2013-10-07 PPS School Board Study Session
| District | Portland Public Schools |
|---|---|
| Date | 2013-10-07 |
| Time | missing |
| Venue | missing |
| Meeting Type | study |
| Directors Present | missing |
Documents / Media
Notices/Agendas
Materials
10-07-13 Final Packet (f044bf6233db03d6).pdf Meeting Materials
Minutes
Transcripts
Event 1: Board of Education - Study Session - October 7, 2013
00h 00m 00s
good evening this meeting of the board
of education for october 7 2013 is
called to order i'd like to extend a
warm welcome to everyone present and 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 this meeting is also being
streamed live on our pps tv services
website
excuse me and we'll be archived there
for future reference if you are
interested
at this time we will have public comment
miss patterson do we have anyone signed
up for public comment yes we do we have
six our first two speakers are john
hirsch and jane greenhigh
great and as you are making your way up
to the speakers table i'm just going to
read through the instructions
i'd like to thank you very much for
taking the time to come to our board
meeting we deeply value public input and
look forward to hearing your thoughts
reflections and concerns
our responsibilities aboard lies in
actively listening and reflecting on the
thoughts and opinions of others
the board will not respond to any
comments or questions at this time but
the board or staff will follow up on
various issues that are raised
please make sure that you have left your
contact information either phone number
or email on the sign up sheet
guidelines for public input emphasize
respect and consideration when referring
to board members staff and other
presenters
while we value everyone's perspective
our rules do not allow for criticism of
individual staff members by name during
public comment
you have a total of three minutes to
share your comments please state please
begin by stating your name and spelling
your last name for the record and during
the first two minutes a green light will
appear on the
table in front of you
when there's one minute remaining a
yellow light will appear and when your
time's up a red light will appear with a
little buzzer that time we respectfully
ask that you conclude your comments
again we sincerely appreciate your input
and thank you for your cooperation go
ahead
good evening my name is john hirsch
h-i-r-s-c-h
and i'm one of three co-chairs for the
portland 80 percenters for educational
excellence
we believe the decisions being made at
the bargaining table should benefit
students
i will present one of our four
recommendations this evening
we want the assignment transfer and
reductions in staff sections of the
contract
negotiated to ensure
that we have highly qualified teachers
in every classroom
the contract language needs to
incorporate the oregon statute
definition of competence
and apply it to teacher transfers
reductions and layoffs
the statute states and i quote
competence means the ability to teach a
subject or grade level
based on recent teaching experience
related to that
subject or grade level
within the past five years
compare that language with the current
contract
competence is defined in the current
contract
as the ability to teach an area of
endorsement or grade level
based on recent teaching experience
related to the area of endorsement or
grade level within the last five years
so currently educators
can teach anywhere within their licensed
area of endorsement
regardless of their recent subject
matter teaching
since many licenses endorse k-8 or k-12
this may mean a teacher who has no
experience with one age group or a given
subject
would have the right to bump or be
assigned in an area for which they are
not currently qualified
the best way to explain this is by way
of examples
a long-term elementary music teacher the
area of endorsement being music
was placed in a high school choral and
strings orchestra assignment
the educator had not taught high school
for many years
had never played or taught the string
instrument
the impact
students dropped the class and the
choral program died
another example
a teacher endorsed in social studies who
has taught history in government for 20
years
under the current contract language
could bump out
an experienced
but junior psychology teacher even
though the senior teacher had no history
of teaching psychology
in fact under the current contract the
senior teacher would be able to take the
position even if that person had never
taken a psychology class
we believe that the negotiator should
adopt the state law definition
and build some protections in for
long-term teachers so they get a
reasonable amount of extra training
to qualify in a timely fashion for
available positions
or the district establish a special
training fund
for teachers who are up for disposition
but not immediately able
to
take that job
00h 05m 00s
our students deserve qualified educators
in every class and educators need to
have the training and experience for
their assignments
thank you thank you
good evening i'm jane greenholst i'm in
my 13th year as a portland public school
parent i have a freshman and a senior
both at lincoln i'm also here to speak
about the union contract negotiations
from a parent perspective
first i'm really hoping that pat and pps
can model the oregon legislature which
made some tough compromises to get an
agreement which hopefully will start
reversing the state's disinvestment in
public education this is certainly a
better model than our shutdown federal
government which is a national
embarrassment
and i think a strike would be a similar
statement to our students that our
leaders can't get things done
for most parents the most important
thing for students is getting great
teachers in every classroom and there's
there's nothing more important than a
good teacher teaching enough hours
so it would be ludicrous for portland to
freeze last year's woefully inadequate
instruction hours into the contract
especially at a time when the
legislature is coming up with money to
increase instruction hours and hire more
teachers
for me it's not rocket science that
portland's low high school graduation
rate is tied to the fact that high
school students don't get the bare
minimum instructions hours set by the
state and while we're very grateful that
the board moved to start addressing the
problem
we still have a ways to go at least to
get ninth and tenth graders getting a
full academic day my freshman has a
study hall
and pe and actors workshop so i think he
could have a bit more academics in his
day
i'm sure the reason the teachers are
even offering such a proposal is because
pps is trying to lift the 180 cap and so
teachers are concerned that instruction
hours will be increased by increasing
class sizes and student load and this
would be a very bad outcome for students
so surely there must be some room for
compromise here especially in light of
the additional state funds these funds
should only be spent on hiring teachers
and increasing instruction hours for
students
and finally i would urge you to change
the hiring process and get rid of the
system of hiring rounds which just puts
portland at a disadvantage and that's
not going to cost anything to change
thank you thank you both
our next two speakers are frank selker
and michael bailey
i'm frank selgertz s-e-l-k-e-r and i
have uh had a couple of students at
portland schools for many years one just
graduated last year
thank you for the chance to speak um
i wanted to second some things they said
mr hirsch's comments i very much agree
the teachers need to have competency in
their subject my students have had
teachers that didn't know some basics of
