2014-11-25 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2014-11-25
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Board of Education - Regular Meeting - November 25, 2014

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next we sport packet good evening everyone this formal meeting of the board of education for November 25th 2014 is called to order and I'd like to extend a warm welcome to everyone present and to our television viewers any item that will be voted on this evening has 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 this meeting is also being streamed live on our PPS TV services website uh director Morton is absent this evening so the first thing on our agenda is the superintendent report whoops superintendent Smith would you like to present your report I would um and actually I am going to start by introducing you to um a Madison student mustaf Muhammad um who was just awarded a a beating the odd scholarship by Stanford children at their luncheon this is a really coveted scholarship so he's one of three in the Portland area the only one from Portland Public Schools to win be awarded one of these scholarships this year um and I wanted um to here's a picture of him at the award ceremony but I wanted to play the brief video that they played at the stand luncheon that is um really a story about Muhammad I mean mustaf Muhammad and then um offer him the opportunity to come on up and and say a few words but it was a really it was a wonderful ceremony and a really great tribute to you and the the staff at Madison High School and to your family so it was really exciting here's the here's the story my name is mustaf Muhammad and I am a senior at Madison High School I was born in Kenya and a place called the DAT which was a refy camp and after staying there for a couple after like 6 to 5 years we moved to kakuma which was another refugee camp it was pretty scary cuz it was just like Dusty and hot and then like we didn't have food I don't think I really had done much school I go for like a couple of months and then there would be days I wouldn't go for a couple of months I couldn't really understand the teachers really and the ones that could speak our language didn't have time to go to Every every single student I wasn't really understanding anything I was just copying stuff down but it was also kind of harsh school cuz like here where you're like you're punished with grades there you're punished with actual punishment if you if you're failing we uh boarded a plane from Nairobi and arrived in New York and then we stayed there for like a little bit and then we moved to Ohio but I didn't really speak English when I first came and they put me in normal class with all the other kids I wasn't really understanding anything I was just copying things word for word I was a was still afraid of like school I wouldn't even talk to my teachers I was like frightened of everything like the whole news surroundings and then we moved to Oregon came here my freshman year the scholarship means a lot not only financially but also in just someone saying you've got something special when I found out about the bti scholarship I was on the bus I was about to like go crazy screaming like really and it just gave me a realization that maybe I can get somewhere if I just believe in myself so mustaf come on up and just um we I'd love for you to just say a few words about what this means for you you uh and again I want to just do a big call out and thank you to all the staff at Madison High School um and you sit right there uh and a huge congratulations to you this is a great honor thank you this scholarship means a lot to me and I'm really happy for it because it makes like it opens a lot of opportunities to me and it just makes me very happy that somebody's Brant to invest in me and I would like to thank my mom for all the hard work she has done to support me and everything that I needed and the staff at Madison High School because they believed in me and made me look past my grades and just look into the future and made me believe that maybe I could be something which was really nice I never had a like I never went to a place where people said you could be something if you tried hard and they really pushed me which was really nice and my concepts for like helping me select the classes that I liked so awesome that's great mostu congratulations thank
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you so um I also wanted to do a call out and a thank you to everyone who has been part of the second annual children's book Harvest so it ends tomorrow uh we've had people at 30 of our schools and the becc dropping off books and they're both new books and gently used books but as part of our third grade reading campaign we're really trying to help families build their home libraries and this has been a huge effort to do that um if you are late in coming to the table and want to still be able to donate a book you can still donate books online through the it's children's book bank.org and you can go on and buy a book and it will be donated to um the children's book Harvest so we're really excited about this um what happens is prior to summer vacation students will be able to actually select 10 of their uh books of their choice to take home to build their home Library so part of supporting early reading parent teacher conferences were held um earlier this year so we moved them into um October rather than they traditionally would have been held this week um they require a lot of work by our teachers and schools to prepare for our parents and students I just want to say a thank you to everyone our parents our students and our teachers uh and our principles for making these be really successful opportunities for families to engage and learn how they're supporting their students um to be successful in school so thank