the thing but in terms if we look in towards the future i mean in terms of sustainability that's definitely something that we should be looking at much more closely and finding a way to then communicate that sort of like real life or on-time cannot learning opportunities for our students and i think you you have it incorporated i just think that you know looking at um how we done work already and and here's an opportunity i mean we we i believe there was some money that was set aside for the community engagement uh maybe half a million or so and trying to look for ways in which we can maybe multiply some of that with maybe looking at some foundations investing some more money if we really want to engage the city in in participation um i hopefully i think that we need to look at how can we be more creative not just you know follow the process that that we have outlined but you know finding ways and we can we can engage people years ago i heard this you know and and i shared this with antonio before who was at cesar chavez at that point you know parents sometimes coming into the into the into the buildings uh and there's an expectation they're gonna be able to contribute in one way um and that is you know you show up you read to your kid or do something else or you volunteer to do something that's related to academics and parents sometimes come to they says well you know i i know how to paint you know and they look around yeah but we don't need paint this is and they look at in this place and says yeah you do um and but we don't have real good vehicles except once a year perhaps you know in some of the schools that arrange in regards to that care day um here's an opportunity i think to to begin to look at engaging people on an ongoing basis to make sure that these buildings actually last you know for the to the next century uh because i'm concerned about the the quality of materials that i see these days you know when they go up in new buildings um because i know that like some of the housing that was done in northeast portland for example developed mold almost within 10 years uh because of the poor quality of the one the workmanship but also the materials that were that were laid down there were different than you know a century ago so just thinking about those things hopefully i just wanted to follow up because i like the terms that martine used this historic moment because i really think that this is a historic moment and it's our big opportunity to engage the community and i don't mean that as our parents i mean that as a community to really become supportive of our public schools i think they came together for us when they voted for the bond and i think we have to continue to keep people involved and let them know what's happening and see if we can just hook them and pull them in and make sure that they're a part of what we're about to do and and so that they can turn around and say they were a part of this historic moment when the next bond comes along they'll have a chance to vote for another one and become even more historic um so i i really liked uh i really like the term that martine used as a historic moment for portland public schools you know and the reason i you know also say that in regards to an opportunity to engage people is you know my neighbor for example who probably voted against the bond um you know limited income you know is retired you know feels like you know the the the pressure of that but he said you know his thing was look why can't we all volunteer and go and go and do some work and fix the roosevelt people feel that way but we have no we do not provide an opportunity for it i just want to make sure that that even though there is funds for
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these new capital projects that we don't lose sight of the fact that people are willing to volunteer could you talk to us a little bit in terms of the executive advisory committee the 30 plus diverse membership what's the can you just go over what the actual charges of that particular group um the executive advisory committee is put together uh specifically to advise on processes regards the facility's visioning and education building specification processes the first meeting was last wednesday night and what was put before them was a proposal as regards how to proceed and they had a very vigorous discussion about whether that was the right proposal how it perhaps needed to be changed uh proposal about a high school no a proposal about the uh process for facilities visioning so it's strictly a proposal about the process itself which will be taking place over the next um six or eight weeks and what we have proposed in fact is something different than what we have done before and it is about working with culturally specific organizations deeply and meeting them where they want to meet having them facilitated by their own people if they would prefer it's so it's taking our racial educational equity policy and working to apply it real time in an environment that is a historic moment this is we're kicking off the entire facility's visioning process for all of the full modernizations and replacements that will be occurring and while it will end up being a living document the facility's vision and even the education specifications as master plans always are the fact is that this is a very important moment in our history and so we're very determined to seek out the perspectives of individuals and communities here as part of portland who have not historically been represented who have not historically been willing to come to our normal engagement processes and so we have proposed something that's fundamentally different than what we've done in the past and it received a good reception at the committee they provided additional ways of and groups to approach so i would say they expanded the process rather than fundamentally changing it so that committee charge really is is about the process itself although they will also be engaged in what will become a summit along with all the people who participate in the various visioning groups that we go through um in april so there will be active participants in the process after a lot of community input has been gleaned but effectively they're there to evaluate and advise the sun process that's actually really exciting um so there's there's two questions i have one is during the process we heard a lot from the community about how we want our the education for our kids to be driving what the actual buildings look like and we also i believe put aside 1.5 million dollars to have a discussion with the high school communities that aren't necessarily being built now but i presume we would want to have that discussion really early because i presume that we would want all of our high schools to have some basic um components so i'm trying to understand where the different the 1.5 million is for a series of six master plans for the six high schools that are not being considered for full modernization and replacement in this bond so rather than being a single exercise there will be six community based uh exercises around those master plans the overall conversation that you're talking about is actually the facilities visioning and education specification process which is what you were just talking about that's right we've just kicked it off it will be concluding probably sometime in august in terms of the final education specification documentations but that is the overall road map if you will for the kinds of spaces and places that we believe each level of school should have so if it's a k-5 or it's a k-8 it's a middle school it's a high school we've got a road map of the minimum requirements that we have as regards the space the place the quality and those kinds of things as all of which is under underneath an overall arching facility's vision