what they were assigned to teach and
currently one of my students has two
empty periods i'm not going to call them
free i'm going to call them empty
periods
so i very much endorsed what jane said
as well
teachers deserve excellent compensation
and respect and support there's no
question about that my family is a union
family and i understand their
perspective
but portland also deserves excellent
school system
and this can only be achieved in my
opinion with accountability and with
accountability the power to act
so the district must be accountable for
the quality of the principles and the
principles accountable for the quality
of the schools
and it follows that the districts must
be able to replace principals and the
principals must be able to replace
teachers
this includes also hiring the best new
teachers which means getting rid of this
current crazy system which very much
disadvantages us in terms of getting
good teachers
knowing which teacher is excellent is
not
that hard the students know
the parents know the principles now and
i think it's a bit of a red herring that
people say well how can we possibly
measure everybody on the ground knows
the issue is not knowing it's allowing
action based on what people do know
and i wanted to comment that there are
many thousands of citizens that care
deeply about what you're doing here
sometimes they're not here because they
are have more diffused interest they
have jobs they're on playgrounds
but they certainly care
and sometimes they may not feel they can
make a difference or are even
intimidated but i wanted you to know
that there are a lot of citizens behind
you here
and the conversations on the playground
at the water coolers are going to
reflect deeply what you do
what you do takes courage and i very
much appreciate that it's not an easy
task and
i appreciate you doing it i admire it
for excellent schools we must be able to
hire early we must be able to move
teachers according to principal
00h 10m 00s
preferences
pardon me oh okay sorry
and the teachers i think the best
teachers don't fear that i think the
best teachers crave that and i
appreciate your support in getting us
there
i think the timer started before i
started speaking because i didn't know
it's supposed to start
sorry mr chairman uh members of the
board superintendent smith
my name is michael bailey uh
b-a-i-l-e-y i'm president of the
national disability rights network in
washington d.c
and although i am a resident of portland
and divide my time between here in my
office in dc
we are the largest cross disability
advocacy organization in the world
running 57 non-profit law firms one in
every state every territory the district
of columbia and a huge native american
program in new mexico
i am also the author of special
education a parent's guide to a child
success which is the largest selling
special education guide for parents
yet published
both of my daughters are graduates of
grant high school
one of them was a valedictorian and one
of them was in special education
i am speaking to you tonight about the
general subject of seclusion and
restraint and the use of seclusion
restraint cells
four years ago my organization published
this report which through the courtesy
of your recorder will be made available
to each of you i hope you will have time
to at least per use it
it came to us because of complaints
about death
and serious physical injury to students
in special education in every single
state
and these are highlighted in this report
the uh our recommendations to congress
are on page 39 and we very nearly passed
a federal standard
two years ago it passed the house died
in the senate but it's ready for a
markup in january with bipartisan
support senator harkin will be
introducing it and it is summarized here
when portland public schools
appeared at least to be very stubborn
about removing the seclusion restraint
cells at pioneer school
an internet petition was circulated
i went through three minutes all right
lastly
i will draw your attention to a case
september 16 2013 out of the ninth
circuit payne versus peninsula school
district which holds that the use of
seclusionary straight cells violates the
fourth and fourteenth amendments
the constitutional rights of special
education students and it also holds
that school districts who do not
adequately train personnel in the use of
aversive techniques can be held liable
and our final two speakers are
angela jarvis holland and sheila warren
hello my name's angela jarvis holland
and i am the executive director of the
northwest down syndrome association and
the all born inn movement to create a
more inclusive civil society
i represent over 1 400 families and two
children very particularly who are
portland public school students and my
two boys
i'd like to reference the same issue
that michael brought up i spent a lot of
time on the long range facilities
planning group
and it's very important to me that it be
noted publicly that neither nwdsa or the
disability rights oregon that gave
statements in support of the bond
want any single taxpayer dollar spent on
seclusion rooms seclusion cells
segregated schools for people with
emotion with
like pioneer
that
statement that was made when we saw on
the news the reluctance to remove those
rooms
it jarred me very deeply and mcvin
mcminnville
explored other alternatives and at the
elementary school level where they've
seen 72 restraints in one year that 72
dropped to 15 after adopting some
training and 54 restraints in 2007-8
we turned to just the number one in the
following year it works to train people
it works to support people we have an
awful lot of resources i have a
conference that brings best practices
into focus and i stand in solidarity
with sheila and her work it's children
that i represent and it's children of
color that overwhelmingly are subjected
to these
00h 15m 00s
outdated practices and they deserve
better from us
thank you
good evening hi i'm sheila warren
w-a-r-r-e-n
i'm the founder of portland parent union
and the director of portland parent
union and i'm here on behalf of
endeavor
nwdsa and dro which is michael bailey
there's little evidence that seclusion
helps children but plenty of evidence
that it hurts them
seclusion rooms do take children out of
the classroom where they could be
learning
teachers and students can be injured
forcing a struggling child into a
seclusion room
research shows that the children have
committed suicide hurt themselves and
even died inside seclusion rooms
plus a lot of times staff are not
properly trained
we ppu have represented families who
have witnessed restraints of their
children in an improper manner
including being locked in in a room
to de-escalate the behavior only for the
behavior to become worse
i wanted i was researching this out and
i found a parent's story and i want to
read that
in february the star news
reported this is new hanover county
schools
in february the star news reported that
parents filed a complaint against new
hanover school county schools with the
office of civil rights
questioning the use of seclusion rooms
seclusion rooms amount to a closed size
space
with padding where students with severe
disabilities and out of control
behaviors because that's what we see can
be placed under
observation during emotional episodes
each special education student has an
individualized education plan or iep
that's designed by parents and school
representatives
each iep includes ways teachers can
intervene when a student starts to get
agitated
teachers go through several
de-escalation strategies to calm the
student down before they use something
more extreme
tron
executive director of special education