you to everyone for that um about a month ago we had a dozens of community and Business Leaders including um Bobby Regan and Ruth Atkins um board members who were out being guest principles in our schools in the principal for almost a day um this is organized by our partner All Hands raised and really gives Business Leaders elected officials the mayor um County Commissioners City commissioners the opportunity to go inside our schools and learn learn what goes on on a day-to-day basis and learn what the the jobs of our educators are like this is the 14th year that we have done this we had 50 um schools and programs hosting and um really successful day we get great feedback back from this and just where it really opens people's eyes to what goes on at our schools every day so thank you to everyone who participated in principal for almost a day this year um another thing that we are doing earlier this year is our eighth grade information nights uh so we'll has already kicked off The Open housee Season with hundreds of eighth graders and their families followed by Benson Roosevelt and Grant on December 4th Franklin holds its discover Franklin and it'll be held at Marshall High School this year um where Franklin students will attend for the next two years while their school is being modernized um Madison's open housee is on December 11th at 6 pm and Cleveland Jefferson and Lincoln will hold their open houses in January um we had Senator Ron weiden given an early plug for Madison at a town hall with students on November 21st uh we had more than a 100 students stay after and he did a great plug to Madison saying the students of Madison have got it together in stem the Arts and diversity I look forward to someday voting for some of you so call out to our Madison students from Ron weiden which is kind of cool um so another person I'd like to honor tonight is Alma Vasquez she received recognition at this year's courageous conversations about race Summit um and she received the summit teaching and learning award it's a really big honor so this is a national award for uh courageous teaching and um and learning and we're really proud of you Alma that's really wonderful recognition Alma immigrated from Mexico at the age of 16 earned L English graduated and became a journalist covering immigration poverty and the achievement gap before going into teaching in her immersion classroom she used culturally re relevant literature to set the stage for Rich discussions with her students about race and Justice uh and I'm going to ask you to come on up and just say a few words and again huge recognition um this is like Educators across the country um and Alma is really being honored as one of our fine examples thank you good evening uh board members and uh superintendent Smith I just want to thank you for your acknowledgement and uh say that I am so grateful for having had the opportunity to attend the um the national Summit of courageous conversations um the experience was something that impacted me greatly as a teacher and educator and to just be able to work with people from all over the country who are trying to tackle the impact that race has on
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our students achievement it is work that takes your whole heart and your whole mind and uh I'm just happy to be in the journey I no by no means feel accomplished in this area but again I'm a Learner in this process and just thankful to have had the chance to go and I appreciate your recognition congratulations so we recently got a call from um someone who is now 992 years old was formerly a teacher at Grant High School and he reached out to our library assistant Wendy gisler looking for a copy of a textbook he co-authored when he was um working here at Portland Public Schools called great speeches from Pericles to Kennedy um and he had no copies of the text and so uh Wendy went looking for went looking for them and ended up locating a copy which we just sent to him um but I just wanted to call out and honor him he really wanted his family to have a copy um he talked a lot about his experience in Portland Public Schools he taught for us in from 1955 to 1981 initially at Grant and then at Adams um and we want to thank him for his service to Portland Public Schools and hope his family enjoys seeing the book and it's a very cool book so just to say a nice tribute to a former teacher um our fall sports are wrapping up for Portland inter Scholastic league and I want to extend congratulations to all of our athletes including our newly minted middle school athletes for their accomplishments this year one of our standout athletes this fall is Grant High School's Ella donu um she won the State 6A cross country championship for the second year in a row and then went on to win the Northwest Regional championships in boisee competing against Runners from Six States way to go Ella so congratulations um and then I wanted to recognize um hay Hurst Robert gray middle school and Wilson High School for welcoming and supporting families from the new Stevens Crossing um housing develop Stevens Creek Crossing housing development they held their College and Career night um at uh at Stevens Creek and so they had PSU PCC and other higher ed institutions there doing college readiness financial aid Career Technical education um Outreach to families and we wanted to thank Partners from Neighborhood House pivot and Job Corps who helped uh to do that with us but what a great thing to do to welcome this new um housing community into uh this neighborhood and finally as we head into the Thanksgiving holidays I wanted to do a harvest season story about our farm to school program which is now in its ninth year in Portland Public Schools and again were um held up as a model nationally uh last week Deborah kanaine who is usda's National director for Farm to school