2013-11-18 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2013-11-18
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Board of Education - Regular Meeting - November 18, 2013

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good evening this meeting in the board of education for November 18 2013 is called to order I'd like to extend a warm welcome to everyone present and to our television viewers at 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 and we are also streaming live on pps's website this meeting will also be archived there if you'd like to reference it in the future with that we will start with the superintendent's report superintendent Smith you yes um and actually we're excited to kick off the superintendent Report with a um featuring our third grade reading Campaign which we kicked off on November 6th with Portland Public Schools and the Portland Trailblazers we were over at Chief Joe Ackley green school and we had Portland Trailblazer Senator Robin Lopez and Blaze there with all the kids so you had kindergarten through third graders there in the audience clearly really excited the campaign is designed to inspire students to read and the Trailblazers are sponsoring it by doing read big and they've transformed Lopez into a superhero so here you see the poster of Lopez as a superhero and Blaze doing his Antics so in addition to the Trailblazers we've got a number of non-profit partners including what he is really tall seven feet tall he's really tall the PTA reading results smart readers the shadow project Multnomah County Library Sun schools the children's book Bank are all partnering with us on this campaign and the children's book bank and PTA actually are sponsoring the children's fall book Harvest this month where we intend to collect 25 000 new and gently used books for early readers and this is really exciting so this is our first annual book Harvest to get involved in any of these ways please check out the read big read together website um students from Chief Joe helped unveil the the campaign art that was inspired by Lopez's passion for Comics um and they were they were really excited talking to him about what excites him about reading um this is part of our effort to have all of our students exceed the third grade reading benchmark by 2017. so it was uh it was exciting it was a very loud a very loud assembly as you can gather um back in October I had the honor of participating in the dedication of the new Cleveland Field House in honor of Thomas Cameron who was a 2005 Cleveland High School graduate who was killed in a U.S Coast Guard training exercise friends and family and Cleveland athletes were all in hand for this dedication ceremony Cameron was an all-seasons athlete at Cleveland he played baseball soccer ran cross country and swam and his family decided that revamping the Cleveland field house seemed like a fitting tribute and way to benefit both current and future students it was an amazing ceremony I'm just going to say it was really touching hearing both from his students from his colleagues in the Coast Guard from his family and it was a just a tremendous tribute to him and the entire Cleveland Community Cleveland students who graduated with Thomas have started a soccer scholarship in his name and are gathering donations and you can find the link to donate on our website so really wonderful tribute to Thomas we stand for children Oregon awarded three ten thousand college scholarships at its annual beat the odds scholarship Awards luncheon on Wednesday and two of the three High School seniors honored were Portland Public School students um part of this scholarship is really about students who beat the odds so who have overcome tremendous obstacles and and made like tremendous accomplishment so Franklin High School senior Brooke Thompson spoke about her grandfather who has been her role model Archie Thompson who is one of the one of the last native speakers of the yurok tribe she said that school has always been the place that she shines and that she's been able to shine her pride and her Heritage and her passion for the environment have inspired her to pursue a degree in environmental engineering so she's receiving a ten thousand dollar scholarship and then Roosevelt High School senior Isaiah Eddington spoke about how frequently his family moved and he eventually found stability by moving in with his grandparents he works hard to be a role model for his younger half brother and middle school student that he mentors and Community involvement and music keep him focused on academics and he plans to study computer science or game design so this
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is a huge banquet that honors these students it's a really big deal and we are really honored to have two of our students be be featured in this so please join me in just congratulating our thank you we had three students and all of our high schools win big in the socket to me contest and this is one it's a contest that was put on by a portland-based manufacturer and designer of funky socks that are sold worldwide the contest raised fifteen thousand dollars to support the Arts and Portland high schools through its seventh annual design assat contest among the winners are students from Franklin and Wilson high schools and Metropolitan Learning Center and actually specific students Abby Malloy Alex burlay and Sadie Gustafson um this actually is open to all Portland residents who are encouraged to submit a unique sock design for a chance to win a thousand dollars in cash 15 pairs of socks and have the artist's design produced and the socket toomey's next sock collection and in addition they then pledge an art grant for Portland high schools for each unique design submitted the 15 thousand dollar donation will be split amongst our 10 participating high schools at Cleveland the grant will be used to fund the Ceramics program which has increased from two classes to nine over the last year and relies solely on student donations to operate the donation of fifteen hundred dollars will help support the purchase of clay carving tools drills brushes canvases and other necessary supplies other uses for the donation we have a trip to New York City for the students of Lincoln high school funding for the Ceramics program at Roosevelt High School an enhancement of the Arts and communication Career Technical education program at Alliance High School so we're really excited about the sakitumi's contest and just them working to further support our Arts programs in Portland Public Schools so actually let's thank our partner here we've had a number of teachers who have been recognized for their excellence in their work with our students the following few examples show the range of accomplishments that our teachers have been praised for so far this fall Alfonso Garcia who is a middle grade science teacher at access Academy was named Oregon's outstanding classroom science teacher at the Oregon Science Teachers Association conference in October on November 1st he learned that a paper he co-authored with a University of Portland researcher has been chosen from among 12 000 submissions for presentation at the annual American educational research Association conference in Philadelphia in April this is a really big deal and we are thrilled for Mr Garcia thank you we mentioned this at the last board meeting but I'm going to call this out again Irvington K-8 language arts and social studies teacher Todd Stewart Reiner was presented with the summit learning and teaching award at October at the Pacific education group's National Summit for courageous conversations in St Louis he was recognized for transformational leadership in implementing the courageous conversations about race protocol in his classroom and in his school the award describes Stuart reinier as passionate about his work and showing a Relentless determination in this adaptive solution for racial equity and student achievement and Todd is an amazing teacher so it was great to see him recognized we had the United States tennis Association who chose Diane larcell Benson tennis tennis coach and a Laurelhurst teacher for the usta's no-cut coach All-Star team 2013. only 12 coaches Nationwide are recognized with this honor for implementing a no-cut policy and welcoming all interested students to be part of their their school's tennis team so thank you Deanne Rodriguez who capped their third and fourth graders marine biology unit by building an inflatable whale some 50 students dads moms and teachers jumped in to help build the whale with rows of plastic sheeting and packing tape and this picture just had great great Hands-On projects so we just wanted to acknowledge the the creativity of this class so checking out a whale KATU has done has been sponsoring weather school for our K-8 elementary and middle schools since the second week of school weeknight weatherman Dave celeski has been heading to a different school to teach a Northwest weather lesson students are learning why the Northwest gets more rain than other parts of the country why our Coastline never freezes and how they can come prepared for
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school by watching the weather in the morning before leaving home there's Dave he engages students by showing them how clouds form and takes time to answer questions the big number one question so far how many snow days is he predicting this winter so he was at Peninsula today teaching another class he's weather school is featured on katu's 5 PM 6 p.m and 11 P.M newscasts and since we have now are engaging students in our preparation for our upcoming inclement weather I'm going to just update all of you on how to stay tuned um we have several ways of communicating with families about inclement weather we have automated phone calls so the district uses a rapid broadcast system to call student homes using the primary phone number on your students registration form you can change this number by notifying your school secretary we also use Facebook and Twitter so the district posts emergency and weather related delays and closures on our Facebook page and relays information via Twitter at no cost you can sign up to follow at PPS alerts for weather and emergency news and at PBS connect for all district news if you don't already have one you need to set up a Twitter account and then finally online posting so in the case of significant emergencies involving multiple schools and weather related delays and closures the district posts information on the PPS home page so stay tuned hopefully we don't have a an imminent inclement weather opportunity to use those but please stay tuned and then finally um we wanted to share with you since we've had a regular conversation about Wellness initiatives in the district we had a principal at Benson High School and Benson has been recognized because we've had our two health and PE teachers at Benson really engaging that whole school in Wellness activities their new principal Curtis Wilson was a special guest in the Zumba class and we thought we'd just enliven our board meeting a little bit by sharing with you that that special Zumba class there you go if I go forward perfect so all you got to do the whole thing is just a sweat have a good time burn some calories which can feel good okay you guys ready good running back I just think it's important um I think exercise is important I think you know the country's been uh pretty much obese that there's got to be some other way to get kids to exercise in and make it fun that's the big thing I mean I hate exercising too but I love to dance I love music and I love to sweat enough so if you can make it fun then I'll do it a lot of our kids are just so sedentary um so one of the things I saw when I first got here the kids weren't pretty much do anything you know just do something that will get you moving right because of all the processed foods and sugars that they're consuming throughout the day I think it's fun to just get them moving and just and just make it fun so this for most of the kids it's fun um we had our principal doing zumba Forest as a vigorous activity they do yoga first and then they do Zumba after that to get their heart rate up it's um an instant pulse you walk around Tas walk around and they take every kid's pulse they just grab onto it and it shows their heart rate and vigorously we're supposed to be above 155. well on average I was seeing about 155 they were doing good they were somewhere lower somewhere higher it depends but they were doing pretty good on average right our two Pioneers uh you know Katie and Linda they're they're advocates for students being healthy they're thinking out of the box in regards to PE um I used to teach PE many moons ago and I did not teach it like this and so what these guys are doing it's incredible and the fact that they have a Zumba unit it just filled me after because I've been doing Zoom for a little bit over a year and I said man we got to figure out a way to get me out there as embarrassing as it is because I've been nervous all week I just have to do it it's it's something different for these guys um they're used to just seeing me in a shirt and tie and slacks and so today most kids are just in shock they're really in shock they have no idea what the heck I'm doing and when they see me like this at lunch they'll be really confused but the word will spread and kids will know that we've been having fun all day
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and I will say Curtis also led the entire cast of District administrators through a Zumba exercise 2 suits and all so it was actually he's been a great inspiration and we are really on a district-wide wellness how are we getting everybody moving regardless of whatever it is that you do how do you keep moving how do we keep healthy so Curtis that was great great thank you we're going to move on to our next item which is student I just want to say I hope everybody in the audience and all the board members will encourage the state legislature to get the costs of college in this state under control I'd be wonderful for uh to stand for children to give out ten thousand dollar scholarships now those children only need 70 000 more if they're going in the University of Oregon I mean we're at six percent we used to be at tens of percent I know it's 30 or 40 percent supported by the state we're at six percent at the University of Oregon and you need eighty thousand dollars to go to college it's absolutely absurd that we're in that situation I hope all of us in the audience and everybody will really say let their legislators know this next time hey this isn't right thank you director bill sure teachers and amazing teachers I was at the osba annual convention this past weekend and they recognized the Oregon teacher of the year Brett Brett Bingham and he is a Multnomah County Education Service director division Department excuse me a special ed teacher teaching life skills kids and I have to tell you that his story was one of the most inspiring stories I've ever heard in his commitment to kids was just absolutely incredible I asked if it was videotaped unfortunately it wasn't but I would love for us to have him come to a board meeting and talk about his work and and how he engages kids it was just incredible what's up thank you director again now we'll move on to our next item on the agenda which is student testimony Miss Houston do we have any students signed up we do not then we will move on to our student representative report student representative Davidson thank you superintendent Smith and fellow board members thank you for giving me the opportunity to address you all tonight I would like to open my second report by asking you to do something that I was asked to do on my first day of high school at freshman orientation I would like each of you to look to your left and look to your right one of you statistically speaking would not have graduated high school today in PBS the same message was given to myself and my classmates our first day of of high school this experience had a lasting impression on me as a new high school student in fact I think it had a lot I think had something to do with my interest in becoming the student representative however as much as those statistics scared me that morning I'm absolutely terrified that as I sit here three years later those statistics have not made more substantial improvements I have a hard time addressing our unacceptable graduation rates without also drawing attention to the encouraging and exciting work of the high school action team I'm fortunate enough to have been a part of this diverse collection of educational stakeholders who have proved in discussions that there are many possibilities driven by creativity and Innovation that can make large differences for our students and their success often at low costs this team will be coming to the board in the coming weeks to propose some of their well thought out and inspiring Solutions I implore this board to look carefully at the recommendations made by this group and to in the end put into motion some of the plans that will be best for students in 2021 in order to be meeting the governor's 40 40 20 goal I must be able to attend another freshman orientation at any PPS high school and instead of hearing that one out of three of the young adults assembled will graduate that all of them will graduate we have a long way to go in a small amount of time the high school action team will play a significant role in increasing graduation rates as well as the quality of learning for all students not just those struggling to graduate and my last address to you I spoke briefly about the ongoing contract negotiations between PPS and Pat since that time the pressures due to these negotiations have risen both inside and outside the classroom until a contract is agreed upon I will be steadily increasing the amount of time I spend in each of my reports addressing contract negotiations and the impact they have on students I hope that this will help you understand the focus on the contract and potential impasse that is growing in our schools day by day the Rumblings of a possible strike continue to grow in our schools high school students across the district are wondering what is happening why it is happening and what it means for them personally I'm angry I'm angry that on my 14th year in PPS this is how