in the new hanover county school said
if all else fails all these other little
steps to try
get to this
boy
there may be an
there may be an intervention that could
include physical restraint of a
seclusion
i'll just go oh well that three minutes
was fast
i
it's two minutes
yes because i i know i uh
i timed myself several times at home so
i'm just trying
another minute
can i go ahead and read the rest of this
okay can i go
okay
if all else fails all these other little
steps okay let me get this this woman is
amazing her testimony
now just seven months later one mother
wants legislators to hear how how
isolation impacts her child
i am proposing here today that we enact
a mandatory student rights committee
that will provide for procedural
safeguards ensure
that the student civil and basic human
rights are provided for
the students rights committee will look
very similar to a mandated clients
rights committee that the mental health
field must follow when working with
persons who are disabled
how is it that my child and children in
my community like gavin and ben
are protected from unnecessary seclusion
and restraint outside of the walls of
school
but as soon as they walk into school the
rules change and although
i have not personally experienced or
heavily investigated the issue it
presents as rather similar to an issue
that that universe that a university
conduct board might see
does the student's individualized
education plan suggest seclusion
was the situation handled correctly
these are just some of the questions a
rights committee might ask the issues
for us ppu is to fold is twofold we
support nwdsa
and the dro in demanding all seclusion
rooms be removed and ask schools not to
lock out lock our children in a room to
de-escalate behavior we're asking for an
independent sped
special ed
rights accountability committee
thank you for letting me finish this up
thank you
we're going to move on to our first item
on our agenda which is a budget update
from superintendent smith
and thank you for that um
i wanted to just do a brief update on
our current year budget and you know
that at this time of year we're what we
are involved in is enrollment balancing
so we're looking at what number of
students we plan for in each school and
what number actually show up
and then we go through a process of just
of looking at how we actually get staff
to the schools that
00h 20m 00s
need more staff
traditionally we have built into our
budget
what we call a
number of fte that are for this reserve
for this purpose and it's already part
of the budget last spring when we
budgeted
as you know we made the decision to push
all of our staff into the schools in the
spring and then come back and revisit
now
where we would do one of two things
either come back to the board and
request fte to do the balancing or
second to that would have would be
to move
staff from schools that had fewer
students show up and move them to the
schools that
that have more students show up so
the position we're in and part of my
report to you tonight
the other piece to this is in
uh
we don't receive our actual audit
until november so we'll do a formal
our first budget amendment in november
december um what i'm looking to you to
do tonight is to actually allow me to go
ahead and based on the information i'm
going to give you tonight to release
staff into the schools now where we're
keeping stability in the system so i'm
going to walk you through what our
current financial situation is
which is
this year's adopted budget
had a four percent
reserve set aside that was an uh
uncommitted contingency which is roughly
18.6 million dollars so that was our
plan for reserve
our ending fund balance is actually 16
million dollars beyond
that number
and i'm going to walk you through what
how we have that 16 million and then
what my proposal to you is of how we use
it
so the 16 million
our local option revenue is higher than
was forecasted by 750 000
our e-rate reimbursement
we've received 1.2 million that's not
included in the budget because it's
discretionary and you can't plan on the
amount it's it's received its federal
reimbursement for technology expenses um
that that's the dollar amount we
actually received since budgeting
our pers expenses are lower
by 1.5 million because of the um the mix
of employees so the difference between
what's projected and what's actual based
on
who what group the actual employees fall
into
our utility savings
are
were
higher so higher savings than expected
by 1.4 million and this is largely
because of the boiler burner conversions
and then yay which i'm going to just say
credit to the board for taking that
because it's really we're realizing the
benefit of that yes
and then
11 million dollars is a result of
vacancies so positions that went
unfilled and belt tightening so where
did we underspend last year so at the
same time we're going through our
budgeting process
the same time period we're also working
to really
tightly control our our spending and
that realized 11 million dollars so
um
so that's the that's the dollar amount
what my proposal to you is
is that
fall balancing and i'm going to say that
i'm going to assume that anything that
we're allocating this year since we're
in the first year of the biennium we
also need to be able to do in the second
year of the biennium so that word it's a
two-year a two-year plan as opposed to
spend it all in the single year so this
is a two-year process
so our fall balancing fte would be a
total of 30 full-time equivalents so 30
fte
which allows us to
have the average kindergarten size in a
school be
25 or below if they're if you're above
25 it triggers more resource and i say
the average size meaning like if inside
an individual school you've got a 23 and
a 26
like you've got to have your average be
below 25 not have an individual school
decision b that you keep one low and
then come back to us and ask for more so
average size above 25 at your school
triggers more resource
that our high school
teacher load we are respecting the 180
cap
that the opportunity to take eight
classes was available to all of our high
school students and we've staffed for
that and planned for that
we've got 600 more students in our
system this year so that we are actually
programming for those students and that
we've then taken in into account
the schools that had more students show
up in them
but that were not pulling from school
from schools that are already staffed if
they had fewer students show up so this
is really a move to try and keep
stability in the system
and maximize
you know our ability to to program and
staff
so the second group we had
a grant that we were able to apply for
00h 25m 00s
from oregon department of education
since the budget was completed
that uh
for a match of 250 000 which is the
equivalent of two and a half
fte we were able to add 6.5 fte and pe
teachers to nine schools which is a
terrific thing and those schools have
really appreciated it so what's included
in this proposal is our piece of the
match
but that leveraged
additional dollars
we also have a grant match for a teacher
mentor program and this is continuing
our new teacher mentor program we
started last year it's a grant from ode
and for 200 000
an hour of our expense it sustains eight
teacher mentors each of whom
mentor 15 new teachers and this one's
been just
i think high value to us in terms of
really
giving new teachers the support that
they need
and then adding an arts teacher on
special assignment and again we have not
had one of those in many years
but the arts tosa would support all of
our arts programming including
implementation of the new arts tax which
is funding 46 arts teachers in grades k
through 5.