programs visited Sittin Elementary School for breakfast as a way to check in on our USDA Grant which is used to incorporate Local Foods into our breakfasts uh Deborah Kane is a PPS parent and was instrumental in helping us Implement our farm school program when she was with ecotrust um also last week students from lent K8 School tested their love of Brussel sprouts at their school and then went to zanger Farms to see the vegetables harvested so I'll end this Thanksgiving week Report with a short video featuring The lent students and their brussel sprouts spr I mean brussel sprouts I never tried a bre Bell but I'm going to try a breast Bell just for you so kids who haven't tasted brussel sprouts are sitting next to kids whose families May really eat them they're just really tasty with our farm to school program we're really a bble to connect the students in the cafeteria with the farms and able to educate the students as to where food comes from so I'm Allison uh here at zanger farm and today we are going to be hosting third graders and fourth graders from lent School in uh Portland Public
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School District which is a school that is in our neighborhood that's pure fresh water that's really good on the outside of a lot of kids will come out here and they've never been to a farm before they've never seen food growing in the ground they've only seen it in grocery stores so it's really exciting to see kids go up to say a kale plant and actually pick a leaf off of the kale plant and then immediately taste it so what I like about the farm to school program is that kids are making the connection between the environment and their own health yes that's it thank you okay at this time we'll have student testimony Miss Houston do we have any students signed up we do not we do not okay in that case uh ask student representative Jawal for her report superintendent Smith MERS of the board and MERS of the thank you for allowing the chance to address you tonight so tonight we have some students from suers saac which is the superintendent advisory committee uh which is made up of students from across the district who come together to tackle issues at a district level many serve on committees and right now we're actually in the M middle of planning our leadership Forum which is uh scheduled for next Thursday and it's where we've invited student leadership classes from across all the district high schools to come where we're going to talk about issues of leadership such as how to lead an assembly and how to plan dances and how to be role models for students so I'm going to introduce some of the students we have here tonight and if you guys will come down here we'll take a photo so tonight we have Max Tuttle who is a senior at Madison High School he's currently serving as a student representative on the District boundary review Review Committee we have Katie Davidson who's a sophomore at Grant High School we have Skyler Williams who's a senior at Madison High School we have Kendall W Wilson who's a senior at Grant High School she's an Al also one of student Representatives on the District boundary Review Committee we have a Aaron mes who's a senior at Wilson High School and then not with us tonight are is CLA merro who's a senior at Lincoln High School and serves as a student representative on the citizens budget Review Committee Theodore MZ who's a senior at Lincoln High School and Tori staff who's a junior at Roosevelt High School so if we can all take a moment to recognize our student leaders that's good ready than so we're really excited for next Thursday where we'll be hosting our leadership Forum uh hopefully we'll put pictures on Facebook so you guys can all see but it's mostly student driven so we're having a about 50 students from across PPS come and then we're all hosting it so it's an exciting event thank you thank you thank you and thank you to all those students who came and for their service okay um next on our agenda is public comment Miss Houston I know we have people signed up for public comment okay our first two speakers Greg and Sarah
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Sil while these uh folks are coming up I'll go ahead and do the um instructions for public comment thank you for taking the time to attend this meeting and provide your comments to the board we value public input and we look forward to hearing your thoughts Reflections and concerns our responsibility as a board is to actively listen and reflect on your comments the board will not respond to any comments or questions during public comment but we have asked our board manager rosam Powell who is standing in the back to follow up on the issues raised during public testimony rosan is available in the back guidelines for public comment emphasize respect and consideration of others complaints about individual employees should be directed to the superintendent's office as a Personnel matter you have a total of three minutes to share your comments please start by stating your name and spelling your last name at that time the green light will come on and you'll have two minutes when the yellow light comes on there's one minute left when the red light comes on in the buzzer sounds we ask that you wrap up your comments um and we respectfully ask you to conclude at that time we sincerely appreciate your input and thank you very much for being here this evening okay my name is Greg Burl b r r i l l and you know it's it's interesting that I wanted to talk about um race issues and courageous conversations while downtown people are closing the streets protesting what's going on in Ferguson um and luckily we in Portland don't have that level of problem but I'm I'm kind of worried about some of the things that are going on but uh even though lots of things are very well-intentioned I was in