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I am spending my senior year I had and still have ambitious goals for this year but instead of talking tonight about that work and the ongoing work of the students I represent I have to take time out of my report to talk about contract negotiations I'm tired of being asked by community members why about my take on the the contract negotiations rather than the projects that members of supersac and the PPS Student Association are working on it's not too late to spare students the harm of continuing negotiations and a strike we have a chance to keep significantly more damage from being done to the education of students enrolled in PPS this year I hope that this will be the last report I have to make about contract negotiations the superintendent student advisory committee will be having a dinner at the besc with superintendent Smith and their families in early December to convey to parents the critical role their children play in providing student voice to PBS additionally I must admit that like many students most supersex parents don't really understand what supersac is so I hope to provide some clarification on this topic the PPS Student Association is continuing to work on getting the student feedback forms in the schools and have made the ambitious goal of having a pilot in action by the end of the first semester I look forward to watching these plans come to fruition as we finally Implement a tool that it was started even before I became involved in super sac thank you for giving me this opportunity to speak and on behalf of the students of PPS thank you for serving on this board thank you representative Davidson before moving on to public comment um last meeting I mentioned that we were going to get a report from director Knowles from the Council of great City Schools a trip that she went on director Knowles October 30th to November 3rd I attended the Council of great City Schools conference in Albuquerque New Mexico the Council of great City Schools um or as soon as you may some of you may recall we held that conference here in Portland about four years ago the council is the only National Organization exclusively representing the needs of urban Public Schools composed of 66 large school districts its mission is to advocate for urban students through legislation research and media relations it also provides a network for districts to share common problems to exchange information and to collectively address New Challenges as they emerge the council districts represents 6.8 million students about 37 percent Hispanic 35 African-American seven percent Asian Pacific Islander one percent Alaska or Native American 16 percent are ell 65 percent are on free and reduced lunch and about 13 are in Special Ed the official conference started with a presentation by a council president and superintendent of St Paul Public Schools Valeria Silva her presentation focused on race and equity and how as public leaders we must acknowledge that race does not make a difference in whether our students succeed we must acknowledge that race does make a difference in whether our students succeed and we must work to ensure equity in our districts to help those who are historically underserved one significant statistic that she used in discussing this in Saint Paul where some people believe that income was the real differentiator in their middle and let's see was it their middle and high income African-American students were achieving at a lower rate than their low-income white students her presentation set the tone for the conference where many of the workshops focused on issues of equity other areas of focus where the use of data teacher and principle preparedness Union Renovations funding ell and Common Core to name just a few the sessions I attended that were the most interesting including one entitled Having the courage and Knowledge and Skills to be a reform leader there was a task force on leadership governance and management that focused on a potential partnership with Harvard to help the development of new superintendents in order to increase our superintendent pool a workshop on labor negotiations focused on evaluations in Baltimore where their work is very similar to the work that we do here at PPS on evaluations and work in Cleveland where significant changes were made to the contract around 10-year seniority and competence the superintendent and I attended a workshop entitled rethinking leadership the evolving Urban School principal supervisor in this Workshop the Wallace Foundation Council conducted a survey of 41 Council schools including PPS and site visits with six districts to determine the way principal supervisors selected trained and evaluated in this session the six schools selected for the visits discussed their work with principal supervisors and methods for developing a principal pipeline
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developing evaluation systems for principals and how principal supervisors like our regional administrators can be most effective in evaluating and supporting our principals I have a several copies of the report from The Wallace foundation and the council if anyone is interested in seeing those I also facilitated a panel on safe schools how Council schools are supporting LGBT students the superintendent facilitated a workshop on the Arts and was able to share information about our work with da Vinci Arts Middle School the Wright brain initiative and the Arts tax PPS presented a workshop entitled spelling out institutional barriers to schooling collaborative support for ell learners presented by members of our ell and special education teams following the conference there was a town hall formal conference ended with the town hall led by Charles Ogletree a professor at Harvard Law School on Race language and culture in America and finally the superintendent and I are both members of the board of directors for the council and included a meeting including information on legislation and the reauthorization of the esea and work to maintain the level of funding for Title 1 in urban schools like everything else in Washington they were clear that there's not much moving there was a lengthy discussion on testing and how to determine when testing is necessary and when districts should cut back on certain tests the council will be undertaken review of testing requirements at the state and federal level as well as those by district and report back to the membership this discussion also included concerns about communicating with the public about the common core and lower test scores because of the increased rigor for establishing proficiency thank you thank you director Knowles sounds like an informative couple of days busy days very busy moving on to our next item on the agenda is public comment Miss Houston do we have anyone sign up for public comment yes we have a total of three okay our first two speed to speak Lindsay Levy and John Hirsch as you approach I'm going to read the instructions for public comment we'd like to thank you for taking time to come to our board meeting we deeply value public input and we look forward to hearing your thoughts Reflections and concerns our responsibility as a board lies in actively listening and reflecting on 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 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 criticism of individual staff members by name during public comment you have a total of three minutes to share your comments please start by stating your name and spelling your last name for the record during your first two minutes it's a lot of information isn't it I know okay this is the important part really the first two minutes of green light is going to appear when you have one minute left a yellow light will appear and when your time's up the red light will appear and no little buzzer will go off and at that time we just ask that you conclude your comments thank you again for coming you can you can start you can start anytime um Lindsay l e v y and now yeah um thank you for the opportunity as I stated it's not my favorite thing to do but we all have to do things we don't want to do several months ago I addressed my concerns to both the board and the Union in regard to accountability in both of their systems I need to be clear that I do not come to these meetings in order to vent I come here and speak even though it makes me uncomfortable and like most people I do not enjoy confrontation but I need to Envision that by making this effort maybe things will change I want to believe that competency is something both the district and the union value and understand is necessary for the success of our students in our community it is not competent to Simply move a teacher to a different school when they have been when there have been a Litany of complaints it is not competent to disregard the published findings a project chalkboard when they clearly show that not only are kids being shortchanged they know it on the contrary it is negligent it is the utmost importance that both the district and the union acknowledge their mistakes and address fixing them rather than denying or minimizing them proper evaluation of principals and teachers are key to ensuring the quality of our children's education there needs to be more than just there needs to be more to a job than simply being placed in a position there needs to be follow-up and that is timely and effective more hours in the classroom and smaller class sizes
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are only part of the equation we need skilled and competent principles leading the way and skilled and competent teachers leading the classes truth is essential between the students Community teachers in the district this is in short supply since both sides play politics versus prioritizing the needs of the students the track record for credibility is in the single digits and our children continue to suffer the consequences neither the district or the union has engaged the students or the community to face face to face and ask what they would like to see as the outcome so I'll speak for myself I would like to see 360 evaluations on each principle and each teacher that included parents teachers Educators and the district each year with that feedback being listened to and then applied to design make into the decision-making process I would like Clarity in the criteria of principal placement and teacher placement particularly in regard to when there have been complaints I would like to see the state's definition of Competency adopted and applied to both the union and the district and see them both achieving placing the best people in positions versus who in Lexington line or who's owed a job as I have said before both sides need to fix their own house and put the children in the Forefront where they belong I need tangible examples of where both sides are taking action and simply instead of Simply nodding their heads thank you you're welcome to stay on through him but you can also leave my name is John Hirsch h-i-r-s-c-h and I'm one of the three co-chairs of the 80 percenters for educational Excellence I have a master's degree in labor and Industrial relations and I bargained for the first 15 years of my career months ago we conveyed our contract goals to both the union and the district and ask them to address them in bargaining one of our group co-chairs has observed every public negotiation and we have read all the proposals two things are clear the current contract is a barrier to improving student achievement and negotiations were going nowhere when public bargaining ended sadly it's my experience that there almost always must be a forcing function to get a settlement it's unfortunate that a contract deadline with an impasse and threat of a strike is often necessary to reach a settlement without a deadline everybody holds back we don't know what's transpired during mediation we hear there's face-to-face bargaining today and we applaud that if it represents compromise on both sides and if significant progress is underway in that event the district should not declare an impasse as long as there is continuous and substantial movement towards an agreement the parties should continue to bargain this is excuse me this is a dynamic process and there needs to be a recognition of that and appropriate responsiveness on both sides however if there is not meaningful progress being made on key issues then an impasse should be called to hopefully force a mutual settlement if after an impasse is called and there still is no movement it is our position that PPS should Implement its solution to our four priorities our primary focus is improving student outcomes at PPS and to this end contractual barriers inhibit the excuse me to this end there are contractual barriers to student achievement that must be removed and the board should do whatever it takes to make that happen we think a strike would be awful that would divide the community but in our judgment the status quo is worse Portland must come to grips with the realization that our schools are not performing at the level we need unless the four issues we raised are properly dealt with and the district takes other non-contract related administrative actions to improve performance it will lose public support and our most vulnerable children will suffer the most those who can will send their kids to private and parochial schools public support for local option lovers levees will erode and the bond issues will fail our kids deserve better thank you lastly we have Beth Baines hello hello good evening anytime you're ready okay I heard the rules
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my name is Beth Baines b-a-y-n-e-s um good evening board and superintendent Smith I am Beth Baines I'm the director of Health and Social Services at Multnomah ESD which I guess that's going to be a common theme this evening is mesd right because we've already heard it a couple times I've been attending the PPS board meetings for the last several years as a partner liaison between musd and Portland Public Schools here to answer any questions or serve any purpose that I can I'm here tonight to let you know that I'm retiring from my position at musd and to thank you for your partnership currently and for over 30 years Portland Public Schools has received nursing services from musd we PRI we're proud to provide all the nurses in musd for who support PPS students and staff Schoolhouse services including immunization hearing special needs nursing and school nursing our menu services offered on the mesd district service plan health services are supported by 100 percent of our eight component school districts because of this we are able to have a very robust model of school nursing in Multnomah County and it means that all students in Multnomah County Public Schools no matter where they attend from Riverdale to Corbett in Portland in between receive the same level of high quality nursing services and so your participation makes a big difference in that and we really thank you again for that the link between health and education is well known and because of your District's support of school health services we're armed with one more tool in the Quest for student achievement again I'd like to take this opportunity to thank you for your partnership with mesd also to thank you for your service as school board members and superintendent none of those positions are easy they are very time consuming and it's not for the faint of heart and you've demonstrated that again the strength of the partnership is direct directly related to key PPS staff and I'd like to recognize some of them first of all in student services are liaison Tammy Jackson and her admin Julie mccallier Tammy is the person who is the kind of intermediary between the schools and between musd and she's always faced with the same question from principals how can I get more nursing services and she has to answer that question she does so very well the special ed Department Mary Pearson Ed kransky and Robin Malone they're admin they've worked very closely with us in the provision of nursing services to students with special Health needs the Head Start administrator Deborah Berry um don't forget our budget accounting and finance folks Cherie Lewis who is the master of Medicaid thank you David Schick is coming along Sarah bottomly Sarah served do you want me to stop talking about nice things if you could wrap it up Sarah served on the musd finance board the budget board last year and did a fine job I don't know if you call that hazing or not but she really represented the district well on that in Partnerships Andre Jackson and Robin Mack risk and Health Services Benson Meyer and Patrick Wolfe the communications staff no matter what organism we need to talk about if it involves rashes vomiting or anything else your communication staff has been very responsive in working with us and finally I consider it an honor to get to know and work with your legal counsel Jolly Patterson and Susie Harris they've been fantastic and finally superintendent Smith for your skill and always keeping it about the kids because that is what it is a new director has been hired her name is Margot I'll bring her to the December board meeting and introduce you there once again thank you for your support for school services mesc and your school nurses thank you very much before you head out thank you for your service and congratulations on your retirement and I'm glad you addressed the School nurses how do we get more of them issue because everywhere I go that's what I hear people good work thank you misuse and anybody else signed up no thank you November moving on to our next item on the agenda November is Native American month and a time to celebrate the rich and diverse cultures traditions and histories and to acknowledge the important contributions of native people superintendent Smith would you please read the board's Proclamation aloud happy to so this is a proclamation by the Portland Public Schools Board of Education Portland Public School District recognizes the month of November as National Native American Heritage Month we recognize the American Indian and Alaska native members of our community and the importance of including and honoring the stories experiences and
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expertise of American Indians throughout the school year Portland has the ninth largest American Indian and Alaska native population in the United States the Portland Urban native Community is descended from more than 380 tribes we acknowledge that the land on which every Portland Public School building office playground and Sport field is located are the traditional lands of the Multnomah Clackamas Chinook and Malala along with other tribes we honor the contributions past and present of the nine federally recognized tribes of Oregon the Burns Burns Paiute confederated tribes of the Coos lower Umpqua and sayusla Indians Grand Ronde selects Umatilla Warm Springs Coquille Cow Creek Band of Umpqua Indians and the Klamath tribes we are grateful for the gifts of the Native Community which exist in partnership with Native programs serving young children in pre-kindergarten to high school graduates transitioning to college additionally institutions of higher education include teaching programs which provide the platform for talented American Indian and Alaska native students to receive education and teacher training to become proficient Educators for upcoming Generations work within the PPS Title VII Indian education program provides supplementary education and cultural support each year to more than 900 students who represent over a hundred United States tribes during the month of November we acknowledge the contributions of the American Indian and Alaska native students families Elders staff and Community for the gifts and talents they bring to our larger School community thank you very much moving on to our next item a presentation from Multnomah Education Service District I'd like to welcome mesd board Vice chair Kevin Spellman along with mesd superintendent Barbara Jorgensen and thank you for coming on up some of you may recognize Mr Spellman as also a member of our bond accountability committee but tonight he's playing a different role welcome it's great the board for allowing us to be here tonight to do a presentation with you and to superintendent Smith thank you so much for having us here too we decided this year we're going to do things a little bit differently usually I come before you and talk about the services and mostly it's just lots of conversation about what we do um how the past year has gone and things like that this year we decided to do something a little bit different since you're all involved in really having time to go out to your schools it doesn't give you an opportunity very much to come out to multnomahesd and see the students that you have in our programs so we put together a video tonight for Helen's View High School which you have about 200 students that are are attending there and we'd like to give you a little bit of a perspective from these students as to how they feel about helensview high school and their education there and what that means to them and this is a very absolutely unscripted video we asked them questions they gave us answers and so they're really talking from their hearts when they talk about how they feel so we'd like to share that with you foreign well we have students ages 12 through 21. we have a wide variety of students primarily from parole and public schools some from Park Rose and some from David Douglas but basically we're designed for a student who has had difficulty or challenges within the conventional schools or even some of the other alternative schools so we're flexible in terms of being able to meet the students needs so not just academically but through any type of support that they may need yeah that's how I feel when I first came here like they help people a lot like you know you can go to a teacher you can like tell them maybe they actually need help on and they'll help you and you'll get caught up to like like say for instance you come here you only have like what two credits by the end of the trimester where you like you'd be caught up where you can graduate like the following next year right they really push you to achieve your