so
that's part of the teaching fte that
would be added
additionally
we're proposing to add 68
part-time classified staff to each
every one of our k-5 k-8 and middle
schools and i say classified staff to
then be determined by the school
of what kind of classified support they
specifically need so we're not defining
it more specifically than that
but this is our classified staff have
been
cut
dramatically and i'm going to say even
this small amount of classified support
back to a school means the world so and
increases the flexibility of a school to
meet the needs of kids
in our 10 high schools so the nine high
schools plus alliance
to add part-time classified staff to
support additional career coordinator
capacity
in each one of those schools
and then the next section is to at to do
a pool of 150 000 dollars that is
reserved
to hire retired teachers to do work
sample assessment scoring um support in
our high schools and this is really
specifically on essential skills work
samples which have become and we've
heard a lot about just the additional
stress of having to score work samples
this becomes a way for us to provide
some support for the work sample scoring
and i think high value
and then finally
our athletics doing an investment that
reinvestment that supports the move to
build back towards our ability to be
the meet the 6a classification so it
specifically supports freshman coaches
jv2 and freshman coaches
trainers and transportation so this is
really about safety and building our
capacity really coach our
our early
early teams
that that total dollar amount
ends up coming to 6.55
million which if i then apply that both
tier 1 and year 2 gets you up to 13.1
million
leaving you some in re still some in
reserves that i'm going to say is a
bookmark for
in january we have stephen's crossing
that will be completed in the wilson
cluster that will add students to
stevenson grand markham so we're looking
at our ability to be responsive at that
point and add staff at that point
after just applying this set of
investments this year alone you are left
with 6.6 in reserves so this both allows
you to make these investments and hold
6.6 in reserve
now
this is separate from
the the dollars that were just allocated
in the special session and we were
specifically um paying attention to
all of all of this but this is really
specifically about what our access and
reserves are
what the special session we'll do is add
in the second year of the biennium eight
million dollars for portland public
schools that would then be part of our
regular budgeting process so
they have earmarked that specifically
for teachers at instructional time um
but
but again that becomes part of our
regular budgeting process and that's not
what's on the table right now i just
want to be very clear it's two separate
things we're talking about here and this
is really about the use of our
dollars that were
realized in the in the way that i just
described to you so
with that i'll turn it over to george
playa thank you
board members comments thoughts
questions
all right
i have a question sure sure um
in terms of the 6.6 reserves could you
00h 30m 00s
clarify that for me
that's adding to the existing reserves
that we have so it's correct adding to
the 18
adding to the 18 right and it brings our
uncommitted contingency up to six point
six percent of um
of our budget yes so it's not six point
six million six no no six point six
percent so it brings it up to six point
six percent so right now we're at four
percent it brings us up to so thank you
for the clarification up to six point
six percent
and what and
the total number and that is um it is
30.7 million
so and i'll tell so again for our
reserves we have had a policy by policy
that we have three percent reserve
we have had um
practice at trying to hold reserves at
at least five percent this last year
actually in our original budget proposal
we were all the way down to 3.5 3.5
by our time we had an approved budget it
was up to four percent but this gets us
back up to 6.6 however you heard me say
too
that i'm looking at the investment we're
making now also being able to make the
same investment year too so that we're
and again we it's been rare that we've
been able to look at two years and not
just be year to year let alone even
partial years when we're looking at our
budget our budget numbers so this is
kind of a landmark moment that we can
think in a two-year time frame here so
um it's just a different kind of a like
opportunity to put stability in our
system
so um so but on practice we've been at
five percent i mean over the last 10
years or so we've not even that long and
bobby has perspective on this one no
we've been working to do practice at
five percent
and and this puts us above that episode
yes
the other one i'll throw in here is in
in the spring we had also agreed to use
to hold 1.5 as a potential backstop for
the arts tax because it was in question
at the moment we were approving our
budget and that sense has been resolved
so we know we aren't going to need to do
use that as a backstop so now that's
been yeah which is good as well
this is just so exciting and i just
really appreciate the way you've kind of
strategically
and you know very carefully
targeted the investments at things that
we know are working that we want to
sustain or expand
problems that we know are out there that
we just haven't had the resource to
tackle so i just this is so exciting and
such great news and i know it's not
going to meet all the needs it doesn't
get us all the way there obviously but
just so fantastic to be adding back in
all these different
areas of need
throughout the district and that on top
of that and then by going into this
budget we'll be able to have the
discussion about how can we use those
additional resources from the special
session which is it's a great it's a
great place to be so
just really appreciate the way you've
kind of worked through a really
really thoughtful investment so this is
great
so i i am also thrilled
that we're able to do this um
just the ones that i would pull out as
my favorites
um i'm very excited about putting 30
more fte in the schools i mean
clearly we have classes that are
overcrowded and we need to do something
about that so i'm really happy that that
went there i'm also
excited about having the artstosa and to
to support the investment that the city
and our taxpayers are making in the arts
for us to be able to coordinate that
effort um i think is is important and
you know i just can't say enough about
how hard our classified staff works and
so i'm thrilled that we are putting
more classified staff
back across the schools the only
question i had was around athletics and
the building back to the pil which i
um
and it's it
the things that you called out carol i
want to make sure that we're not talking
just about football we're talking about
sports across across across the board
correct right
transportation has gone from almost all
sports
and the trainers the trainers are
brilliant this is totally safety and
building up the younger kids to be
prepared great
thanks appreciate that
so um i'll probably repeat some of my
colleagues here but the
uh i think it's i think it's fair
to know that
a lot of what we just heard
um
has been has been stuff that we've been
hearing uh for a period of time that
that's been needed
and
obviously the
uh the 30 fte in in the schools has been
has been a big one
that plays
a significant role in workload it plays
a significant role in
and uh kids getting the the attention
that they need from the teachers that
are in front of the classroom it also is
responsive to to those schools that have
00h 35m 00s
the higher numbers that we didn't
anticipate necessarily
and that's really exciting to hear the
other thing too and
i see this a lot particularly in my
zone but is
not pulling
teachers away and staff away from
schools that didn't have the students
show up
creating that continuity in those in
those schools is really important the
mentor program i think that's something
that is for a
fairly nominal investment that some to
retain that is is pretty important
uh the pe teachers that's always
exciting
um
the uh
you know having having a tosa
for arts
um
teacher on special assignment um to cr
create an opportunity for continuity as
we implement this the arts tax i think
is absolutely critical and when we have
the
the opportunity to invest in tosas uh a
lot a lot of people
teachers particularly get
i get a lot of stuff out of that a lot
of positive stuff out of that and
students get a lot of positive stuff out
of that
the you know in in my zone and king
we've seen
parents and others advocating for some
classified staff to come in and offer
some help
and i think this is an opera has been an
opportunity to
to provide that help so that's exciting
career coordination boy go figure right
i mean this is something that that that