a building not too long ago and I heard from a teacher that um they were doing an intervention and they had a picture of every African-American child in the school up on the wall and now it seems like a good thing except some of these kids were performing at grade level and the teacher was concerned that there were white kids who aren't performing at grade level who aren't up on that wall but the point is equity so I worry when we start doing things like that uh what sort of message it sends and um kind of a little related to that but not much I've been thinking a lot about what's happened because of 20 years of cuts to Portland Public Schools budget followed by three years of massive Cuts okay kids that were in kindergarten in the 2008 2009 uh school year in the fifth grade now kids were in the first grade that year in the sixth and kids who are in the second grader in the 7eventh and so this is when the schools lost massive amounts of support for um special ed for speakers of other languages and so on and so forth and I believe that as a substitute substitute teacher I'm beginning to see the problems created by that as those kids achieve Middle School age because I mostly teach middle and high school so um I'm really worried that as we add money back to our budget we're not going to find enough to make up for all we didn't do for those kids in those years so I hope at every every chance you have to make a decision about where to spend money that you do something that will also affect those kids that were so badly Left Behind during the Great Recession um thank you very much that's it for tonight hey um my name is Sarah silky s i l k i e um um thank you for letting me speak tonight um I'd like to start by saying that I really respect the board for tackling the issues of racial and socioeconomic inequities that you've been looking at and I commend the work that has been done towards educating teachers and allocating resources to close the gap but as I've read the recommendations presented in the sacket report and that are being um passed on by the superintendent I am I can't help but think of the words of the hypocrit oath first Do no harm because while very well-intentioned I really think some of these recommendations have the potential to really hurt not just individual families but the system as a whole and the City of Portland how many times has the district made well-intentioned changes only to see them backfire with unintended consequences a petition process is an
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inherently biased and resource intensive way of moving people around do we really want to pay people to adjudicate petitions or do we want to pay people to teach um I come to you today to rep represent not just myself and my children I do have school age children but really to represent the parents who are still dealing with daycare and diapers because they're the ones who are going to be mostly affected by these decisions um I'm concerned about the changes being proposed and the artificial urgency that these changes have to be made now without a lot of public input or informed debate um I imagine and I sincerely hope that you at the board have already spent a lot of time and done a great deal of research on the topic of school choice and options because it's a complicated one and racial Equity while important is not the only lens to look at this through and so I you know while the sacket report is important it's not the whole whole picture um as a school board you you can't control demographics trying to force people to go where you want is a waste of taxpayer money it's a waste of your time and your effort you can control the quality of the teachers you can control where the resources go um focus your efforts where they will be effective and I have to say to those who would tell concerned parents to look at things as we in ours instead of I in mine I reply first do know no harm the sacket report concludes that limiting family choices will balance enrollment and transfers magically improving all of the schools but is limiting choices really good for the whole school district is it really good for the city of Portland again I say first Do no harm first let's make all the schools excellent otherwise you're going to reduce capture rates and funding for the entire District families that have options will go elsewhere Don't force them entice them to your neighborhood schools thank you for listening thank you very much our next two speakers Nova newcomer and David Porter let me say while she's coming up I I gave copies of this beforehand to Karen and they're in your yellow folder their charts and data thank you David want to go first go ahead are you ready chair n superintendent Smith members of the board members of the public my name is Dave Porter p o r t r Portland Public Schools recently posted online it's data from the 2014 15 transfer Lottery held last spring let me now report to you on the kindergarten applicants for the Dual language immersion programs note two nuances first there are three dual language immersion programs James John rler and S that fill their classes only from their neighborhood so their data is not available with Lottery data and second the applicant data includes first second and third choices when made as for the data one there is substantial and increasing demand for dual language immersion programs there were 397 applicants turned away enough to fill kindergarten classes at seven additional two strand emersion programs two the 397 turned away represent 99.4% of the 20145 kindergarten enrollment almost 10% of the parents of kindergarteners are not getting the emerging programs that they want from PPS three most 91.7% of the kindergarten applicants turned away were English native students four Spanish is by far the foreign language most in demand for additional immersion program five the 397 turned away for 20145 are an increase from the 370 turned away in 20134 six 72 English native applicants from the neighborhoods of dur dual language emerging programs were turned away turned down by the Dual language emerging program at their neighborhood school if the neighborhood applicants have been given priority priority over out of neighborhood applicants then 46 of those neighborhood applicants could have been admitted four five seven four new language emergence did not fill all their slots and could have admitted more English native students a Bridget could have admitted seven more English native transfer students by filling unfilled Spanish native slots B Cesar chz could have fill 14 unfilled neighborhood English native and seven unfilled neighborhood Spanish native slots with