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and so this group of 30 in this advisory committee is setting up the process to have this much larger community conversation before august yes in fact the much larger community conversation is taking place in the next six weeks any other questions okay um i guess i appreciate um i forgot that i didn't comment um i just i appreciate moving the design advisory groups it looks i think at one point we had pushed them back their membership because we were like what are they going to do over the summer but i appreciate scooting them up before summer so that they could kind of get their feet under feet under them so that they could be ready to hit the ground in june and i i just want to echo what i heard director gonzalez and knowles say about not just a historic moment but this is an opportunity for us i mean schools are an infrastructure um that is unparalleled and in both our city and state so i appreciate you calling out the bureaus of the city we should be intimately involved with all the citizens of of our of our community to figure out what peace can i own what's my responsibility whether i have a kid there or not and how do we engage in a way and it's really tough to receive that because some people sometimes have ideas that maybe won't fly so i can i can remember somebody wanting to build a wall in a school and then working with facilities and facilities are like you know it has to be able to bear this much weight and they're like why would it ever need to bear that much weight and they're like well because kids are going to hang on it and jump on it all day they're like oh right sometimes we don't think of that and i don't mean to make it sound like people are unaware but there is a vetting process that sometimes makes gives us a reputation of being sticklers but if they're going to last for 100 years sometimes we have to do that but finding those opportunities for us all to come together and say you know we own these schools these are this isn't something somebody else built this isn't something that cj and her team did this is something we did together because really without the voters and without this community we wouldn't be doing it and we couldn't do it so i'm excited for that thank you thank you thank you thank you we are going to now move on to a legislative update um superintendent smith if you want to introduce this item david williams who is our director of government relations to come on up and give us an update on what's going on with the legislature thank you again david williams your director of government relations uh thanks for having me so um feel free to ask questions as we go if that's the chair's prerogative i'll try to be a brief we are in our fourth week of the legislative session and after sort of a pretty frenetic first couple of weeks i think the legislature is nicely settling into its pace for the session as many legislators realize that they're not going to finish by the end of this month so they might as well take a deep breath and slowly get their bills right as they move forward so i i feel like committees have settled into their pace and bill introduction has slowed down for the most part as we pass key deadlines for bills to be introduced so we we mostly know the scope of work that the legislature is going to tackle this session and the the sort of land work of policy and money bills and all the other such that is coming before the body so let me just get right to the punch and let's let's hit the budget which is of course the the first and foremost priority for the district that we're working on we feel cautiously optimistic about the direction the legislature is headed we've been active in working with our coalition partners to advocate for a budget that at the very least holds harmless but ideally begins to add back the cuts that education has taken for a while a colleague of mine noted today and and i would i would concur that it it feels like for the first time in a couple of sessions there's a little more um palpable understanding of the sort of hit that education has taken the last couple of sessions the cumulative effect that that's had on the system uh being pretty devastating i think that that the body's really coming to grips with that and understanding the role that they have to play going forward um many of you i'm going to highlight just a quick piece many of you might have seen this i know we've got one hanging up upstairs this one of the key sort of coalition advocacy pieces for this session there's a nice poster that thanks to our friends at the pta in the back auto shell in his magic bag i actually have a one i could show you this is a piece that the coalition's been using this session you know many
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offices have gone to sort of paperless offices which is valuable for the work of the body but lacks sort of the tactile impact of being able to show um you know on a physically on paper what's happening so in a clever way sort of to get around that we've actually distributed these posters and many legislators have hung them in their offices or caucus offices have hung them to give people a sense of where the education budget stands and i'll turn around so folks back here can take a look too if they want to see so what we've done is attempt to highlight in a obviously a graphical way but also a textual way with the text on the paper what the various impact would be at different funding levels should the legislature settle on those numbers and we i will know we've also got for this green space down here we've got individual district impacts that i believe about 65 districts or so have completed along with pps that were then going back to the offices that have these or that don't as a piece that they can physically attach to this poster as well detailing the impacts for their local districts the the the key is really helping legislators to understand that the impact on the ground that their an otherwise meaningless number would have on them when they start talking about six billion dollars it doesn't have a a tangible result for them when they talk about it so really making that connection to their local district has been the most effective way we've found in the past to advocate for education funding and i think the most effective way we're getting traction this session in detailing that obviously it took some time for those in the legislature to come to grips with some of the flaws in the state roll-up budget