offers an opportunity for kids as they
prepare prepare for that next step
offering teachers an opportunity to for
and i know i'm repeating everything but
i like it
um but offering teachers an opportunity
to
uh to get some some help doing a sample
assessment
i think that again it's speaking to it's
speaking to what we've heard from
teachers saying
this
this opportunity it's very difficult to
be in the classroom all day long and
then have
the uh
the work
that they have to do beyond that
and then of course the re the
reinvestment in in sports too
i
i think i'm always i've always been the
one who has said hey i'm okay with three
percent reserve if it offers some
programming and and creates an
opportunity for
um uh to not forget about who's in our
classrooms now
so
i would be i would be along the line
probably less conservative and say why
don't we find other opportunities to
invest
but i'm pretty satisfied with the way it
it looks right now and and really
supportive of it and i would say
go to it get these folks out in the
schools as soon as possible
tomorrow
so
yeah i'm really pleased with where we
landed also it sounds like next year in
terms of what the legislature did the
monies would probably primarily be used
to reduce class size or maybe add days
it sounds like that's the restriction
right teachers an instructional time
right and they'll probably do more
guidance but at the moment right yeah
so i think
you know in general i'm
really happy with this i think that we
all
have our kind of pet things that we
think about and that we hope over time
we can budget and next year if it ends
up that we have some
additional i know we had we definitely
had talked about days and my interest
would be starting school earlier so that
as kids are taking ib tests and ap tests
they actually have a week or more of uh
additional instructional time under
their belt
or maybe even doing some mid-semester
interventions so that we catch kids
when they're struggling rather than
waiting to let them fail and i know you
and i have talked before about um
eventually bringing back the ombudsman
position to try to help when a parent
has
a concern you know i think we've heard
different parents in different
communities and i think that would be a
really good thing for us to think about
bringing back at some point so that one
you like when we actually do the budget
amendment in november december like
things like that we have the opportunity
to build toward like an addition like
that if that's something we felt
strongly about at that point so that
one's one i feel strongly about and the
other one is at some point stabilizing
our outdoor school funding and we all
talk about stem and steam and hands-on
learning and that's one that i think the
community places a pretty high value in
so those are just
ones to be thinking about as we go
but really exciting
what about that 2.9 million for stevens
crossing that's 29 fde
00h 40m 00s
of this dollar amount there would be
that much left if we're applying these
these investments over two years you
still have that remaining for either
other things that get added in the um
uh november december first budget
amendment
and one of the and i'm just noting for
you that one of the things we have to be
cognizant of is we're going to have an
influx of kids that hit those three
schools in january that we don't know
numbers on yet no i don't anticipate the
full 2.9 million the 2.9 million relates
to the
6.5 million and how now so you have no
you have the reserve money now you got
the 2.9 you got the stephen crossing
people and then you have the reserve
money and how does that relate
so you have what i just outlined for you
was roughly 6.55 million if we do that
again in year two roughly you end up
with an investment of 13.1 million and
more just giving you that so you have a
sense of we're planning for this over
two years not like you spend all 16
million right now if you then subtract
the 13.1 from 16 you get to the 2.9 that
is more just telling you that how much
is still there um so one of the
anticipated one of the anticipated
issues steven's crossing is going to
have a high number of students the
families have been relocated and they
would be brought back correct so
low-income families there's a new head
start facility that's planned for the
site and we want i mean this is not a
population that we want to we want to
make sure that we're anticipating um
meeting the needs of those kids in the
schools and they'll they'll be
added to three of our schools that will
expect an influx that we want to be able
to respond to quickly
and add fte so i'm more just saying
we're not doing that at this moment
it's in our future we want to be able to
be responsive
so the 2.9 million is
just part of the reserves really it's
just not really 2.9 million it's just
part of the reserves it's just added to
the reserves correct i found a hundred
dollars in a drawer last week i thought
it was great we'll take that we'll take
that too
the career coordinator thing can you
explain we had you want to add 4.5 fte
to the career coordinator
and
to the career coordinators period adding
career coordinators so if i'm out in
high school today
so 4.5 is a half time in each
high school correct
and so if i'm out in high school today
let's say i'm out of madison do they
have a career coordinator out there at
all now
so it's adding a total of 2.5 fte to the
whole system
which allows so you have part-time
career coordinators at a number of our
schools right now it lets them go up to
full-time
and it gives them a little bit extra to
do
to do
depending on what the actual
configuration is at their school so it
was really a 0.5 classified person at
each high school that allows them to add
to their career coordination capacity so
now the career coordination in each
school is how much
so we're going to get into complicated
math here
because in terms of talking about
achievement yeah so compact so um
and it looks a little different in each
school but it's a 0.7 fte it's a 0.7 fte
classified staff fte so what we're
adding is a 0.5
classified staff
five into each school so school 1.2
street high school to each high school
correct high school it becomes one two
becomes one point two two classified
staff and so you've got nine high
schools do they all have career
coordinator things
that we've got nine plus alliance so
alliance which who does not currently
have a career coordinator so they would
be getting their first point five okay
so we have ten
so point two times ten
gives us two fde over a career
coordinator in each school
correct let's give them something
if we took that
if we took that 2.0 back
we could put in the ombudsman
and we could put in the social service
coordinator back at roosevelt with that
2.0 or
how much are we short of outdoor school
funding
do you remember bobby we're actually
providing three days for outdoor school
at
a variety of different funding sources
and so we could either look to stabilize
that or to add to it it kind of depends
and i'm not sure i think the reason i
was kind of pushing that one off and
toward next year's discussion is because
i assume that most of those are are
planned already and i'm not sure that
00h 45m 00s
multnomah county or metro could you know
honestly yeah turn that into a full day
or you know
for 14 years so i kind of know how it
works so i just want to see if there's
an opportunity for us to stabilize that
and ideally increase it with partnership
support but that's that's all i was
mentioning but i don't know that that's
a really a reasonable possibility for
the people at this point but if we put
one
career coordinator in each high school
we could then
do that and add an ombudsman and uh the
social service coordinator back at
roosevelt which is such a key position
with the two fte left over and still
have one career coordinator in each high
school everybody be thanking us for the
career coordinators about going up to
one
and yet we would then still have the
ombudsperson which i think is
very very important in the school system
right now particularly and we would be
able to put back out that social service
coordinator which is so critical out
there roosevelt we have one of madison
and putting it back at roosevelt would
be wonderful i would love to see that
so there you go i don't know how we're
going to deal with this and i have
another question i don't know how we're
going to deal with this uh
i assume we're going to make a motion on
it
since we're spending money right
we can talk okay all right just
wondering okay now let's go back to the
uh
let's go to the teacher aids in all the
schools when i when
in
this is hard to say but it's hard this
is this is always a hard issue
when i put the equity lens on that i got
all sorts of problems
the equity lens because some of those
schools
critically need
e
teacher
assistance more than other schools