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goals and what you want to do in life like they believe like once you like to know what you're doing something that way after you leave here after leaving hell with you like you'll know what your next step will be so we have um a relationship-based model uh we have small class sizes we have maybe 15 in the classroom we also have smaller groups of up to six students we also have three groups uh three students in a classroom as well as one-on-one so we have a variety of instructional models that are going to meet the in Meet The Learning needs of each student because a lot of students still can't learn in a group of 15. it may not be their best setting so we design the model that the student needs I'm going to start college College like all my teachers and principal like I love her like she's she is a big helpful like I just love her so much like she helps to school and like she cares about her students and it's like one thing about my principal she's there every single day you'll see her and she'll interact with you she'll say hi how you're doing she'll be at our lunch she'll eat with them she'll talk to us check on our classroom and sit in our classroom just like you know just to be there like what a principal should do and it's like what other schools that I've been to like I've never really found myself so it's just like she really cares about her students like we're her kids you know because she's like our mom so yeah so I came telling you because I got out of the parenting program and they had a school there and I needed to continue so I could get my diploma because I was already set back because I have my daughter and so I came to Helen's view because they were one of the few schools well they were the only school really that accepted me I didn't think I was going to graduate and I didn't feel like I could do the GED and having a daughter I was kind of scared hounds View they sat down and said look this is where your credits are this is where we complete and I've been here this is my second year and I'm gonna graduate in March honestly it's like a dream come for me and my daughter so well first and foremost we get to know the student and interview the student to find out what were past barriers and challenges typically those barriers and Challengers around support systems that are not necessarily academic it's around needing money it's around Transportation it may be around clothing it may be around homelessness and so as we work with the student get to know the student we have resources that address all of those needs one of the issues that we deal with straight on is poverty and students I guess I guess what they do first and foremost is they learn about what poverty is they learn what will be a contrary to Poverty a living wage career and how to get from where they are now where their families may be now into what might be a brighter future for them so it's all about learning about poverty learning about intergenerational poverty and learning how to get out of it and what are the necessary steps that they need to self-advocate and to make choices that are going to lead them to a living wage career and now with the help of helensville starting January I'm starting one to return on my PCC for my Paramedic program and I'll be able to utilize the daycare here and I'll be going to school here and PCC so I can get the help from them for my schoolwork so that I won't just go straight into college so that I can ease into it and feel comfortable with it and I never thought that I'd even go to college but now I can become what I want to become because hmm and these are some of the statistics that we have at Helen's View really amazing without Chris I don't think I'd be graduating honestly she's the one that took me in and said you know what you deserve another chance you deserve a chance at your education and let me take that and gave me hope and said you know what I need I owe this to myself too and to my daughter so I owe it all to her really I've been to student health food for about a year and a half now and I will graduate in May of this year I'll be done with school I've messed up a lot you know and I'm finally trying to get my life straight so this is only supposed to give me like a second chance at you know doing something in my life and so far I've been taking advantage of I've been
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getting my credits being here on time doing whatever I have to do so I can graduate and not be in school no more I just kind of saw people fall off like the face of the Earth you know at a young age like you never see them again or I've had friends that's been killed or I don't want to end up that way yeah I really don't I want to end up like doing what I want to do which is child psychology you know I see like my parents struggling and see how how old they are and I'm you know I kind of have like it set for me you know like I can go to school I get my education and do what I want to do I see them struggling because they never really graduated or they didn't you know go to school and I'm not I don't really want to be that way and Helen's view is really a great school because it it really gives the second chance it I messed up in high school pretty bad actually and I thought that was that was it for my high school time I was just going to be a Dropout and go flip burgers for the rest of my life and then my aunt actually showed me this program the school and I started I attended my first day and I wasn't really sure about it at first but as I got to work more with the staff and connect with the other students here I realized that this is what I should have done the first time what about Homeview works for me is it's a lot of the one-on-one the staff actually care to see you graduate they wanted so you go across that stage and receive your diploma so they're willing to make time in their schedule to sit down one-on-one with you talk with you and help you evaluate when you're going to graduate and if you're on the right track to graduate as opposed to regular High School I came here I was like oh man I do better now you know but honestly I did so good like the first year I was here I earned what double the credit I earned in North Clackamas and ever since then I moved here with my family so I can stay in this school so ever since then I've been going here and I love a hearing word so for me to graduate especially at school I love and enjoying that they helped me with everything like from me be depressed not think I was going to graduate finish school gonna be a Dropout of my mom but you know I respect her still but I just respect myself more that I have the willing power to do what I thought I couldn't do and still do it and the things that the things I have done in the past I had that power to do positive things and graduate so now that I'm I can graduate I know I can do a lot more in the future before I came telling you you know I've been to some previous schools Grant um Madison uh pyc just send them a few and um just from Grant from my freshman year I grant it just didn't you know I got into some uh legal troubles and um you know I learned from my mistakes by now but that was I decided to come to Hell's View for uh my senior year so I'm a senior and um from from here I've been I've been doing good attendance very well uh grades making sure I get my credit loss on and uh I like it here people you know that made me feel at home um the relationship that we have with our districts primarily Portland Public Schools is invaluable because what they are able to do is recognize the need that individual students have and and plan for their success by referring them to Helen's view so it's a continuous service if their needs aren't able to be met within a Portland Public School and they go through a vetting procedure we're not appropriate for all students and the districts know that but when they have a student who has a consistent history of failure with multiple issues on top of that they do a beautiful job of picking up the phone and or emailing and referring that student to Helen's View and that is that's a beautiful relationship and that's where the districts and you know Helen's view you know work collaboratively and it's it's a growing relationship and it's um I mean our school is filled with students that the districts have saved basically Portland Public Schools Park Rose and a few from David Douglas oh man Christmas she's she's the best she's the best man she has a great attitude every morning speaks for every morning um good with kids man just she's just an outstanding outstanding lady outstanding I'm gonna thank the school board for having the
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students to come to Helen's View and I appreciate it because you know it's helpful for me and I'm glad to be here and trying to graduate and everything so I'll appreciate the school board for letting kids come here and uh to see personally I would like to thank the school district for funding a program like this because if it was not for this program I would still be flipping burgers I would I wouldn't know what to do with my life and I am just highly grateful that an opportunity like this was given to me and like it's one of those things this good it can change anybody I mean someone can come in here like I did not knowing what they were going to do not not having any idea where they're going from normal high school to this school I have I can see my future laid out in front of me and a thousand thanks I am completely like if I could meet these people I would personally shake their hand look them in the ice and tell them thank you for giving me a second chance so I think that gives you a little bit of perspective about how um attitudes of these kids have really changed in going to Helen's View and where graduation wasn't even a thought before graduation is now a possibility for them and they're very serious about education there they push these kids really hard they have a long road and a lot of credits to make up when they're there and it is in somewhat of an endless struggle sometimes but they don't give up they stay and they graduate and they go on either to college or career kinds of settings and so I want to thank you for the support too for helensview high school it's a tremendous place if you'd ever like to visit anytime let me know I know your schedule is very busy but it's very unique Chris is a very unique person herself she's been in that building for about 20 years now and not willing to retire at this point so she's going to hang on as long as I think as if there's kids that are going to come Chris is going to be there so at this point I'd like to turn it over to Calvin Spellman and he can talk with you about more specific programs that you guys purchase from us um we're really here to underline the work that we do in collaboration with PPS on behalf of students and one of those students talked about the funding of Helen's view Helen's view is funded um through what we call resolution dollars so that's the part of the state school fund that comes to us for your students we also contract with PPS for some Services one-on-one nursing for instance is a contract and we also provide services to PPS students through other funding sources federal or state or other sources and one example of that is the child health insurance Access program where we have people who reach out to get health insurance for kids and and this year we manage that for 700 PPS students who would not otherwise have had health insurance um one thing that um is often missed I think about esds and it's illustrated by the helensview example and I want to thank director Regan for mentioning uh Brett Bigham as Oregon teacher of the year he's he's one of our teachers and we're very proud of him um we provide classroom services in a number of areas Helen's views one example the fls program that Brett is involved in is another we provide instruction at outdoor school we provide we have a high school in Gresham Alpha High School we have a social emotional School in Troutdale arada Creek when PPS students unfortunately have to spend time in hospital in Portland the dawn Becker or wherever we provide their education while they're there we provide instruction for the migrant program long-term care for mental health issues and even I know there are no PPS students in these programs but incarcerated youth Donald D long program even the Oregon Youth Authority program down in Albany um I do want to underline how much we appreciate the Partnerships and collaboration with uh with the board and with superintendent Smith and the staff uh working together with us and thank you
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so I want to wrap it up just um to kind of save from the ESD you get about six and a half million dollars to spend on services so um I think the thing that I appreciate most from all of your staff here is that they see the value in the things that that we do and we appreciate Portland being a part of that and really looking at how to expend those dollars the best way that they can and and get that service for students there's also about a million dollars that are what we call value-added types of services where Portland doesn't pay for any of those that those are mostly grants and contracts that we get either through the federal government or through our state contracts that we can supply services to our school districts so there's about a million dollars there the programs I think that you support the most here are the school nursing program technology services and some special education services as well as I think Helen's view is probably one of the the major school programs and so quite a bit of that money is spent in in those programs and then sporadically in some of the different programs that we have at the EST too so at this point I'd just like to say if you have any questions I'd be glad to answer any questions for you any questions we provided a nice report even though you didn't go over all the numbers thank you that's great it is on it's on our website so I figured some of you may have had an opportunity to look at our website if you haven't the whole report is there it's also up on the trans transparency website at the state level two so you'll see all of our information there as well of all of our budget and everything laid out for numbers of staff and administrators and everything that we have so clear reports in both of those areas so feel free if you have no time to do anything else you can look online and find Us online so thank you so much for having us the the video was just wonderful and just to bring student voice that way it was just really really appreciated and thank you very much for that you're welcome yeah I think it's it's nice for me to hear from the kids how much they appreciate these programs and I think it's you know it's really it's a different voice for you to hear instead of just hearing from US every year so hope you enjoyed thank you and I know that your partnership is really valuable to us that thank you you've really worked with us to make sure that we're getting the right services at the best dollar so thank you very much for for that thank you moving on to our next item the revised recommendation for Franklin Grant and Roosevelt High School's Master planning and related fiscal impacts at our last meeting on September 12th the board held a discussion on the revised recommendation and asked for some additional information I'd like to invite and I see them coming forward CJ Sylvester Chief Operating Officer for Portland Public Schools and Jim Owens executive director for school moderate office of school modernization so that we can continue our discussion and then take action welcome Tuesday night staff presented a revised recommendation regarding adjustments to the capacities of the three high schools that are being fully modernized as part of the 2012 School Improvement Bond those high schools are Franklin Grant and Roosevelt I want to again remind people that this recommendation does not impact the district's high school system which remains at seven comprehensive high schools and two Focus options and other Braun projects remain wholly intact as does the 482 million dollar Bond program in its entirety our current status is the originally defined High School full modernization projects these high schools were originally identified at capacities of 1500 each while building out classrooms for 1200 at Roosevelt as part of this 2012 Bond staff is proposing all capacities be increased upwards to a common area of 1700 in all schools with Franklin and Grant being built out to include classrooms for 1700 and Roosevelt being built out to include classrooms for 13.50 using the resources of the 2012 Bond this bond is not a standalone resource when combined with the district-wide boundary review process and the intention of future Bond measures to address the full modernization of the six remaining high schools including our Focus option schools it can be maximized to influence and begin to scale up for anticipated future enrollments the impact of larger buildings has a related impact on Project costs the bond program Reserve was established