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21 out of neighborhood English native applicants C King could have filled seven unfilled Al Albina slots and five Chinese slots with either neighborhood or transfer applicants and D lent had four unfilled English native neighborhood and six unfilled Spanish native neighborhood slots seven of those slots could have been filled by out of neighborhood English native applicants and last H Kelly appears from this data to have two few kindergarten applicants thank you thank you superintendent Smith members of the board members of the public my name is Nova newcomer neew c o m r i a member of the Portland Public School's community and my child also attends Chief Joseph Oley Green in North Portland school was a Lifeline for me in a very difficult and chaotic childhood so I welcomed the moment when I would enroll my son in school with much anticipation and nostalgia but instead of the community affirming experience that I was imagining I heard instead if people care about their kids they will look at their options I've been to 15 kindergarten roundups how many did you go to are you nervous about school starting today since your son doesn't go to a charter I don't have much in common with those families I would have gone to my neighborhood school but I heard it wasn't safe I can't believe they are merging these schools that school is so ghetto The Narrative was set in stone the community we lived in was less than our community and many others within our school district aren't given the benefit of the doubt in a system that currently favors the few Cho I'm sorry choice for the few over opportun opportunity for the many the same tone I received when I told people I was choosing to send my son to his neighborhood school has also seeped into this conversation around the sacket recommendations and now we are hearing let's hold off let's wait let's slow down but waiting is what far too many communities in our district have been doing for far too long school closures divestment and policies that have unfairly impacted children and families of color and families in low-income areas and a context free high performing schools low performing schools Paradigm have encouraged negative perceptions of school communities to flourish when Portland Public Schools School Board adopted its racial education Equity policy June 13th 2011 the board accepted some difficult truths about the state of our educational system and they also accepted to walk down a road that has led us here in public processes we often look for demonstr of the abdication of responsib responsibility and rightfully so that is not what is happening here to the contrary we can point to a very publicly stated timeline of steps from the adoption of the equity policy in 2011 to the enrollment balancing in various clusters in the subsequent years to a resolution following the Jefferson cluster process that was clearly voted on by the board in 2013 that empowered the superintendent's advisory committee on enrollment and transfers to engage directly on this issue excerpted the published recital with the resolution stated the superintendent direct staff to engage the second uh committee to review student assignment and transfer policies and expand possible solutions to present to present enrollment challenges in align with the rational educational Equity policy superintendent Smith board members of the board you have an opportunity here to continue on the path that this board set in 2011 and it won't be the final step it's one of many no one in this room likely meant to be here to be a possible contributor to an inequitable system but that is the purpose and power of public institutions to put into place systems that raise our entire Community up and Decades of data show this doesn't happen through Goodwill and intent you you have voted to enshrine equity into your approach to schools keep up the good work I urge you to vote for the second recommendations thank you our last speaker is Jess Thompson superintendent Smith and board directors um student representative um I just want to thank you for adopting could you go ahead and state your name and spell your last name for the V thank you Jessica Thompson Thom PS n thank you um I want to thank you for adopting the racial educational Equity policy I know that we're a leader in the country um and in Portland a very liberal White City race is something that we don't um have real honest conversations about very often and as painful as a lot of these conversations have been and as divisive as a lot of the conversations about enrollment and transfer have been I think that they're pushing us forward and I believe that in the not so distant future the steps that you will take to change the enrollment and transfer