everybody needs it we're all low but for
me
putting a couple into a school where so
many kids are struggling versus putting
one which in a school where a lot of
kids are doing better doesn't really
this is like the money i found in the
drawer it was like 100
i mean 100 it's over everything it's
over the budget
so hey let's go out to eat dinner let's
go to the movies let's do fun things
with that hundred dollars and this is
over
so i would think it's almost more
important that we s
running through the equity land so i'd
like to see those aides
two things about them one i'd like to
see them placed
according to need
supposedly if you can it's a very
difficult thing to figure out
and uh two i'd like to make sure that
they were working that the instructions
went out to the principles that they
were working directly with children
i mean i've been in schools long enough
and i'm not saying no no reflection on
our principles or a lot of smart people
but you get a little bit of extra time
sometimes you put it into that person
takes care of some of your workload
instead of some of the children's
need so i'd like to see us go out
with that direction hey we want to use
this so i don't know what my fellow
board members think about this equity
stuff
just kidding you guys
but i think it's a good spot for stick
it through the equity lens and let's go
out to those schools that need it the
most
since it's extra money beyond our budget
thank you
other comments questions
no
um i
i'll throw in my own comment or question
um first of all i want to point out that
of the 16 million that you just said is
is available
11 million of that was from belt
tightening
when we talk about controlling our costs
and talk about the district finding ways
not to spend it
that is phenomenal and it might also
speak a little bit to the the
difficulties staff have been feeling
whether it's teachers or um
our classified professionals or
principals
i mean we've really constricted in a way
that has made it really really
challenging so i just want to say kudos
to folks for for being able to
it reminds me a little bit of the city
and that the city tightened farther than
they needed to
to make sure that they came in a good
spot and i just want to say thank you to
you and
and our staff that um that that was the
case
um
i i get excited uh about this and i i
keep hearing and i appreciate director
morton's comments about you know let's
push more money in let's push more money
in and i'm probably
not that i don't want services for kids
but i'm i
not knowing what
what budget
things are going to come up i'm always a
little bit more conservative of that
there's no shortage on places to spend
it
but i think of what the state
legislature did which is fantastic and
increasing investment again
i also can't help but think that it it
00h 50m 00s
also
increases the volatility of the system
that
it um even though it's an increase it's
a one one year increase it's not even
split over two years
and so we have to try to find some way
to ward that off
and so i feel like having a healthy
reserves is one way one way to do that
um are there any those are i guess my
comments or thoughts i i'm not going to
repeat what everybody said i
feel like i agree and actually director
buell i really appreciate you calling
out the equity lines because i think
it's a significant
thing for us to consider about whether
every school gets equal or whether
whether we should differentiate a little
bit more tough problems yeah and i think
given that this is a fall enrollment
balancing piece it's not the full budget
process this is i mean do you have the
direction you need because we really
need you to be able to move forward
given that it's october
so
if you want to i was just going to say
so i appreciate uh superintendent smith
knowing the urgency of this issue about
coming to us with an update before we
can actually do a formal amendment to
the to the budget
so while we can't technically vote at
this point
we do want i think most of us want to
get these resources into schools as much
as possible so i'm looking for a clear
indication from my colleagues
about support with moving forward with
superintendent's laid out plan
knowing that we'll have a formal vote at
a later meeting with uh with an actual
uh budget amendment
so can i see a show of support and i'll
just give me a hand if you're in support
of what superintendent smith
is okay what's your question
okay
we uh
what's the schedule for us voting on
this stuff
so i believe superintendent smith said
the audit usually comes back to us in um
november and so it would be november or
december would be the vote for your
budget first formal budget amendment
correct and and our direction to the
superintendent from the board is
do what you want you listen to the
things
uh
come back with a amendment that we're
going to vote on but go ahead and spend
some money where you think it's
non-controversial or what it's it's with
the things that she outlined now we
would be saying yes move forward with
that and we can make amendments as we
want
later on
but that's what we're looking for well
i'm confused how that would work
because we're saying do this
we're basically saying
spend this money
but in order to spend money
this is money that's
not been allocated in our budget 16
million dollars chunk of money
and we're going to do that without a
board vote we're going to oh we should
at least have a board boat to authorize
her to go ahead and come back
that's fine
i mean
i know we like
do it by osmosis
consensus but how about if we do it
instruct the superintendent what to do
with this 16 million and to come back
instruct her to come back and we can
see how that comes out
she will she will come back um with the
formal amendment we can't change our
budget until we have the audit received
but we recognize that there's a
timeliness to this and so what we are
doing is not by osmosis i'm actually
asking for a physical hand raise so the
superintendent knows whether or not the
plan that she is roughed out in front of
us is the direction that we would
generally be supportive well i don't i
just
don't think we can do a physical hand
raise and have it be meaningful in any
sense without a amendment and we vote we
can do a vote let's do a vote on
that she takes this and go you're going
to win the vote but let's do it right
let's do a vote
and we vote to have her
go ahead with her stuff and we give her
directions on what to do so she knows i
mean that's within her authority
yesterday i appreciate what you're
saying it's just we can't amend the
budget which is ultimately what we're
doing but we're but without sending her
that's what we're doing which is the
hand raise will be a vote
if that's how you'd like to look at it
okay who's making the resolution
so i just asked i called the question of
do we direct the superintendent to move
forward with this point knowing that a
formal amendment will come for us are
you doing that is that a resolution
you're making in which case you should
give the well you should give the uh
you should give the microphone over to
pam and step back do the resolution let
somebody second and we'll take the hand
vote and go
just do it the right way director
so um as i understand it just help me
out if i'm wrong
so uh
legally
we cannot
vote
to amend the budget
uh until the audit and that that comes
from state law i don't know where where
that comes from
um
00h 55m 00s
and so
what that says to me is is that the um
superintendent has the authority
to spend this money
without
our approval is it is that correct
but but she's looking for
a nod
and uh to
to ourselves and also the public that
yeah you have the authority and
and go forward
is that i mean is that where we're at i
just wanted to support that okay yep
okay
okay
need to do that we can just say who's it
okay you're just saying go ahead and so
i'll leave this money wherever the hell
you if you are in favor of
superintendent smith anyway um moving
forward with the plan if she's out right
raised if you could just show hands that
would be great
okay
and anybody who's opposed i'm not gonna
vote if it's none of this okay great
we are now gonna move on to the business
agenda
miss pattison are there any changes to
the business agenda yes there is one
change to the business agenda on
resolution
4810
the amount for the
grant from the state of oregon under i'm
sorry under the um
the revenue
for the state of oregon grant for the
dual language two-way bilingual grant is
a hundred and twenty thousand dollars
instead of a hundred thousand dollars
thank you so that there's an
intergovernmental agreement on the
second page of our business agenda right
top of page four
oh sorry top page four
um
state of oregon november 2013 through
2016.
intergovernmental agreement dual
language two-way biolingual grad
grant application changing from a
hundred thousand to 120 000.