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in order to accommodate project scope changes such as staff is recommending without impacting other Bond project Scopes and budgets staff has proposed for the full modernization of Franklin and Grant and Roosevelt high schools that the budget be revised from 247 million to 257 million the 10 million dollar increase would be funded from the bond Reserve each project would retain its contingency and the building hard cost per square foot would remain 220 dollars prior to escalation making a final determination about the size of these high schools that you're meeting tonight allows for the Franklin and Roosevelt projects to remain on schedule last week there were several questions that board members were seeking answers to prior to taking action on the staff proposal the first inquiry was a question about what does 6 000 square feet of enhanced elective space provide put that answer in perspective we are using the award-winning Linwood High School in Washington as an example in the floor plan there are five career related or enhanced elective spaces spaces 1 3 and 4 which represent biotechnology business slash marketing and Horticulture range in size from 1 650 square feet to one thousand seven hundred and fifty square feet space 5 supports culinary arts and is 1950 square feet and Space 2 is a wood shop at 4 900 square feet and then we've got photos that include the biotech culinary wood shop and Horticulture spaces the Franklin design Advisory Group saw slides like these next two where the dark gray represents classrooms already contained in the core program and the light gray shows potential additional elective space but they also represent the intent to co-locate required spaces in such a way as to support career learning whether that is stem or a writer's workshop and Publishing Center this same kind of information is contained in the draft educational specifications again we show how core program space can be used when co-located to support a variety of enhanced elective activities the second inquiry was about how much enhanced elective space currently exists at Franklin Roosevelt and Grant the numbers vary widely Roosevelt currently has a building area for enhanced electives of over 11 000 square feet and is using about 1200 square feet currently Franklin High School currently has a building area of over nineteen thousand square feet and is usually using nearly fifteen thousand square feet Grant High School has a building area and has in use about five thousand square feet for enhanced electives the third inquiry was about the cost to add an additional four thousand square feet of enhanced elective space to each High School this totals an additional 12 000 square feet with an additional cost of about 3.9 million dollars the fourth inquiry was about how much square feet other school districts commit to enhanced electives there is no consistency or standard for enhanced electives in Comprehensive High Schools districts with one high school combined career-related learning with Comprehensive education on a single site those schools provide anywhere from eight thousand to thirty five thousand square feet for career related learning in comparison we have seven comprehensive high schools with Benson as a four hundred thousand square foot careertech Focus option School there is a balance that must be struck between how many square feet we are building which is influenced by both intended capacity and the edspec program area and the cost per square foot given limited resources if the cost per square foot goes up it limits the capacity and number of square feet that can be built alternatively if the capacity and the number of square feet goes up it reduces the available dollars per square foot the work that staff has done to balance the number of square feet required to provide the Comprehensive High School program with capacities and the available resources is an important aspect of staff's recommendation we're certainly available to answer any questions you may have bring the motion to the floor so we can have a discussion and have questions about it do I have a motion and a second um because we'll now consider resolution 4840 authorizing Franklin Grant and Roosevelt High School full modernization
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building capacities is part of the 2012 Capital Bond program and acknowledging related impact on bond program Reserve do I have a motion in a second director Martin moves and director Knowles seconds the motion to adopt resolution 4840 Miss hewson is there any public comment on resolution 4840 yes we have a total of eight eight our first two speakers Herman Greene and Joe purkey the same instructions for public comment apply you'll have three minutes two minutes for the green light one minute for the yellow light and the red light we asked you to stop thought I saw a lot of rough riders in the audience make it make sense did I just get started whenever go ahead fabulous my name is Herman green last name is Bill g-r-e-e-n-e no relation to AC Green or any of the other Greens in Portland um I'm a parent in the Roosevelt Community I'm a Community member I'm also a faith-based leader I volunteer at Roosevelt roughly probably 30 hours a week I'm still trying to get on the clock but miss Connie our secretary up there won't allow me to do that so I'll just keep pressing on um I came here tonight because I wanted to talk about the the build out of Roosevelt High School um we talked about a lot in the last meeting about educational equality and that we want to push that and this is what we're going for and although that sounds real good on a brochure and it sounds real good to say I really don't see that happening as it pertains to Roosevelt High School um I'm looking at the numbers and we're talking about we want to build out Grant and Franklin to 15 and 1700 and Roseville little Roosevelt we'll let them be 1200 and let's bump them up to 13.50 because you know they they complain about it a little bit when the fact of the matter is is we have a lot more of our kids who are going to other schools in other areas because we can't offer the programming that they need the reason that we can't offer the programming that they need is because we don't have the staff to support those programs but we can't get the staff because we don't have the students to justify having that many staff in the room so by making our school small and saying let's just keep it at 1200 and let's specialize it and make it focused and it's going to do these beautiful things then we're essentially saying a hundred years from now all we want to do is be this little community that you know just focuses on these little things and that hasn't worked out so well for the schools that have tried that in the past and so what I would like us to consider that if we truly say that Equity does not mean and understanding that that Equity doesn't mean that equal parts for all across the board then let's really take into consideration that Grant and Franklin they've already got communities that believe in their school and they've already got kids that have that are going into it and their numbers show that why don't we take this extra money that we have available to us and continue to breathe life back into the Roosevelt community and build a school that our kids want to come to that we want to send our our families growing into and establish something that creates life versus saying oh that's just Lolo Roosevelt they don't really matter because by making them twelve hundred dollars 1200 or even 13.50 what you're continuing to say is that those schools over there they matter but Roosevelt well it'll never be bigger than what it is so I urge you to really consider that if we mean that Equity is not equality some of that extra money that's going to these other schools could be coming to Roosevelt so that all of our schools are playing from a fair and Level Playing Field and not one versus the other thank you for your time my name is Joseph purkey p-u-r-k-e-y I'm here on representing the Roosevelt campus Improvement committee under the Alumni Association since the initial High School size adjustment proposal I have sought out and heard input from Roosevelt High School staff volunteers alumni and Neighbors and heard a very consistent voice of concern about the equity disparity that would be created with unequal School sizing I'm very happy to see the revised High School size proposal better aligning with the established board positions based on previous community and expert engagement such as the long range facility plan High School System design and educational facility Vision among others instead of solely on unreliable demographic data this revised proposal puts the build outs back on track with similar rationale to the voter approved three School sizing originally proposed according to the bond endorsed High School System design resolution number 4236 quote enrollment parity across our community Comprehensive High Schools is critical to ensure a consistent range in
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the number of students enrolled at each high school and as a result the ability to offer an effective core program end quote and I would like to also add that enrollment parity is critical to offering Equitable support services and enhanced elective options across the high school system I am happy to see the new proposal is to keep the Corp capacity at Franklin Grant and Roosevelt the same and I understand the rationale to focus this round of bond funding on short-term enrollment figures as one way to keep the building quality to the original 220 dollars per square foot figure I want to bring up though that it will be critical to finish Roosevelt's build out to a 1700 student classroom capacity as part of the next round of bond projects in order to keep the promise of district-wide enrollment parity without completing this final step Roosevelt will be doomed to repeat recent history by losing its most of active families to the larger schools with a larger selection of enhanced elective offerings by the time the next Bond comes around the PPS district-wide boundary from framework should be complete and we should have a system in place to ensure ongoing enrollment parity across the district a regularly regularly scheduled boundary assessment should be carried out going forward in order to maintain program Equity through size equality I have to be I have to believe that not doing this is planning for some schools to fail as area demographics shift over the years in high school populations change with them to ensure our best chance of success we need to plan for what we can control which is enrollment boundaries and not cellular schools for demographic date predictions which we cannot trust or control I'm glad the bond and the board took its time to more fully vet this proposal instead of the initial recommendation to vote during the same board meeting the proposal was initially presented I look forward to seeing all future decisions based on established board resolutions created through thorough community and expertise input thank you next we have Mike verbot and Allison Taylor well I'm not going to say too much because I think my positions are pretty well known and have had opportunity many times to to share and express those but I would like to underscore and ask you to listen um real carefully which I know you will do because I've seen that and I've seen your responses to folks who have communicated with you but I would like to underscore the things that you've heard thus far without repeating them and with the things that you will hear from others I don't think it's necessary to repeat things that you have heard and that you will heard and that you've already heard from me but it is important to me to share one thing with you that um in recent memory as far as my mind can go back if you look at the the bond this last Bond the great pleasure of recognizing that our community voted yes on this Bond and it's the first time that's ever happened in my understanding of our area and did so pretty strongly pretty overwhelmingly and they think I think they did so with the commitments and promises that we made to them in the bond and the way the bond was handled and the way the the Community was listened to and I I commend the board because I I really do believe that as I've seen you in a number of different settings I do think that you get it I do think that you want to be transparent I think you understand the trust issues I think you understand that you really do want Community involvement and I do think that you're increasingly sensitive to the the hurdles and the barriers and the things within the bureaucracy and so on that um sometimes are not enhancing or facilitate where we really all want to be so I just encourage you to continue down that path of letting those of us who are citizens know that we can trust that we're on the same page and when it comes to making these decisions that we can count on the fact that you will make sure that our voices are heard thank you so much good evening my name is Allison Taylor t-a-y-l-o-r formerly Allison Strom s-t-r-o-m I've been a teacher at Roosevelt High School formerly power Academy formerly
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Roosevelt High School for 10 years this is my 11th year teaching mathematics to the amazing talented funny and inspiring students at Roosevelt High School tonight the board is expected to make a decision on the enrollment for Roosevelt High School in relationship to the rebuild I am nervous that the board will make a recommendation that will impede the current growth and momentum of our school school I went to school big enough for all the students of North Portland in fact I want a school big enough for all students in Portland who will someday want to transfer to our campus because of our rigorous academics our nationally recognized electives our competitive Athletics I believe and know that Roosevelt can become such a school but I also know your decision on our enrollment has much to do with that possibility I came to Roosevelt at a time when the federal government was giving students a free bus pass an incentive to leave our campus other high schools were recruiting our middle school students and our feeder schools were encouraging their students to go elsewhere while I still had plenty of amazing talented funny and inspiring students students who changed my life and were the only reason why I am still teaching Roosevelt was still missing a critical mass of Social Capital that so many Portland high schools had and still have slowly we grew trust and loyalty with our feeder schools we formed Partnerships with many organizations that help teachers and Roosevelt staff do our work to the best of our abilities at the same time enrollment and transfer kept the options for our neighborhood students North Portland's future high school children were forced to consider Roosevelt as an option they met with our principal took advantage of a shadow day or met with current Rough Rider parents and began to realize that Roosevelt High School was a place for them and their family so many more families of North Portland made the best investment we could ever ask for our future success as a competitive high school they gave us their children and with that Roosevelt is growing into a school that is serving all students a place where children from very diverse backgrounds meet each other help one another learn and grow into educated well-rounded young adults I hope that tonight you will not shortchange Roosevelt High School in the community of North Portland this city is growing all the time and Roosevelt needs a campus that can anticipate this growth Roosevelt needs to be at PACE with other high schools in The District in terms of student population and while I will save my plug for Career and Technical education or CTE electives for another time a re-examination of the boundaries may add opportunities for more students allowing for more teachers more electives and more options once again I want to revisit the district's ability to limit enrollment options for our neighborhood students Force families to reconsider and believe in Roosevelt High School throughout my 10 years at Roosevelt I never wavered in my ability that if the neighborhood just gave us their children our campus would flourish and Thrive and tonight your decision will once again impact our high school's ability to grow and Thrive Roosevelt will always have the amazing talented funny inspiring students teachers and staff that have become my home for 10 plus years however what we can achieve and offer as a campus and will continue to have will continue to have a lot to do with your policies of this board and the decisions at the district office thank you our next two speakers are Scott Bailey and Dr Robert topping hi I'm Scott Bailey b-a-i-l-e-y rep here representing our Portland our schools when the initial proposal came from staff a couple of weeks ago we we brought up two concerns with it one was the different sizes of the of the proposed high schools and a second was a drop in the cost per square foot we were worried about the impact of that on building quality both of these concerns have been taken care of in this proposal clearly staff listened and made adjustments and were happy campers um so we're here in uh in support of The Proposal um and just secondly I've attended the design workshops for all three schools in the last couple of weeks uh I would say at Roosevelt there are still more work to be done to connect with the community uh there was better attendance and really a better structured workshop at Franklin a lot of input there from folks and it was structured in a way to get more Hands-On input and the Fabian Workshop was a real Delight a lot of Hands-On activity there and a real fun to have softball players from Fabian along with
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or from uh Concordia along with Fabian parents and staff from both institutions there so really nice mix thanks uh Robert topping t-o-p-p-i-n-g it was a long time resident of North Portland graduated Jefferson High School in 1968 and chair of the Jefferson cluster in the last Bond measure in the early 90s and at that time we were dealing with issues regarding what was going to happen in North Portland and we've sat at a board meeting with other distinguished folks and we talked about declining enrollments at Kenton High School and other areas and so on and many of those decisions led to closing of schools changing programs at other schools to attract different populations and such and what ended up happening is the actual population has grown I used to be a resident of Portland but I've moved to Tigard and I sold my home in North Portland to a family a young family of two professionals two children a soon to be in school age and the block that I lived on 14 homes eight of those homes now have new families in them all with children and talking with them they're not sure where they're going to go to school they don't like the reason they moved to North Portland is because of the transportation the sense of community the things that are available to them it's hard for them to think about traveling to Milwaukee or Southwest Portland to go to school send their kids to school they want to go to school of Portland Public Schools so the value add to them is what are you going to do to attract them what is it that you're going to do uniquely different to tell those citizens that there is value in their children going to your school now what are we looking at in the future I work for um 50 utility companies throughout a five-state region each one of those companies currently right now is looking at replacing their entire Workforce in the next six to seven years we're talking close to 200 000 workers they're looking for talented young people not so much college educated or certificate and degreed people but Talent based on competencies and proficiencies where they can add value in the workplace and in doing that they want to be able to attract that talent to their Industries and they see sponsorships of schools like Roosevelt that's probably one of the key strategies that they would like to do in order to attract that Talent so when the industry goes into high schools and starts working with high schools to attract Talent then people are going to be attracted to that High School so I think you got to look at Roosevelt is being a real magnet for competency-based learning as I as I spoke with the design team and what they've talked about is the proficiencies that they want to create within those schools will add value to Industry and attract talent to those industry clusters as they do that attracting people are going to be coming to that high school in order to take advantage of those Partnerships and opportunities in designing training centers for industry the whole idea competency-based learning and proficiency learning to transform the economy to the new marketplaces of the future are what is industry is looking for Roosevelt has that opportunity to do that now and attract these young families to go to that school and be prepared for those opportunities of the future thank you thank you our last two speakers Babs adamski and Roger Kirchner hello my name is Bab sadamska I spell my last name a-d-a-m-s-k-i I'm going to read a letter that's from Emily sack's web with the St John's neighborhood association I'm on that board and I'm cheating on them tonight by coming to this meeting instead of going to that board meeting but this is very important to our community and if I have a moment after this is after I read this letter I would like to add my own comments um dear school board members I'm writing to you as a representative of the St John's neighborhood association on Monday you will be making a decision that will affect our community for years to come as the demographics of St John's steadily change more and more young families will be making decisions about the education of their children