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policies as they ex this now to support all of our children are going to do so much good not only for neighborhood schools but for the health of our city I was at a Jefferson cluster or excuse me a Jefferson um cluster listening session last week and I heard Margaret Calver talked about she was talking about the health of Jefferson High School and she said something like I believe the Su success of Oregon depends on the outcome of Jefferson High School and I also believe that and I think I believe a lot of the people that are against um the are against the process moving forward are new to this conversation but I believe that as they engage more and they look at the data more and they listen to the stories more they are going to come to the same conclusion that my husband and I have come to um over the course of 17 years in Jefferson cluster we have to do this it's for the benefit of all of our students thank you thank you again thank everybody uh thank you all for your comments and if you need to please feel free to connect with uh Roseanne pal our board manager who is now standing in the back of the room so thanks again okay um our contract with Portland Association of teachers allows them time on our agenda when requested and I'd like to ask the president Gwen Sullivan to the table for some brief comments this evening welcome thank you um I come to you tonight just with some questions um this I know that you uh I get the the board packet and so I go through it as quickly as I can to see what's going on so sometimes I don't really know if I'm going to be coming or not so bear with me I know that um uh when you get to the principal support and evaluation um I know there's nothing you're going to vote on but there are some things that I would like you to ponder yourself and maybe ask questions around um first of all as I was talking to some of the um uh people in the district office after I saw this around the administrator evaluation there were some things that that actually included teachers and I know that when they come up here they will clearly state that um that was unintended and so when you get into your packet when it says teacher and administrators um such as in the goal setting uh template for administrators um and student learning goals it states um that the rubric applies to both teachers and administrator evaluation they'll tell you that it it's going to be changed to just to administ uh Administration evaluation so that got changed after we talked about it um the other thing is uh you'll see in the in the document that it talks about um it refers to Educators even when they're talking uh in regard to administrators and in our contract it says professional Educators when we see Educators we think about our teachers or speech paths are I mean our our bargaining unit uh group and so um was told that that will also be changed instead of it reading educator it will be changed to administrator so I just think that's important to note um some other things that uh concerned us was around um uh the third grade reading measurement for administrators and of course we don't represent administrators but some of the things that it said is all um uh third grade teachers will measure the the reading by Dibbles and by easy CBM would be uh for the older grades but this is something we've had numerous conversations uh in our instructional professional council with uh Carol with Melissa with and it's been over a number of years that Dibbles is one option uh that can be used and does not have to be used so there's um uh some discrepancy in that um we would argue that maybe a better measurement of student you know what they're reading would be how many books is are the third grade you know checking out in their Library uh from year to year or uh how many kids are involved with B I mean there's so many different things there's Running Records there's and the the teachers are not just using um dipples some of them aren't using it at all um other things that came up was uh around the the administrators in their
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um monthly check-ins um it talks about disproportionate discipline and um I think it puts uh the administrators in a bind when they feel this sense of urgency which it is urgent to lower our our numbers but um without any solutions becomes the problem and last week when we had our rep assembly we had over 150 teachers there and we meet in our clusters and we talk about what's happening in the Clusters and we the one thing came up at one of the Clusters it was that there's no discipline happening that the nobody's following through on referrals uh suspension exp those things are not being followed through but not just not followed through there's no consequence at all whether it's counseling or I mean something to to help the students and so I think part of that comes from my guess is that it comes from wanting to lower numbers but not having the supports at the building level to actually um follow through with some sort of consequences and I I do think it puts our administrators in a bind and and when I uh heard from the first cluster that talked about that it was an issue I did to the rest of the Clusters is anybody else having these every single cluster that that the follow through is not um there hasn't been a follow through which when you look at you want to see data your data is only as good as you know what's being um really required of what's happening in the schools so um and then we look at it is if you have kids that are really needing some help but there's no consequence whether that consequence is getting help counseling not pushing them out but actually working with them then um it actually exacerbates the school to prison pipeline because because if they are learning that it's okay to be this way in in school then why isn't it okay to be this way in society so it's some things to think about when um you're putting evaluations for administrators and how it directly affects the school environment um and I think that that's it um and I'm sorry that