if you will that the governor presented back in december and the understanding of how little it did to actually capture a true roll-up and a true hold harmless budget on the ground but but i think that they have come to those grips so the co-chairs of the ways of means which is the state's budget writing committee will release their budget on monday march 4th so that will really be the watershed moment for us to to see as we move forward what the groundwork of funding advocacy is going to be for the session we feel fairly confident that's going to be something very significantly higher than the governor's budget the questions that remain in that are the path to actually fund that number so it's one thing for the co-chairs to pencil in something six five five six seven five or even six eight nine five it's another thing for them to actually have the revenues to pay for that um and that i think is the challenge that they're tackling right now the two key pieces of that well three the one being the actual actual state revenues the other two being any potential reforms to the state's public employee retirement system and then any potential reforms to the state system of tax expenditures or tax credits as many know them and i think the the package of those two items and the amount they total up to is really the the math that will get the co-chairs to whatever level of funding uh they want to propose so we would anticipate the co-chairs will release a budget on march 4th that will have some amount of let's say hard cash in it as the governor did his hard cash of 6.15 the co-chairs would have some amount of hard cash and then a sort of assumed pers savings we do feel pretty certain that there will be some pers reforms coming out of this session and that that will be a part of their ability to reach some level of school funding as they will assume a reduction in pers rates thereby lowering our expenditures creating a higher quote-unquote funding level for education what that purse package looks like is still really up in the air and it may even still be up in the air when the coaches propose their budget they may simply pencil in a number and say the first savings need to achieve this amount to get us there that will depend on how well negotiations go over the next week with leadership in the building the last we were sort of hearing is um some changes to the pers cola cost of living adjustment for retirees is on the table some sort of indexing of that or means testing of that cost of living adjustment also some sort of adjustment to out-of-state retirees who currently get a favorable tax treatment income tax treatment and as well some likely the coaches will propose some method of changing the amortization of the pers unfunded liability which is currently amortized over 20 years if you ask me to explain amortization and its impact i will have reached the extent of my knowledge of it the other piece being tax deductions which will be on the other side of the ledger and that's the revenue that they will get to get to the hard cash and
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again this may even just be simply a number that the co-chairs pencil in but really laying the groundwork and setting the dollar figure for the state school fund of hard cash and quote unquote spends like with any kind of purse savings really lays down the mark of saying the legislature must hit this funding level and if if it is to maintain education funding in the state and we um we we feel pretty good about that strategy and very supportive of that effort obviously trying to push that number as high as as high as it can be feel very strong about the coalition messaging this session i think everybody is using very similar messaging in the building and getting a lot of traction with legislative leadership on all sides of the aisle and with the governor i also then want to talk about some key legislation as it fits our our your legislative platform and the work the district is doing uh go through a couple of those we have some other smaller bills we have i think director blah you mentioned a charter school bill a couple weeks ago in a board meeting we do have a charter school bill that we've introduced and i'm happy to report that that's tentatively scheduled for a public hearing impossible work session and we're very excited to have a chance to talk about charter schools in the state which we've reached sort of the mature age of about 12 years and talk about the role they play in a district's ability to target resources and to really target areas needed the most in a district and that's what our bill does and we'll be talking about more more about that in the coming weeks we have a a small fixed urban renewal statute that would pull our local option levy out of urban renewal tax increment financing upon renewal and again also very excited that's been scheduled for a work session in the revenue committee and so far has no opposition we're feeling very optimistic about that um we also have a bill around uh capital bonding uh uh state state bonding for k-12 capital construction there's actually about four bills that are under active consideration our bill focuses primarily on state bonding for school security infrastructure but there is a more general bonding bill that's coming out of the senate the our bill is scheduled for a hearing next week i think we feel very good about the state's position vis-a-vis capital bonding at the moment this of course the state currently doesn't do any capital bonding for k-12 construction so getting sort of the camel's nose under the tent if you will and getting the state to begin to test that authority of capital bonding for k-12 capital construction is uh very important we're feeling optimistic about that and then lastly the two big pieces of our platform being be dealing with property tax reform as you know we've been working on two constitutional measures amendments specifically that would bring about a little more rationality and adequacy and property tax collections one would deal with the what is called compression and that is the fact that when you exceed measure five limits in your tax rates uh all of your tax levies are compressed the first being compressed to zero is the local option levy so just to put that in round numbers for us our property tax local option levy which the voters overwhelmingly approved at a dollar ninety nine a thousand assessed value currently collects about fifty million dollars if that were pulled outside of compression it would collect nearly eighty million dollars so it is under collecting by almost 30 million dollars i think 27 and change to be precise so there's sort of significant um untapped resources that the voters have approved and the voters have spoken but were unable to collect due to the vagaries of the the impact of measure five and its imp interplay with measure 50. the second measure would be resetting property value from assessed value to real market value at sale of property this would have the effect of collecting significant resources statewide in every school district's permanent rate collections in the out years at ten years and beyond it's collecting nearly a billion dollars a biennium for public education so while we're fighting over um you know half a billion dollars in the legislature say the difference between the governor and and the co-chairs we're talking about very significant resources um in the out years there uh we're optimistic about those we we have some challenges about trying to figure out what where there's a viable path with the voters on these measures but we have some cursory public hearings scheduled for next week on those on the measures and we have a lot of um let's let's call it institutional momentum on the house side especially to try to tackle this issue to try to raise more adequate resources on the local level so um i think we're getting a lot more conversation than we have in the past