okay director bule can you hold on until
we get this onto the table and i'm
formally considered thank you
do i have a motion and a second to adopt
the business agenda
second direction atkins moves to adopt
the business agenda director knowles
seconds the adoption of the business
agenda mr patterson do we have any
public comment on the business agenda we
do not no
for discussion director buell
yes i'd like to segregate out to bill
and melinda gates foundation money
and i'd kind of like to remind
people that this is just a courtesy vote
here because it's a courtesy vote to
allow me to talk to it and vote against
it if i decide we want to after we
discuss it
so
i moved to i moved to
to take the bill to segregate the bill
and melinda gates foundation which is on
the third one down in the first page
uh do i have a separate r60189
thank you do i have a second to remove
the bill and melinda gates foundation
revenue contract r60189
director buell moves director regan
seconds
to remove it and make it its own
resolution which we will consider in a
few moments
all those in favor of i'm sorry i should
vote all those in favor of that
amendment please indicate by saying yes
yes yes
all those opposed please indicate by
saying no
so the business agenda is
amended
with the removal of the bill and melinda
gates foundation revenue contract r60189
now the board will consider the
remaining items in resolution four eight
one zero and four eight one one as the
business jenny any other comments or
questions
seeing none all those in favor please
indicate by saying yes yes yes all those
opposed please indicate by saying no
the resolution is passed by a vote of
seven to zero with student
representative
davidson voting yes yes
thank you we will now consider
resolution four eight one two
which is a revenue contract with bill
and melinda gates foundation revenue
contract
r60189
do i have a motion in a second to adopt
that resolution
atkins moves to adopt the resolution
director regan adopts to her seconds the
motion
um any do we have well we don't have any
public comment um do
we have board comments or
questions director bill
this is very similar to
what we did last
the last board meeting with the seven
million dollars this goes out comes back
01h 00m 00s
around gates makes a lot of money it's
not
it's not
i want to ask the superintendent
to explain what
the personal how this personalized
learning is working and this also point
out that this hundred thousand that's
the first part and we're looking more
and then i'd like to make a comment on
this after she explains i could
sure
so
this is a revenue contract that allows
us to accept a hundred thousand dollars
from the melinda gates foundation to do
the planning
um and allow us to prepare along with
tillamook school district who is our
partner in this and we're one of 20
districts nationally to be invited to
submit
uh to prepare be paid to prepare
a grant that would be
a five-year grant that allows us to
enhance personalized learning
opportunities for kids so it's about
professional development and technology
that lets us do personalized learning
that prepares kids for college and
career so and i will say and
director buell has frequently raised the
concern of when you accept
dollars that then create a cliff for you
because you're paying for staff with
with outside money that then you get to
the end of it and you can't continue we
as a district have continued to have
that issue where we're really
just mindful of when
taking grant dollars specifically to
build capac capacity to do
staff training and development things
that live on beyond the life of the
grant this would be one of those that is
truly about investing in technology
investing in new uh if we're if we're
awarded the actual opportunity to do
this
it's really building our capacity as a
district to offer personalized learning
to kids
and this revenue is helping us
do the community process to plan for
that opportunity to apply
good guy director finish up
could you
personalize learning does that mean
what does exactly does that mean
that's part of exactly what we're
developing and tillamook is how would be
developing is what does that look like
using technology using the our ability
to develop our staff and tillamook
school district is actually one of the
leaders in doing that so as a small
district where they've got the ability
to innovate in ways and build and do
some things in a small district the
partnering is about how do we learn from
that and do things that benefit both
districts but look at how do we use
technology to more specifically address
the needs of individual learners so
would we address the needs of
children whose primary language might be
spanish
i mean until my dad's
you know i grew up in tillman so i know
you don't like in and outside
you know having
we used to look at it the opposite way
we used to learn from portland not no
one was learning from tillamook that's a
music
hell times have changed that's right uh
but i still don't
are we buying are we buying with this
hundred thousand dollars that we spend
and it has to do with us with this yeah
i know but we're
but we're spending at some place and
this is we're taking a hundred thousand
dollars from gates and we're spending it
on something i'm planning so this is
time for the planning ground
so we just
do we're just planning
who are we asking to do the planning
who's going to do the planning in this
grant see these are critical questions
for what i want to talk about but who
would be that
so who would plan it's our office of
teaching and learning from our on our
side but it's also our ability to
involve community and teachers and you
know
portland public school staff
and community in looking at how this
might be an opportunity for us yeah so
nice i mean i mean i'm not the world's
i'm not a great big fan of the gates
foundation so when i got the information
about this i went online and looked into
it and kind of delved through the
different links and whatnot and read the
full kind of background information on
it because i'm always wondering like
where is this heading what is this about
and um to me this was this is clear this
was not something that raised red flags
for me it was really around using
technology online learning um and
having more resource to be able to do
that and that's something we've
identified over and over again is really
important to us
to be able to meet the needs of kids in
the 21st century so this to me is not
an insidious or worrisome thing this is
a good thing so that's just my two cents
can you can you wrap up your comments so
i can get to other directors who might
have i'm just getting to the talk that i
planned
yeah good thank you
the uh that's okay uh
it's not the fact that this is the bill
melinda gates foundation though that was
what red flagged it for me what it is
01h 05m 00s
i had a teacher
tell me the other day
this
in the first month of school
she has dealt with a new evaluation
system which is you got to deal with
she has dealt with a new email system
she has dealt with a
the new testing system for maps tests
she has dealt with the new standards of
common core which were pushing like
crazy she has dealt with the new
proficiency grading system in the first
month
of school now i don't know if she's
dealt with any of her kids or not
but
this is
this type of
overload of our teachers
it
destabilizes our schools
particularly the poor schools we have a
lot of kids who come out of loving maybe
loving homes and supportive homes but
they're not very stable some of those
homes and when they come to school they
need a stable environment and we're kind
of
willy-nilly going without thinking about
how we stabilize these schools so if
you're in a really fairly poor school
those kids
we're destabilizing them we're becoming
the destabilizing force ourselves as a
district and
here's more things for our teachers to
do
more things for them to do i don't see
how that
is helping us
and i don't see why we would want to do
this now if we want to take the hundred
thousand dollars and put in planning and
hire some people
but in order to
come back and ask teachers to do more
we're going to probably have more uh
personal i mean uh professional
development out of this all sorts of
things we're asking teachers so we're
destabilizing the school a little bit
more and i just i think some claims we
have to say no let's let's stabilize
those schools not destabilize them and
so that's why i'm gonna vote no on this
it may be a great grant but