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we want those families to choose Roosevelt High School with the current population of 900 students Roosevelt is not fully utilized the reasons for this seem to be based on misunderstanding of its current offerings and Roosevelt's history of constant redesign however since 2009 Roosevelt student population has been increasing by an average of 70 students per year a number that continues to grow given these increases limiting the school's capacity seems very short-sighted with the shifts in our community owing to outside influences available real estate for families the enforcement of the enrollment and transfer policy and the boundary review we expect the enrollment numbers at Roosevelt to continue to increase Roosevelt's redesigned project is slated for completion in 2017 with this anticipated growth it will be reasonable to expect a student population numbering close to 1 350 by the Project's completion Additionally the geographic location of Roosevelt High School high on the peninsula makes it the obvious choice to be our neighborhood High School given the distance from Grant Jefferson and Benson High School's a commute off the peninsula would be time consuming costly and unsustainable as a matter of equity North Portland families should be able to send their children to nearby schools that offer a full curriculum including CTE programs upper level math courses science and languages should you not find it in your Collective efforts to place rhs's capacity at 1700. we urge you to embed a Fail-Safe and iron-clad policy for additional expansion to neglect to do so would be undermining the efforts that this community makes in support of Roosevelt's rise thank you for your support good evening I'm Roger kirschner spelled k-i-r -c-h-n-e-r I'm the Franklin PTSA president and parent member of the Franklin Dag I also serve on the district's budget citizen budget committee um I appear here tonight in support of the staff recommendation as presented by CJ Sylvester and Jim Owens the Franklin dag is ready to present its recommended plan to proceed to board adoption of its master plan per Bond accountability committee the board must decide the head specs as it pertains to Roosevelt Franklin and Grant to proceed with the master plan adoption with master plan adoption uh December and December beds can be received and cost locked in we support Equity CTE stem and the Arts I point out that Franklin remains a school of cultural and ethnic diversity and is the largest represents the largest student body of students on free and reduced lunch in the district demographics and will undoubtedly change with change comes new challenges let's Embrace brace the future for our students thank you testified in all the folks who sent in comments about this at this time do we have any more discussion on the resolution yep questions if we have it of staff does that mean you have a question directory let them sit down so we're just trying to get a few things straight in my own head the um from the the first uh the the change the 10 million dollar change that we're being asked to approve what's the additional square feet total
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let me see if I have that number in front of me here if you don't mind me doing some quick math yeah I don't have the 1700 13 15 in front of me I don't have one of the numbers in front of me square feet and take it back we've got it here it's roughly the same square feet so would you like an explanation of that that would be great okay you could tell I was speechless that's a lot of that's a lot of nothing for 10 million bucks but I know that's not the case so please no it's not um the issue is that at the time when the bond was originally prepared there was an estimate for what the area program would likely be and there was also consideration given to how many square feet buildings currently had and since then we have we have a draft education specification which you saw on September 23rd since that time it has been further refined by both of the highly qualified design teams that we have on board for Roosevelt and um for Franklin and what that has allowed us to do is to Pare down the essence of the educational specification to provide the program needs while still being able to add capacity for increased enrollment while retaining the 220 dollars a square foot so in other words the original assumptions about how many square feet we were going to build to was more square feet per student than what it is currently under consideration go ahead that's a question that's the question yeah sorry this is coming at us from a different direction than it ever has before so if this help me Jim so we're using a metric that goes back to when the bond was developed in terms of looking at our a hard hard building costs or hard site costs our soft costs contingencies so we applied a standard 220 dollars per square foot figure to the uh to the hard building costs we also escalated dollars to reflect the midpoint of the construction work so when we look at all of it combined it increases the overall budget essentially the additional size is would be drawn from the component in the in the program Reserve but the square footage cost for the for the building hard cost is what's being applied across across the schools so in doing the math as we look at the increased at the increases at each of the schools there's there's a change I guess I'm still confused on what the 10 million is buying it's not buying more square foot you know I don't know if Kevin if you have any Enlightenment on that from the bond accountability committee but I I'm confused perhaps if I'd had this question before right now at 7 40 PM I'd have time to think it through for you and walk through it sorry for that I'm literally going to have to sit and figure out the numbers in order to answer what sounds like a very simple question here in the public setting but in fact it's a highly complex
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okay and I and the reason I just asked that question is I was just doing back in the envelope projections on what I just saw uh in the handout today on on this the additional square footage that the question that I asked about what four thousands square feet would cost and so I calculated it based upon your answer and it's 325 dollars a foot square foot and so I just was wondering well and that's because that includes soft costs no no I know that's but that's then that led me to think okay so what's our 10 million how many square fees are 10 million buying and the answer from you is no more square feet than what originally was so that's why I'm confused thank you yeah I've got 7 21 here but it was 7 42 to begin so now I'll move on to another set of questions thank you yeah these will be easier for you to answer I think um which is or uh is every high school that we are rebuilding going to have a shop not necessarily that I cannot vote for this because uh I don't know how we build new high schools and not and you know as an example from last board meeting listening to How Benson teaches math is the way every high school should be teaching math you can't do that without a shop uh so I don't I'm just I'm really not comfortable voting for something uh new high schools we're going to put new money into that doesn't include a shop so I wanted to also ask about the Career Technical education so Jim you gave us a memo called Bond program status and if you look at the Excel do you have that in front of you because you have an Excel spreadsheet in there and I wanted to ask you some questions because I'm confused about their cost too is that stated October 31st it is dated it says November 18th on it I don't know if it was no it still it says November um do you have a pair of grapes it was on the back of the the colored oh okay at the very end of the color Okay that was actually a next presentation okay so well it's relevant here because I'm trying to also figure out how we get shop space or more CTE in our high schools and I don't know when else we have this discussion or we have a vote on it if we don't do it now so it feels relevant so if so if you look at this spreadsheet um it's dated November 2013 project name the first three lines of Franklin High School Grant High School Roosevelt High School it talks about the original budget and then it talks about the forecasted over or under budget and here's where I have some confusion so my assumption is the original budgets the original budget the forecasted over or under I presumed would end up being over by that 10 million dollar figure that we're all talking about but instead it looks like Franklin we anticipate is going to come in four million dollars under Grant is going to come in 11 million five hundred thousand under and Roosevelt is going to come in three million eight hundred thousand under so my first question is does this include the additional 10 million it doesn't okay and so when I add those up it looks like those come to about 19 million under and so if you add in the 10 million we're still forecasting for these three high schools that will be about 9 million under budget so I guess I have the same question as Mr Kohler why wouldn't we take the opportunity to add in Career Technical education space when we have the opportunity to so in terms of how we are forecasting the projects we have embedded in each project a 15 contingency and because we haven't begun the work other than initially awarding design contracts we are forecasting that we're not consuming the contingency that's there for for
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that purpose so as the project moves forward we want the contingency present for for risk issues not for scope change issues and that's actually consistent in terms of all the projects the way they were built we have contingency components that are brought in when when the need arises on a project so that so that forecasted under is is pure contingency all right so I'm so it sounds like what you're saying is the forecasted over or under doesn't include contingency so does the original budget number include contingency the original budget also included contingency right it does include contingency but the over and under doesn't include contingency so the estimated completion column does not include an assumption that the contingency is used because there's 15 percent on the project it until it gets started and of course we're in master planning right now then staff doesn't forecast use of contingency until we've actually identified a need for it all things being equal if there were no changes whatsoever if the construction documents were perfect if there are no differing site conditions if there were no unknowns whatsoever whatsoever and these are historic Rehabilitation projects but if none of that occurred then the project would come in without consuming the contingency our experiences contingency is is typically utilized to a certain amount of it not always all of it but it's it's an important risk component that we need to manage the work and so your expectation is this extra 9 million dollars will be consumed by contingency we would like to keep it for from a risk management standpoint to retain in the project as as we move forward so that those lines are essentially 15 of correct that for the summer Improvement projects of 2013 that we ultimately used about 10 of the 15 contingency so that's the only problem experience we have today with the 2012 bond is the summer 2013 construction projects and as we're going into existing structures being able to maintain that contingency is a very important component of the project cost estimate so help help me out here because uh let's just say take Grant at 88 million and change uh 15 of that would be 13 million and change and the line says 11 million and change I want you to go back and look at it but that's that's the explanation for each of the projects that that is intended to be the amount of contingency on on the project let me look at that part of the question is whether there is um there are additional funds built in at the project level that could be used for CTE additional CTE square feet the answer would have to be no um the only with the refinement and the pairing and the pruning of the Ed Speck that's taken place in order to for us to allow us to increase capacity the only kinds of trade-offs that we would have would be physical trade-offs in other words we currently have an auxiliary gym in addition to the full-size gym that has two full-size courts in the auxiliary gym is 8 000 square feet so if there was interest from the Board of Education in not building the auxiliary gym at each of the high schools and instead putting that 8 000 square feet or some portion of it into career related learning that's the kind of trade-off that would have to be made at this point in time there are no dollars flexible or otherwise that are available for that purpose other than the 10 million dollar the 20 million dollar contingency of which we're spending 10 million tonight which we don't quite understand how many square feet that's fine well we know how much the reserve excuse me correct Bond Reserve yeah maybe the increase in capacity was related to
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the 10 million so I think I got confused in that and I'm just trying to go back and reread the memo and see if I can understand better and maybe is it that more that you in going back and doing all the detailed surveys and site work that you did is more that the cost that you the cost would increase but that you also adjusted the Ed specs in order to both increase have the capacity that you now feel is the right capacity and also there were some um I said there were some changes to the the different configuration of the spaces that you were able to maintain the same cost per square foot so maybe I'm still confused about it but it sounds as if I was conflating the enrollment piece with the 10 million dollar from Reserve piece and that was not correct so that's really more that it's going to cost more to do what you need to do given the sites and the historic nature and the challenges once you got had your various because you mentioned geotechnical and a bunch of other assessments that you've done recently is that closer to nobody but I appreciate I appreciate it I really do director Atkins um I mean sure because it sounds like we're kind of stuck at this point and you're trying to do calculations on the Fly um which is never the best way to do calculations when we're talking about hundreds of millions of dollars especially and I know I know how deliberate you are in the information you want to provide us and so I know you're checking and double checking and really worried about no matter how solid you are with the number in front of us right now because you're doing it in front of us right now you would really like to check that so why don't we take a short a short break and we'll come back thank you thank you foreign thank you foreign thank you foreign foreign
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thank you foreign foreign thank you thank you thank you foreign thank you foreign
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foreign thank you yes great we are back in session thank you all I'm not sure that um we had a magic answer in that amount of time um but we just have a couple more points of clarification and then I want to ask the board um what direction we we want to head before we make a decision on this um so to director curler's question about a shop in every High School um can you talk a little bit about what that 6000 allows for or does that allow for a shop in every school yes um both the school community and the neighborhood community are making decisions about what they believe or the enhanced electives that they want to offer at their neighborhoods at their Comprehensive High School so uh certainly in the Linwood Washington material that was up earlier as we went through the presentation they had a 3 900 square foot medals and wood shop in there so for instance that's a 3 900 square foot space at Linwood High School so it's a question of how you want to use the enhanced elective square footage that's being provided and that will vary Community by community and I think director curler I hear you saying that your philosophical belief is it should just be basic in every in every high school and then the electives should be an additional and it doesn't sound like through the this vetting process that that's been a community value that's been brought up sure so again we're talking about flexible spaces a combined with sort of classroom spaces that are also related to potentially true Career Technical strands so like you talked about how the um in your presentations I can find the right thing so if we had a stem lab with mud Woods metal fabrication and Welding um that would be the the shop space but then there would also be science classes math classes internet Engineering in other words that would be part of the CTE strand but it's not just um a separate specialized dedicated space that it's connected to the classrooms and I guess to me it keeps coming back to the flexibility of these spaces so in your Linwood example is what you're proposing or envisioning or