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not just about the overall funding level for education but also about a lot of the individual issues of interest whether they be financial or policy based that affect local school districts and i think we feel very positive about the current direction the legislature is going and that positive feeling has a shelf life of about 20 minutes so talk to me in 20 minutes and i'll let you know if it's changed at all great um at the moment just for your reference we're looking to find the right opportunity for sort of board collective advocacy in the legislative session a lot of the first month or two of the session is really filled with a lot of these nitty-gritties about getting bills scheduled getting priority bills introduced sort of figuring out the work plans of the committees the the state revenue forecast and and the co-chairs budget and then beyond that there will be greater opportunity for collective advocacy and greater impact of such advocacy going forward and we'll certainly keep you apprised of those opportunities and try to put together as many of them as make sense and are possible for you all right with that i'd be happy to answer any questions you guys have i don't have a question but i'm i'm going to make it clear for myself anything short of 6895 is a lack of prioritization because as we say six seven is a hold steady it is not okay at how many teachers have been cut it is not okay our class sizes it is not okay that students aren't getting a full schedule it's not okay kids aren't getting library so i just i just want to be clear so that when our representatives who i'm sure that i'll be talking with won't be surprised and it's not some number i picked out of the sky it's not some pie in the sky it's not even undoable there are a number of paths to that number um i just want to be clear that so that people aren't surprised that if we're short of six eight nine five um we're not doing what we should you know it's a it's a an excellent comment and it's one we've been conscious of including in our conversations with legislators is really about messaging you know i think in the past we've both sides have been caught off guard by each other's messaging around school funding and a real disconnect and lack of understanding of what various budget levels mean to districts you know on this poster it just happens to be right in the fold that 675 number you'll notice that's called stability because that's all it is and in fact in the in in the the detailing of what that means both statewide and for the district we really talk about that as just a hold where we're at at the moment kind of budget and so we've been really working hard with legislative leadership the budget riders and the governor's office to have have a better understanding that when whatever budget they end up settling on that we have cohesive messaging around whether or not it's a victory whether or not it's just a hold where we're at um we can't be calling investments something that's not really an investment so i think we definitely take that very much to heart this year david could you read off from that poster um the organizations that actually uh were involved in creating that because i think they deserve a whole lot of credit sure absolutely so the main statewide organizations obviously forming the coalition our logo is not on here but of course pps is an active participant in this but this is the the oregon education association the confederation of oregon school administrators the oregon school boards association oregon pta and the oregon school employees association all very key allies in in this school funding fight i mean this coherent message provided in such a visual a memorable way and one that as you say doesn't just give numbers but really explains what that means in terms of impacts of the school level it's really exciting yeah yeah it's good you know otto's probably gotten his magic map we had a number of years ago we actually had a very nice brochure that we put out one year really detailing the impacts that was the last time i remember us being that um cohesive in our message i i want to say that was 2003 um when we were that together um but this this this poster um has had a pretty significant impact in the building you know obviously i think this it's the work that goes behind it as well um but you know seeing it in offices i referenced it in a meeting i had the other day with a non-pps legislator sort of an introductory meeting and i referenced the poster and he said oh you mean that one which was on the back of his door of course in his office so you know i think it's good to see it around and good to see people really internalize what we're talking about that's great great thank you and thank you for the update and i know that our community is standing at the ready they i've gotten numerous questions of how do we support you what can we do when when do we go where do we go where
02h 50m 00s
do we point so please let's keeping up on that historic idea and engagement thank you we're now going to move on to the board's um business agenda having already voted on resolutions four seven one eight through four seven two zero miss houston are there any changes to our business agenda there is one change okay on resolution 4717 page five of the business agenda in the chart you'll see the word contract amount column where it says greater than it really should read not to exceed that seems like an important change thanks all right do i have a motion and a second to adopt the business agenda with that one additional change regan motions and director morton seconds the adoption of the business agenda ms houston do we have any citizen comment on the business agenda no we do not is there any more discussion on the business agenda no we'll now vote on the business agenda all in favor please indicate by saying yes yes all opposed please indicate by saying no business agenda is approved by a vote of six to zero with student representative garcia voting yes the next meeting of our board will be a study session held on monday march 4th 2013 at six o'clock this meeting is adjourned

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)

2013-02-25 PPS School Board Regular Meeting

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Event 1: PPS Board of Education, 2/25/13 Regular Meeting

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