i get it i can't i can't buy it unless
we did something different with it i
don't know maybe some other board member
has some idea what we could do different
to make it work so we didn't destabilize
things thank you director curler uh so i
have a couple of questions uh what one
is what what is the magnitude of
of the grant application that we hope to
so we talking 5 million 6 million 15
million
so we're taking 100 000
it's over five years what's the
magnitude believe it's 20 million plus
20 million
this hundred thousand goes into 20
million
um so i guess my one comment is is that
uh one one of the reasons why i ran for
the school board
um was that um when i woke up in the
morning and
uh read the newspaper that we walked
away
from
15 million dollars
um and we walked away because we
couldn't agree the district couldn't
agree
with
the union
uh
well it's it's how i read it and it's
why i ran and one of the reasons why i
ran um and when when my children fight i
don't i don't try to find out who's
right i sent them around the block as
kids just you know you go around the
block you figure it out and when you
figure it out come back
um so but
i want to make sure that
that this doesn't turn into
a repeated situation and so my question
is what are we doing
to
um
assure that the teachers
and the portland association of teachers
are in at the ground floor so that we
can build something together
that focuses on delivering to the kids
which is what we're all about
instead of fighting over
things that don't matter
and so a lot of this process so what
what are we doing about that in this
grant if you could explain that to me
so i'll i'll say our current process has
been that grant opportunities that come
before us we generally will discuss at
our ipc which is our instructor
instructional practices which is a
regular meeting between our
office of teaching and learning cao
myself and the union
and that will be the place that that
will bring forward ideas or
it'll be conversation between
uh the leadership of pat and our staff
about particular grant opportunities
depending on what the time frame is so
and we've followed different processes
for different grants some of them have
very short time frames in which we have
the opportunity to prepare and apply
some of which feel very short
to everybody so with the magnitude of
work what we've talked about doing with
the union is setting up a separate
subcommittee that is specifically a
grant subcommittee that has some members
from the union and some members of our
staff that are regularly
01h 10m 00s
establishing a process of how we review
grant opportunities that come before us
so like the race to the top grant that
we're
you're referring to last year
we spent
most of our time before even putting any
work into
actually writing the grant and working
together with the union deciding whether
or not we were actually going to apply
so we submitted our intent to apply and
continue the dialogue about whether or
not we could jointly meet all the
criteria of what it would take to apply
this time as you know we were
eugene we built on
pre-existing proposals from a previous
round of race to the top that eugene had
prepared and salem had prepared
and bearden and portland came in
at the
you know at this round of opportunity
which was a very short window of time to
try and have the four of us go together
and build portland and beaverton in as
other parts of the grant
and
folks from beaverton and portland all
huge amount of work and where it felt
like too short of a window to actually
have everybody have meaningful
involvement and what we've said is great
let's stay in keep working on it and
look at the next round
that opens up so don't consider it a a
done deal keep looking at the thing and
keep working on it with the four
districts and our four associations and
can we keep getting to something that
ultimately we can all buy into so
and this this grant though specifically
same thing like what that it will be the
office of teaching and learning we'll be
working with
the teachers union
when i'm talking about the grant
committee it would be for all grants
like the ones that are coming the
opportunities that we're working
together on do they make sense for us
so
okay that's helpful
the uh i mean the first thing i have a
couple of comments but the first thing
is that i mean our ability to respond
to um rfps
um is absolutely critical
and uh
and it's
it's a matter of having to to anticipate
what is coming out being able to dot all
your eyes and cross all your t's and and
respond in an orderly fashion and
in a competitive way um
so that's keeping those those lines of
communication open for the next round is
going to be really important
the other piece too and i appreciate
director buell's
questions around this
my
my experience with the gates foundation
is a little bit different
um and uh and i understand you know this
this particular hundred thousand dollars
could lead to a heck of a lot more
um and the description of it in our
in our uh in the resolution
explicitly says working with the
tillamook school district students
teachers in the community to build
district-wide capacities to support uh
personalized learning so there's there's
sort of some some uh
i
identified groups in there that would be
participating and i would have the
expectation i think we should all have
the expectation that those are very much
the groups depending on the the need and
depending on the opportunity that we
should continue to talk with as
opportunities arise
but back to my experience
my experience has been one of
i guess what i would call innovation and
stability
i'll give you a couple of examples
concrete examples one
uh that i've seen and just an investment
in cultural arts programming
uh
and
it's uh that's an entry point for a lot
of students who've been disengaged
from
education and their parents who have
been disengaged
creating an opportunity to bring them
back in a way that's unique in a way
that we don't
we don't often
often do
or haven't had the opportunity to do
another one is after school programming
after school tutoring which
uh which actually helps prepare students
better i mean gets them gets them on
track
what and i would argue create stability
um more recently i've seen it i've seen
funding from bill melinda gates
foundation that focuses on parents and
family engagement
which again is an opportunity to bring
in parents into the educational process
of their youth parents that
that historically have not been engaged
in
in uh their children's education because
they haven't had a positive
experience with education
um
and uh so i've seen stability come out
of that
and uh so my experience is a little bit
different i see it as an opportunity to
be innovative in a way that is actually
supportive of the academic pursuit for
these youth in it and in fact supportive
of
kids success in
in the classroom
and i've seen the evidence particularly
of those you you mentioned the equity
equity policy equity lens and poor
schools and underserved populations i've
seen investments like these be really
01h 15m 00s
effective in
a poor underserved population
and get them on track
and i would probably argue that it
created
more stability for teachers who had
those students in their classrooms so
i'm
i appreciate the conversation and the
uh
and the concern particularly around is
this stacking too much
on teachers and others but if we're
inclu if we have a hundred thousand
dollars to plan and we're including
these
these groups in the process of planning
i hope the outcome is
not just another
thing for a teacher to implement but an
opportunity for us to uh
to actually be innovative and be
supportive of
this student in in their academic
pursuit
other comments before we go
okay
we will now vote on resolution four
eight one two which is the gates
foundation revenue contract our six zero
one eight nine for a hundred thousand
dollars
all those in favor please indicate by
saying yes yes all those opposed please
indicate by saying no
no are there any abstentions
resolution 48102 is passed with a vote
of six by a vote of six to one with
student representative davidson voting
yes yes
immediately following this meeting the
board will hold a planning retreat
upstairs in the window conference room
our next meeting is here in the board
auditorium on october 14th at 6 pm this
Sources
- PPS Board of Education, Archive 2013-2014, https://www.pps.net/Page/2224 (accessed: 2022-03-24T00:57:54.073648Z)
- PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