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what we are authorizing tonight I hope with our vote um could that accommodate that kind of that that array of spaces in other words there's one space that is horticulture one is culinary art so not that exact precise portfolio but just that type of range or um yes yes I think it's the short answer right to the question which is um if a school Community decides that they want to have a shop space that's co-located with their stagecraft for instance so that you've got a relationship there you want to have a maker space of some sort that's got the power and flexibility to provide whether it's a robotics lab or a biotech lab or that kind of thing that it's co-located with your science and math classes classrooms for instance that are already part of your core program or that um uh for instance at Roosevelt they have an existing writer's Workshop publishing area that they'd like to be able to expand and make more comprehensive so there's a variety of ways of doing these things some of the spaces for instance currently there's a culinary arts at uh Franklin that space because it's configured in the way of the old homeic classes where you've got the space uh the specific Furniture fixtures and equip equipment along the edges of the walls the interior of the space is in fact used as a classroom by other by other kinds of classes so it depends a little bit flexible space a lot of the way we've been talking about it is as regards stem lab and maker space kinds of things where you've got ladder racks with power overhead those kinds of things when you get into wood shops in particular in metal shops you actually have extraction systems you have some really you have some serious specialty equipment in there that space in particular in the same way that an auto shop would have to be a dedicated auto shop really requires a level of dedication because of the equipment that's in it and how it needs to be serviced by power but again you're saying that in each community's design process they are going to working with this District staff are going to come up with how they want to use their flexible space is that correct and accurate okay yeah and and that's that's for me is the bottom line and that's why I'm comfortable with your proposal and I think we need to move forward and we still also need to get to talking about the 1700 whatever the folks who are testifying tonight were talked about the way you know we need to get to that soon director wheel when they talk about the flexibility of the space and you're talking about extraction systems I mean are we building in spots where we can have extraction systems are we waiting for the community to say hey we need an extraction system or I mean how is that all coming down Community decides as part of the design process that what they want is a wood or metal shop that requires specific equipment that requires certain extraction systems then that's the direction the design would go in the absence of that when we talk about flexible spaces we're not talking about having all of those attributes in each of the enhanced elective spaces because it's simply not something we can afford to do it's specialized equipment um so now who are we calling the school community well there's the district there is the school leadership there are the school um employees the school Community which is parents grandparents the students and then also the neighborhood that that Comprehensive High School serves so how would we decide whether that decision was made for a shop or not a shop I mean how what what's the process let's go to Franklin Franklin decides they want to shop how would we tell they decided that the design advisory groups are having this conversation at each of the sites and so it will be part of that process that it will come how do they decide that they're make that how do we know if we make that decision one of the fights we have a lot up here in the school board is how do we know when a decision is made and I'm not sure how we know when a decision is made that's even tougher than it is here here we have seven people four of them vote you made a decision out there how do we decide you know Mr kriller down here is saying he doesn't want to vote for anything it doesn't have a shop so how do we decide if they make a shop or not I mean I I I'm not trying to put you on the spot because you don't really I don't think you can answer that question I can sure give it a try okay again how do we decide um well as we've gone through the master planning process if you've been following if you've been going into the
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design Advisory Group meetings if you've gone to the the two workshops that'll be followed by an open house there's been a process where people come to agreement it's a consensus building process that we use and the reason we're able to come to a preferred master plan is because the school Community is previously identified has abled through a series of conversations between and amongst each other come to consensus around what it is they want to see at their school so at the master planning level that's some really fundamental things about the different kinds of spaces and the and the relationships of the spaces to each other now as we go into schematic design then we start refining all of that more but again it's done through a consensus building process through the design advisory groups through public workshops and through open houses again so we had the consensus building process or are we still in the middle of that we're still in the master planning process which is the first part which was the first part where the intention is to bring preferred master plan options to the board in December and then from there they get further refined in the schematic design phase which will be really the public design Advisory Group meetings and workshops in January and February so are you saying that right now you couldn't that you don't know whether they want to shop it Franklin that's different than saying that they've decided they didn't want to shop or deciding that they might want to shop what is Franklin's decision there is no decision yet it's too early in the process okay so later on they'll decide if they want to shop then or we then we would put in a shop space if they decided that that's correct and and how do we know they decide that I thought I just answered that but obviously I didn't I was going to say there we go well I mean it's it's not I don't think it's a bad question I think it's a real good question how are we going to make that decision who's going to decide hey are we going to I mean a lot of times decisions in within the community are kind of decided off over here and then we push that back at them and so forth I just would like to know how do we know if Franklin decides that they want to shop now at Franklin we're cutting from 18 000 square feet of CTE down to 6 000 is that right well they currently have I'd have to look back at that slide I think it was 18 000. I think they're currently using about 14. that um the design advisor group's been in the process of trying to figure out what what its priorities are what what does it value what's important to the community so through those workshops design workshops we've gotten a lot of different information once we approve this um this Ed specifications that will give the design team more information about what kind of square feet what cost per square feet they'll begin to refine that so that they can then bring to the design Advisory Group and say here are the trade-offs you have if you want this kind of shop and that means you're gonna be able to have space for this program or you're not going to be able to have space for that how does that sit with you and we'll go through a process of working those trade-offs the Franklin design Advisory Group will come to their kind of settled plan staff will bring that back before the board and say board here is what Franklin has decided as a community now we could get public comment at that time saying I never agreed to that that's ridiculous that doesn't represent My Views or we could hear from the Franklin design Advisory Group or the community that says you know given what given the budget that we have yes that is are the right priorities for us at that point we will vote and that is how the decision is made moving forward what's the date on that my understanding is that January a schematic design will be coming back before the board preferred design in March right so so the public process will be in January and February does that help director Buell to understand what the process well it helps to understand the process I'm not sure it helps to understand how the decision is made but I can I can buy it but I don't I just thought maybe we had some specific idea of how we were reaching that and it's we're kind of sitting around and talking about it and coming the ball back and forth and coming up with some sort of uh idea and that's fine being run through a public process with lots of information and opportunities so I guess I'm not seeing it as a sort of I wasn't making a deal I was just asking you a question I wasn't even making a comment just a question have you had the opportunity to go to a design Advisory Group yeah Franklin there we go so I couldn't even figure
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out how they were making the decision but by the time by the way when I was when I was kind of making it yet they're still trying to talk about their different options um so so I let me see how to say say this I mean I do personally feel that a shop should just is part of the core Comprehensive High School and that CTE is is in addition to that also well well aware of the budget limitation um and you know you only have so much money and so uh if you're getting 6 000 square feet to play with then you get decisions in their trade-offs like you mentioned Greg um uh but so a key assumption there's so much money and our our program is um we we have a 20 million Reserve which you're asking us to spend 10 million tonight uh my understanding is is that uh the bond is is not 482 million but closer to 500 due to financing uh uh savings essentially Bond premium Bond premium um so what what I want to be what I want to make sure is is that as a as a body that we're not Pennywise and pound foolish and of course we have to be Pennywise uh and so there's there's The Balancing Act is not to be pound foolish uh and so under this scenario that Greg laid out and um they come back in January February with the design schematic that we're supposed to approve at that point could we say well here's four four million dollars that we just pulled out of the 30 million bucks we just saved because of financing premium and let's add the space or do we have to it will we have that option at that point in time or is this it tonight this is it know in March you still have the opportunity to provide additional Direction regarding adding space and adding money but I can tell you that the bond premium is not available for disbursement right now we're kind of it's called the bond premium in some locations or the CFO contingency and others in other words it has to be held until subsequent Bond sales occur to see whether or not it's actually going to net out the dollar amount that it currently is and so we're several years away from the next Bond sale so as a practical matter for that 13 million dollars I think that's an important it's actually something I wrote down is that to say that the premium has netted us more funds to expend we we have two at least two more Bond sales to go that we don't know what the rates will be correct so we still have to assume this 482 and it might be greater and it might actually be less right so I speaking of Pennywise um it's it's I think foolish for us to predict what the next two Bond sales might bring us so I'm still looking for an answer to the question of what 10 million dollars buys us and in part I'm especially curious with your first answer that it doesn't buy more square footage but I'm also curious based on this memo that we have from Paul cathguard revised Portland Public School Comprehensive High School area program because as I read through this it basically looks like it is 90 takeaways in terms of space and square footage so it talks about on the core program classrooms you would increase by three and you'd have a number of smaller instructional places that's an ad you talk about find and Performing Arts that was a big takeaway band Orchestra and choir would be combined into a single space theater and dance I think would be combined it looks like the theater space is being reduced I don't even know how many seats we're still even talking about but a big reduction Athletics you're talking about reducing the size of the auxiliary gem I don't know if that's still a high school size auxiliary gem I don't know what that means dense functions would be moved to share a room with wrestling small team rooms are being eliminated overall Athletics are being reduced by 4 500 square feet education support looks like computer labs are being increased from one to two so that's an increase student Commons are going to be reduced staff room is being eliminated space for student government looks like it's being eliminated student
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lockers would be double stacked so and it looks like the the overall area devoted to educational support looks like it's about 16 000 square feet less so I guess I'm still looking for the answer to the first question which is what what are what's the 12 10 million buying so well in the change in the Ed spec was a necessary part of us trying to increase capacity for enrollment and so as again we talk about the Hydraulics of it um given a certain amount of money there's only so many square feet we can build for it and there's certain capacities so we have to have a certain number of classrooms to support increased enrollment which means that some of the core facilities had to be decreased in size in order to allow for the increase in the number of classrooms and so this was the pairing of the educational specification that I was referring to earlier or the pruning where we had both basetti Architects and dawa IBI working on that initial draft that you saw on September 23rd and based on their combined expertise with all of the high schools that they've designed over their careers working to fine-tune it to allow us to expand the capacities of the schools but when I'm looking at the number of classrooms it looks like it's increasing by three at least that's what this memo is saying and then there'll be a number of small instructional spaces I mean there's it seems like there's very few ad backs in terms of instructional space but that's what's this is all well because um the revised Comprehensive High School area program you're looking here is for 1500 1500 and then we have to inflate this in order to meet the 1700 1700 requirement so it was necessary for us to decrease the entire education specification in order to allow it to increase back in size for an enrollment of 1700 students which is why you start seeing some of the spaces being combined or reduced or becoming preferred as opposed to required it still doesn't quite answer the question when the 10 million pays for it there's no additional square feet it doesn't answer that question it we had we had a discussion at break and similar to the question I think director rodrigan asked a couple weeks ago about why would adding two two classrooms cost two and a half million dollars and part of it's the economic modeling and So based again on those Hydraulics is it gets pretty complicated which seems like a simple question becomes a pretty complicated answer because it's spread across three different campuses and what they originally modeled at and what they were originally what we've learned now so I know director Knowles has something she'd like to say and I think I saw a hand by director Buell um but then I want to come back to to a group and decide whether or not we want to put this off to make a decision and we can have a meeting perhaps later this week if we have some of these answers or perhaps people are comfortable enough with it to move forward and we'll still get the answers to those questions but it would allow staff to continue with the open houses that are scheduled this week so director Knowles um first of all I want to want to say thank you for providing us with this information about Linwood I think that's very helpful to talk about creativity and using space in addition to the 6 000 square feet of blob space that we have and I think that as I listen to my colleagues talk about CTE and these different spaces it's very apparent to me that we have a few issues just as a district that we need to come to grips with after 20 years of dismantling the CTE programs across the district not only did we dismantle them but we dismantled our Educators in CTE and we also are to a certain extent I think not comfortable with a shared language about CTE and what it is and what it isn't in addition to the fact that over the last 20 years CTE has changed considerably in what it is or what it can be so these are all things that I think we need to be thinking about as we're trying to figure out before we know the answers to all those things how much space we need for the things that we don't know so it's a very difficult decision for us to come to grips with but I think
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um looking at this particular model that you gave us with Linwood and not too long ago director Regan and I went out to Sherwood and saw Sherwood and I I know she's been to a couple other places and director curler's been to some spots too to look at what other CTE programs look like so I think when we have an opportunity to and we have a CTE you know director buell's been out too we have an opportunity in the next couple of weeks to get together with a group to talk about CTE and how we're going to Define some of these things district-wide it'll make it'll make our discussions about CTE and what we're going to put in these spaces a lot easier for us as a board and I think we really need to do that before the community gets ahead of us in looking at what their plans might be so that we can be as informed as they are as they're looking at CTE but um I'm I'm comfortable with right now with the 6 000 square feet that we have and the only reason that I'm comfortable with that is because I know that there are other classrooms and many of the kinds of CTE programs that we will have I think director Atkins spoke to this as well many of those programs can be facilitated in a regular classroom with just minor changes to the specs in the classroom and they can be added in and again the example that you gave where you have the connection for all of these other opportunities is also helpful and I can't remember who talked about it but is the writer's Workshop that you were talking about so there's your English component but I don't know anybody who's been at Benson and has seen their digital lab and what they're able to do there with a combination between in their Communications in English with what they're able to do in that uh digital lab is incredibly impressive so there are lots of ways that we can enhance CTE in our schools without having to worry about more than six thousand square feet of what what in the old days we called shop spacers now referred to more commonly as Makerspace so um and again it's just a thank you for this and those are my thoughts about where we're going with all of this director Buell did you have something I'd be able to vote on the build out which I'm supporting I I still think both questions that I have are important ones one is how did we come about a decision where we eliminated several thousand square feet of CTE space at Franklin was that made as a decision by the community that's a community out there and the community came forward and said we want to get rid of this extra CTE space at Franklin for this new building or did we go out with a suggestion and we allowed the community some sort of input I mean I'm still totally confused on how we're making decisions surrounding these Bond these Bond projects it's nice to say we're out and we are trying to really get out there I mean when I was out there that I I it looked like we were responding uh back and forth with people and so forth but I'm not sure how we come up with the final decision you know whose decision was it to cut out if you go from eighteen thousand down to six thousand you cut out twelve thousand square feet of CTE space over there at Franklin um was that Community decide I don't understand where these decisions are necessarily coming from and I would love to know that my guess is they're coming from us and then we kind of have a tendency to go out and say well we had these and we had these meetings and it's now coming everybody's buying in I don't know I'm I just I just kind of leery a little bit of that type of process but uh it's okay I can live with it I'm just leery of it um and also a reminder that we heard from our bond accountability committee the importance of the urgency of staying on our schedule and moving this process forward so just really quickly the resolution there's a long you know the the result there's multiple um Preamble Parts but the actual resolve is fairly short and um just says that we direct staff to master plan the following high schools to the indicated capacities Franklin common areas for 1700 classrooms for 1700 Grant common and classrooms for 1700 Roosevelt common areas for 1700 classrooms for 1350 then number two the board directs staff to master plan Roosevelt to include a subsequent phase to add future classrooms to bring total classroom capacity to the common area capacity I.E 1700.
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three we acknowledge the not to exceed this is just on the resolution the not to exceed 10 million dollar impact this increased program area change will have on the 2012 Capital Bond program Reserve but the action to approve those funds will not occur until board approval of schematic design anticipated for Franklin and Roosevelt high schools in March 2014 and for the board acknowledges the larger program area for these three high schools will be designed and constructed for not to exceed 257 million prior to escalation so it's a fairly simple and modest scope but essential that we move forward in my opinion tonight and keep this process moving forward so I'm completely comfortable with this resolution I appreciate we've heard a lot especially from the Roosevelt Community which has been awesome around the importance to make sure that what I've what I feel I've heard in general is absolutely the 1700 the parody and the common area is really important so I really appreciate staff coming back with that from the initial kind of large disparity that we saw and that while we would be a looking at a current capacity of growth to 1350 for the classrooms that as is indicated in number two we want to make sure that as that growth continues which we're expecting to see the awesome growth that Roosevelt will continue that we would be able to come back in a future bond to um to build out to that full capacity so that makes it total sense to me I mean I think um you know I heard one person say well we won't you know we had the situation like with Forest Park I believe it was where there was a bond in the 90s I think that built part of the school and the other classrooms weren't built but a couple pieces there I mean half of the kids are in portable right but we didn't have a bond I mean we had that one Bond and then there wasn't another Bond right so I think what we're saying is you know and also it wasn't a flagship High School in our system I mean you know so we've got this this awesome growth happening at Roosevelt so I guess what I'm seeing is that this is meaning that we're going to be able to build that out in the future so anyway all that to say I'm comfortable with this resolution I'd like us to um I'm in support of it and I'm hoping we're going to vote and move forward tonight and then we'll continue obviously to have lots more questions and discussion in detail both at the board level Community level design advisory groups all those places as this moves forward is section H the part about because one of the things that that I've heard from person after person the Roosevelt Community is give us some sort of they use the word iron clad I don't know if there's any such thing in politics but uh give us a real reason you know say okay this is what's going to happen if the community begins to increase is that section H is that our attempt to do that or is that not in here at all direct staff to master plan to include a subsequent phase to add future classrooms to bring total classroom capacity to the common area capacity does that mean we direct them to do what you're saying is that this number two is telling us that we are if the if Roosevelt begins to grow that we are directing the staff to bring forward a plan that deals with that growth we're expecting it we all continue to grow which is why we're saying 700 1350 now even though it's below that right now but the trajectory is such that this is saying that yes assuming and I know it will the growth continues then we're going to come back for a phase that is a future phase now so part of the current master plan would include the the other classroom capacity and the other piece that folks have brought up is a really important piece is the district-wide boundary review as well as the enrollment and transfer policy work that's going on right now through the superintendent's advisory committee and that will be coming to us and those are two really key pieces that obviously have had a huge impact in the past on Roosevelt and other schools so those are also factors that are going to be changed in the future that should be I think positive changes that will stop the drain of of kids out of their name so essentially we're giving the Roosevelt Community what they asked for here basically well it made me not is that correct I mean is that are we on record that we're doing that so we're all in agreement that that's what number two means we're on that's what I see it means that we're going now I don't think it's Ironclad um because it assumes another passage of another Bond but I think that it is putting us on record as saying that is our full intent and we would expect future boards um when they consider a future Bond as well as community that this would be the planned as as we move forward this is what we're saying this is what we're saying that we want to happen right exactly let's say there's a first time
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for everything right giving giving the community the school Community what they're asking for right um I want to say I nothing nothing I've heard um nothing I've heard over the last week has changed my my level of support for uh the proposal that was submitted by staff um but I do want to it is really important for me to uh to comment specifically to the Roosevelt Community those that are here and others uh the conversation like this uh doesn't put into doubt uh the strength of the Roosevelt Community the expectation that there's growth to happen that that really I felt um importance during testimony by teachers by Community by others that uh that I think does play into my decision making of an issue like this an important issue we need to do our due diligence and uh and and ask hard and tough questions to the staff and others and that's why we have a bond accountability committee and so on but it doesn't in my mind put into doubt uh that that pride and the expectation and the hope that that exists right now in the Roosevelt community so thank you all for bringing that this last week as you email us and tonight too in your testimony well Sid so with that well now consider resolution director curler right so I mean I just like to say um if we pass this resolution we're acknowledging that that this um program is going to cost 10 million bucks but we we haven't we don't have an explaining level of understanding where that money is being spent so I personally am uncomfortable with that with with number three of the resolution and um wondering if we could go go forward with the resolution as is at excluding number three and have you come back to us with a explaining level understanding where that money's being spent of which we could approve at the next board meeting so a couple of things and I don't know if you have some other thoughts one board members are always welcome to amend resolutions so you will be welcome to introduce that amendment I personally as I read it would have a tough time I'm directing ABCDEFG lmnl and one two and four if we're not willing to commit the funds because that goes through a futile exercise to have all that planning and then for us to say actually we're not going to give you that 10 million um well but it may not cost I mean no I just don't know how much it costs so and number four says that that won't be spent until March when we finally approve it at which time I think between now and then we will have a more definite answer that's my perspective yeah the difference between acknowledging the impact um versus actually approving the funds so I'm still comfortable with this language as it was did we did we get an answer we took a break there was no answer again remember how I reminded the the complexity of of How It's modeled across three different ones and so what seems like a simple answer um winds up to be a little bit more complex than that so it's actually approving the funds until March correct but it so let me ask another question um when do you think you could come back to us if we pass this resolution here since we're not approving them until March but it would be nice to get clarity on this issue um when do you think you could come back to us and explain where the where the 10 million is being we could come back at your next regular board meeting or work session okay that would be helpful thank you so I would also like to add that I think one of the the misses that we've had here is that our CTE committee hasn't met yet and so it feels like we're doing this kind of backwards where we're working in a void a couple of years ago yeah and I think that there have been many many many of us on the board who have expressed a really strong interest in Career Technical education and I don't know why taking so long for us to have this conversation in a really deep way and I know the director Atkins talked about flexibility and I'm all for flexibility that's what we talked about when we passed the bond but what now we're talking about is flexibility within six thousand square feet instead of flexibility in terms of the whole project and so it it just feels like in every conversation we've had it hasn't been the community saying we want six thousand square feet it's been our facilities folks saying you're getting
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six thousand square feet and that's what I have found so frustrating about this conversation I'm not sure the Franklin Community was ever told you have 14 now how many would you like we'd like 6 000. that hasn't been the discussion the discussion is in our schematics you're you're getting six thousand and I just find it offensive it's not the way it should be happening I understand it actually relates to director buell's comment um what I saw was a process through Community Vision of saying what should every High School in Portland have and through that there was a vision of what every high school should have and then staff came back with here's how you would fit it all and then it went out to the design advisory groups to say is this the right space so for example at Franklin they've had the option to say you know what you have a theater and you have a black box theater get rid of the black box theater we want CTE that hasn't been the discussion but that would have been that place for that to happen um or we could add square feet to the project we can and from again this is just my experience on the Franklin is that the site is so tight and I think we're going to run into it probably with Grant as well where you add that square feet it's either on the football field so you don't have a football facility there or it's on the baseball field or you go up four stories I was just telling director Corona this during our break or you go up to four stories which really dwarfs the original site which then makes it take away from the historic value and or you have a four-story building and what's otherwise a residential neighborhood and you have to mitigate those impacts and that becomes really challenging or you deny our kids an opportunity to have a robust Career Technical education that's one way program so that was the other thing before you add 12 000 square feet because you're you have the kind of CTE that can be put into a regular classroom so I will put on the record here that as a school board member I'm embarrassed that we're having this discussion at this point in public and I believe that if we had some School Board committees that were organized and looking at these issues it would make a huge difference in these kinds of conversations the school board has not been involved in this discussion it's been a staff discussion with the community all of these have been um it's non-line it's been non-linear so what you what you are going to get shortly is something that pulls together a CTE conversation that happened in 2008 that led to some implementation that we could afford at the time another one that happened in 2011 with an again big Community process with Business Leaders with staff with um like both of these were large community processes and Blue Ribbon task forces that we had limited ability to implement but that then actually have fed what is the conversation we're having now we are right now in a moment that we've got opportunity to actually invest in CTE so we're able to have a different conversation so just to say this isn't um like like no conversation has happened there have been iterative conversations of which we've actually taken some action within the context of our budget and the visioning process we've been in nested visioning processes so we had the big city-wide you know what is our overall vision for the facilities process that then led to another group of people doing an ed specks process that then has led to the individual site conversations all of which have had different constellations of people in them so um and and and agree different people have been in all of the conversations we're describing and they've all fed each other and we keep looping back to say okay how is this conversation connecting to this one um but but you have seen the um the products of these various visions of which the next the next that initiates the next process and right now we're in the building by building Community um visioning process and and Master planning anybody invited to all of them and the committee is going deeper but I think there's value in our community hearing us discuss this and I my my understanding of the committee structure was that this would have been held downstairs in a conference room that you know few people could have public meetings that everybody could have attended and right now even the way it's set up it's going to be three of us as Liaisons they're not going to be publicly announced meetings and if I as a fourth person want to go I'm not going to be able to because it will create a quorum so this ought to be committee meetings that are public where everybody can participate again I hear your concern I think there's value in having this discussion as a group and all those things will come before on the board when we only have midi so
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so with that will now vote on resolution 4840 we have a motion we already had a motion and a second to approve all those in favor to approve resolution 4840 please indicate by saying yes yes all those opposed please indicate by saying no no are there any abstentions resolution 4840 is approved by a vote of six to one with student representative Davidson voting yes yes thank you tonight we'll receive our monthly update on Capital Improvement Bond superintendent Smith can you introduce this item thank you Roosevelt folks for staying here and for being here um so Jim Owens is going to stay in place and offer our quarterly Capital Improvement Bond update last like to start off by pointing out that in your board packets is the November Bond update which highlights progress over the last month I hope the balanced scorecard format continues to be useful and provides detailed perspective for you on scheduled budget stakeholder and Equity including the rolled up summary we continue to remain on track and are picking up speed on the two high school projects Fabian and the design work on our summer 2014 work but tonight I'd like to depart from the balanced scorecard we will entertain questions afterwards however but depart from it and instead highlight on on the first year first year bond accomplishments and outline what's in store for us over the next six months I'm going to keep this fairly high level to highlight what's been accomplished it's hard to believe in 12 months what what's occurred relative to the unprecedented 492 million dollar Bond program that was approved by voters just on November 6 2012. uh superintendent has highlighted three key measures which are intended to convey Bond implantation progress as we move forward we know them as on time on budget and visible to community much of the conversation that we have here with you centers on these three objectives so the the frame that I'd like to use and going through these accomplishments aligns aligns to those three in terms of looking at on time after the bond was passed we had a plan in place to immediately begin developing Bond implementation plans and to accomplish that we recognize that we need to lay out a project framework and also a sequencing what the timeline was for the work certainly developing that briefing it through a series of board sessions I believe was was something that conveyed the sense of transparency convinced the sense of scope and timing for the for the entire program we also expanded the office of school modernization team into a blended organization and we have staff unfunded staff that are extended across five departments now we also retained here International nationally prominent construction management firm to assist staff with the program and the team has really been working extremely hard over this past year we also developed a a very comprehensive program management plan that provides guidance to staff will also be used as we go through the performance auditing and our financial auditing our bond accountability committee looks at it but it's a document that provides a lot of the process and procedure that is guiding us as part of our implementation plan we also developed annual Improvement project plan that looked at sequencing summer work over the Summers and of course we just finished ip13 this past summer adopting the district-wide facilities Vision some reference was made to that earlier this evening it was a document that described how buildings support program and curriculum and that was the first phase of that work the second phase with the Ed Speck itself we'll be presenting to you in the January time frame in terms of success the safe completion of an improvement project or IP 2013 was was completed at six different sites we also leveraged a very key Grant from the state the seismic Rehabilitation grant program for
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for Alameda and it was really very exciting to be able to work with with the state with office of emergency management and bring that project to completion been very active on awarding contracts as we begin our as we begin our planning and design work for this next summer we actually have three design teams on board now under three different contracts that's moving ahead on plan we've been out to all the schools we've got 12 of them so we're doubling the number of schools and have conveyed to communities what the work Scopes are at each one of those Master planning at Fabian is another example of a contract that was awarded two months ago to begin the almost the pre-master planning work there that we're of course working very closely with Concordia on and then of course the design efforts for Franklin Roosevelt high schools are well underway and we'll we'll certainly continue as we move ahead in terms of being on budget overall at the program level we're very much on budget in the balanced scorecard report you saw a summary of where we are and I'm glad the question from director Regan came out about your forecasting being under under budget and again that is due to the the use of contingency at the project level um we were very pleased that the first Bond increment was was sold at a at a favorable rate uh we had a face value of 148 158 million dollars that's the first of what we expect will be three Bond sales and we got um we got excellent rates resulting in a bond premium that as we mentioned isn't available for project planning there's nonetheless really good news because we can use that as we as we move ahead for the second and then the third increments successfully managing the construction this first summer was was an important objective using the contingency and being able to accomplish the work over a nine-week schedule okay us a lot of insight in terms of what is involved in these in these schools and we mentioned we actually came in under our contingency thresholds for that and then a program cash flow projections are actually within two percent of what we expected to be at at this point in time Believe It or Not we've actually already spent almost 60 million dollars here through the first through the first year part of that is uh repayment of the debt that was in the bond measure that being the component for repayment for Rosa Parks Elementary for the roof work that was done and also for the the boiler burner fuel conversions that was a total of 45 million dollars another important consideration in working with our business Community paying invoices on time we're really off to a great start there and that's an important consideration as as we move through the program bounce scorecard reporting tool again I mentioned is hopefully something that's useful and provides a summary of of what changes are occurring from month to month and we'll continue to use that visible to the community the third component there's a number of number of Dimensions to to the visibility issue and includes our approach to transparency certainly the highly qualified Bond accountability committee that has been in place since the start has been a key partner and you just heard their third report actually at the last meeting to describe how the program is doing overall we just contracted with a firm to to begin doing the annual performance audits the first one will be completed before the end of the school year and that will be reviewed by staff reviewed by the bond accountability committee and then reviewed with you uh we've spoken to a number of different communities over the past year that represent the business side the contractors the design professional Community as well as so many different Community associations and really pleased that we've gotten as much attention as we had from groups like The American Institute of Architects the American side of civil engineers we've spoken to groups that represent minority women-owned and emerging small businesses the National Association of minority contractors and the Oregon Association of minority entrepreneurs so we continue to maintain a very strong dialogue with those groups and promote the business opportunities that are being provided for them e-builder is our transparency tool and like the Highlight that's been a great success we've been working with that for several years now and that's a tool that will will be using to manage the the program and then the on the website has been a a great success I think as it's evolved
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over the last several months there's significantly more information that's being provided or when questions are asked we're able to point people to it it's very intuitive and the feedback that we've gotten from community in general has been extremely positive we'll continue to develop that as we as we move forward another component of visibility is working in our equity and public purchasing and Contracting which involves a three-legged plan that looks at student engagement looks at Workforce Development and looks at the mwesb participation levels we achieved 11.4 percent in terms of payments through November 1st and all of that although that's shy of our aspirational goal of 18 it's a significant improvement over over where we've been we've worked very closely with the city of Portland and I'd like to highlight that much of the success for this last summer was due to the connection that we've had with a number of City bureaus and that's been they've been great partners and are helping us make sure this work gets done on time and on on budget and then the competition on the work is something that is an indicator of the quality of our documents the manner in which firms work with the district and having excellent competition is another real real key indicator and a success factor over the next six months these are a couple of major activities planned certainly the master plans that we've spoken of tonight will be presented we're actually looking in December for those for Roosevelt and Franklin and then we'll be moving into the schematic designs which again we will also be bringing back to you in the mid-march time frame and then with that we'll be moving directly through the rest of our design and then getting started with construction we've just issued our RFP solicitation for the cmgc the construction manager general contractor contract for both Franklin and Roosevelt and we're pretty excited that we'll be able to have the builders that'll actually be doing the work work with the design teams and we'll be influencing the approach to the work the means and methods used as well as helping emphasize what the budgetary limits will be master plan for Fabian is another component that will be coming forward in the January time frame we'll be moving very quickly into our summer 2014 work we'll be looking at three large construction contracts for that and then we'll be continuing our work to reduce barriers for mwsb participation on our contracts improving student engagement we've spoken of previously it's another area that we we do want to improve on executing agreement with the city Bureau of transportation is another one that remains we want to start improvements to Marshall to accommodate the Franklin students who will be moving there in the fall of 2015. we need to get started on the work now so that that school can be ready and give the Franklin Community an opportunity to tour Marshall and get a sense for what they'll be looking at again we're looking at students being at Marshall from Franklin for two full school years then of course over the next six months completing the the first year of Financial and performance audits so in summary students are moving forward we we certainly expect to remain on time on budget and visible we're learning every virtually every day and seeking continuous incremental Improvement quality facilities We Believe connects to the improved learning environment and you know we expect ultimately that these public improvements will positively influence student outcomes okay this time like to entertain any questions or comments the board may have thank you Mr Owens director Beale you ballpark me about one just out of curiosity about what percentage of the contracts that we've put out so far were bid contracts what percentage where no bid we'd worked on some no bid right monetary percentage not contract percentage do you I mean is it 50 50 is it 70 30 right yeah you're just curious It's probably 90 95 bid five percent not bid and the non-bid is the part for personal services like the contract for the uh for the performance audits an example that comes to mind but the rest of the work whether it's for Consultants or contractors is competitively bid or competitively proposed and we've in every instance we've gotten a significant competition on the work thank you very much yes directions um thank you Mr Owens
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um I have two questions one has to do with students you mentioned that we are are going to be doing something to increase the student involvement can you go into a little detail there I I don't really see why this is such a difficult thing for us to accomplish when I was at a design Advisory Group last weekend with Borah Architects and some landscape design firms and others any of those firms could have had a student there sustain and none of them did and they haven't the whole time I've been involved in this dag so I'm just con I'm confused about what's so difficult about including students in this okay um great question certainly as I mentioned it's an area that we want to improve on what we're currently doing is we're executing an administrative directive that describes how contractors and consultants for certain size contracts basically those that are over a hundred thousand dollars how they register in a web-based system Biz connect and then at the high school level we're trying to connect students with the firms we need to improve on how we're doing there we're not getting as much but we're also not capturing student engagement at a number of different levels this administrative directive is focused on use of Biz connect and then how we work with office of schools on connecting but we have students that are also engaged with us in a variety of roles outside contract Vehicles where they're participating as interns we just had a group of Benson students that did a video of the seismic Rehabilitation work at Alameda so part of it is how we're reporting it and managing it I know we are planning to meet and put together a better plan a better presentation on how we're engaging more fully I would share that all of our contractors and Consultants have have complied from a contract Administration standpoint they're all registered in Biz connect and so we need the additional effort to make sure that we're connecting interested students so I haven't I haven't noticed the biz credit very successful over the last four or five years that we've actually had it and it seems to me that the responsibility should be on the side of the contractor and not we shouldn't be taking responsibility for having those students there are all kinds of ways for contractors or other employers to find students to work for them and I would think that we should be encouraging them to use some of those self-help remedies rather than relying on us in the biz connect program to do that my suggestion and then the other question that I had was around the Grant High School Community because they are the students who are 8th graders now will be the class that is affected by the um uh change the rebuilding of Grant and I'm worried about input from those community members as their trying to decide where their students are going to go to school and whether they should be looking at Grant or whether they should be looking at other options because their students won't be able to attend grant for any number of years and I'm looking for some direction from you on what we're doing to reach out to that Community okay yeah in in our concept in our conceptual plan we had anticipated using Marshall as a swing site for for the grant community that just as we're using it for Franklin however based on some feedback that we've gotten been asked to look at other Alternatives we are planning to begin an effort to look at alternatives to Marshall and to feed that back to to the Grant Community in terms of impacts to students impacts to the timeline of looking at the costs if we use a different swing site for example there's cost implications to the program we're planning to get that started much sooner than we otherwise had planned to do and so we expect to come back early winter with with something that looks at pros and cons coincidentally we also need to do the same for Fabian to look at the swing site Alternatives that would be available for Fabian so we'll be packaging all that together and coming back for that so so I would encourage a faster timeline than that given that our enrollment is in January is it or early February between so late January earlier in February sometime before Christmas as a beginning would be good we've actually already begun looking at Alternatives and right but I mean having a meeting with the Grant Community before the holidays would be a good start okay I know I met with the principal uh there at Grant already and had conversations with Aaron so we're beginning a dialogue on it thank you director Buell this movement to Marshall has disaster written all over
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it I think we need to get on it and figure out what's going to take place and how it's going to work and give it some real thought and get involved with people who have done that before and I mean it's gotten disaster written all over it moving those kids oh no for for yes and so I just saying woo we I'm not sure why you're even involved in it see what I'm saying we need to this is a big deal and we need to really be on top of it you know not rolling out Obama's health care but it's pretty darn close it up also I have a resolution I don't know if you want to do it before after the budget business agenda to talk about it but I just want you to know it was there okay I think I'm a little bit surprised by this discussion because I didn't know that we were looking at anything other than Roosevelt and my assumption was that if Franklin had moved in there and we had done all the swing side upgrades that it would be in great shape for Grant so maybe it's just the location I'm sorry that Grant people moving into Marshall so I'm not this is the first time hearing that Grant might not move into Marshall so um I did have I it just did remind me of another question on this sheet that I talked about earlier one of the things that I had noticed is that it says the Marshall swing site the approved budget was 25 2.5 million to do the improvements to the Marshall site to get it ready for the Franklin kids but then the estimate of completion looks like it's closer to four so um you don't need to answer that now but I'm trying to understand what that's about too and especially if we're not going to use it for both schools is that a good use of money programmatically in the bond we have 10 million dollars that's allocated for swing site improvements read public improvements to prepare that for students and also for transportation costs so the initial budget estimate for Marshall to accommodate Franklin was was 2.5 million we've done a lot of due diligence at the site to see what is required fully we're not ready to conclude it's going to be 4 million but that is an initial estimate for it so there's more work to do in that regard we also need to balance the costs for Marshall to accommodate the Franklin students with the costs to improve the swing site that Fabian will use plus the swing site that Grant will use and fit all of that within the 10 million dollar or less amount so so maybe all the more reason to look at that number then because if we're not going to be using that 4 million for both Franklin and Grant does that make sense right there's some very serious cost implications of doing something other than that not to say that it is not it's I think it's important to do a full analysis of Alternatives and look at pros and cons look at Cost implications look at implications of students and community and then and then have a you know have a great have a more direct conversation on um I would just like to Echo some of the points that directory Knowles made um I've found that there's a lack of Engagement I'm just as I'm sure you have in in this work but I'm finding that students don't know about Biz connect in the first place um so I'm not sure if we're just going about it the wrong way or if because I mean I can obviously understand students not being interested in some things I totally get that but uh I think we may be missing the target a little bit so I think it might be worthwhile for someone to meet with Super Sac or something and talk about a different plan but I think we may be going about this the wrong way okay thanks any other comments on the update okay thank you thank you Mr orange thank you um now moving on to the business agenda the board will now consider res consider the remaining items on its business agenda having already voted on resolution 4840 is Houston are there any changes to the business agenda do I have a motion and a second to adopt the business agenda so second director Knowles moves and director Martin seconds to adopt the business agenda Miss Houston is there any public comment on the business agenda is there any board discussion on the business agenda I'm Dr Bjorn are we including this in some manner no no that is a report is that just a report it has nothing that we're spending money and I'm just trying to make sure that we're doing okay and it's got
03h 10m 00s
stuff where we're spending money which are both so those years and Mets right it's a it's a we're not voting so you don't have to I just didn't want to make sure I wanted to make sure that we were okay on everything appreciate it and I didn't understand it because this is a new thing for a new way that it came about so thank you okay just just to be clear so Folks at home know what we're talking about um superintendent has a certain spending authorization Authority um but with that comes a requirement that she reports contracts of a certain dollar amount to the board and so that document that you held up is a report to us that we receive once a month both expenditures and revenue that are within the superintendent's spending Authority the contracts and the business agenda that's in front of us exceed her Authority and so they come to us as a board came in a different format which was confusing to me we tried to do that because it was it's good I like this one there's a little bit different so that I didn't mix it up with the business agenda any other thoughts on the business agenda if not we will consider the business agenda self-enhancement Inc contract amount okay um of 830 000 because so can we get an explanation on that maybe a little more specific about what what you're looking for it's a lot of money so you want to know what it's buying is that okay so this is part of our Jefferson um middle college program and as people are aware we're uh the partnership was a three-way partnership between Jefferson PCC and self-enhancement self-enhancement was signed on to do the whole school model so they were our wraparound service partner in trying to do the how do we have that entire school be College Bound and heading towards PCC so it's voluntary for students to opt in or um to the SEI services but it's the personal wraparound services that are supporting students being successful as they're taking advantage of the middle middle college offers and I think you got something mailed to you earlier that basically gave you metrics um uh that are looking at the kids who have opted into the SEI Services actually have a 10 percent higher success rate than the students who are not opting in so our goal would be to continue to encourage students to be part of the full meal deal um so but that's what it is he at some point have an opportunity to talk about whether we want to bring those Services in-house at some point and I guess that I'm going out on Thursday to visit the Hillsborough care teams as an example and I think we heard in the audit that there was um some great success out in Hillsboro with having you know folks on site um supporting kids so I'm curious to know at some point whether we're going to be having that discussion because it's been an amazing partnership with SEI at the same time I think the audit kind of pointed out and that we might want to be looking at other models as we go and I'm thinking that we're going to get some of those recommendations looking at other disk models being used in other places as part of the high school action team report as Andrew pointed out I think this these are exactly some of the models that I don't think were exclusively going for anyone I think it's how are we getting support for our kids being successful um there's one way or another you need the additional staff to have the relationship building piece and the other support so and the question so it says not when you do it yourself and it may not be in either or but it seems like it's at some point it's the same direction so similar to when we were talking about the foundation in Salem paying for the school Success you know coaches or mentors or like how are you getting the extension of support that's helping kids be successful in the classroom so I'm looking forward to those kinds of recommendations coming from the high school action team I'm sure the high school action team is really looking at that specifically though are we I think they're looking at at some of them at the mentoring and okay well I'll look forward I will look forward to that conversation in the high school election team let me know when you're going to Hillsborough I'd like to go should I meet you out there any other discussion on the business agenda all right business I almost went right to a different light yep gotta vote first um board will now vote on the business agenda all in favor please indicate by saying yes yes uh post please indicate by saying no are there any abstentions business agenda is approved by a vote of 7-0 with student representative Davidson voting yes great the next more meeting of the board will
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be held on December 2nd on behalf of the board I wish everyone a Happy Thanksgiving to those indigenous Nations thank you for um thank you for the gifts that you offer and I hope that we can um correct some of the challenges we've had this meeting is now the board is now adjourned

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)

2013-11-18 PPS School Board Regular Meeting

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Event 1: Board of Education - Regular Meeting - November 18, 2013

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