it was last minute but I got it last minute and uh thank thank you for giving me the opportunity to get you to think about some things when you're looking at this thanks thank you very much for being here this evening okay next on our agenda is uh presentation of the superintendent's recommendations on enrollment and transfer U last week the superintendent presented us with a timeline for consideration of the enrollment and transfer policy superintendent Smith would you like to present your recommendations now on the policy um I would and actually I'll um start by just actually referring back to one of the pieces of testimony which um referenced our methodical process of aligning all of our major systems and policies with the racial educational Equity policy so back in 2011 the board passed that policy um and we have um been working since that time to really look at um how we function in every aspect of our business so how we allocate resources um our Workforce and who we hire so we also passed an uh affirmative action policy and have an affirmative action plan that is looking at how we're having a Workforce that mirrors or reflects the composition of our student body um our business practices so we passed uh a policy that looks at equity and public purchasing and Contracting and looks at who and who and how we do our business in the community par public schools did not previously have an mwb or a minority women in emerging small businesses policy um prior to this policy we less than 2% of our business was was conducted with minority women or emerging small businesses we set a target of 18% it's now up to 11% hugely significant once we had passed a bond uh and we're we set to do a significant amount of of um Financial business in the community that we set that as a goal um uh and the policy that we are looking at here we this has also been about just how each one of us does our jobs um and how we make our decisions we have a racial um Equity lens tool that's really about decision- making it look looking at any decision get that gets made who is impacted and just trying to be very methodical about asking those questions um it's looking about what's happening in our classrooms but also what's happening in every aspect of how we do business as an organization um so when we were looking at our enrollment
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transfer policies and getting ready to embark on a boundary review process um and when which we used to do cluster by cluster so you've heard reference to the during the Jefferson uh enrollment balancing process and the Jefferson cluster um we went through looking at just the schools in that cluster and eventually hit and this has happened over and over when we've done cluster wide you eventually hit um the conversation where you've engaged this whole Community some of your Solutions then start to look um like they're connected to the next cluster so it's not all contained within one cluster we really knew we had to look at the district as a whole in terms of boundaries and then second to that we needed to look at our enrollment and transfer policy so one of the things that came out of the um Jefferson enrollment balancing process was a conversation with the board to embark on a districtwide boundary review but also look at our enrollment and transfer policies so um what you will see tonight and I'm going to actually do here first the context for this is the um resolution which was um in February of 2013 that the board passed number 4718 where the board directed the staff to develop and recommend a process for a comprehensive review of School boundaries districtwide and policies related to student assignment and transfer to better align with the racial educational Equity policy to promote strong capture rates and academic programs at every grade level second secondly the superintendent directs staff to engage the superintendent's advisory committee on enrollment and transfer sacket to review student assignment and transfer policies identify opportunities to address broader city-wide demographic shifts and boundaries and expand possible solutions to present enrollment challenges and align with the racial educational Equity policy so sacket was convene and actually sack's been in existence for a number of years so going back five years they were um active during High School System design at really looking at how we were balancing enrollment across our high schools um it was reconvened and new members added specifically for this process 18 months ago um and the reason I want to say a little bit more about this because I praise them every time we have we are in this conversation but it was a diverse group of stakeholders who applied to be on this committee they met more than 60 times over the 18 months went through deep um educ ation individually and collectively about how our enrollment and transfer policies work what our demographic patterns are like what have been the impact of those policies over time in terms of how students access our programs they did not hold opinions in common when they started so one of the things that is um important is part of what they did is engage in really uh very honest dialogue about what they understood about what they were seeing uh wrestled with each other there were moments where I thought there is no way we're going to end up with something coherent at the end of this because they're all over the map so the fact that they ended this process with recommend recommendations to me that were unanimous they wrestled those things to the ground they also held hearings and brought in panels of Educators who represent different kinds of programs in our system they listen to parents who have accessed all the different kinds of programs in our system they they would come back and say okay we believe these are perspectives we have not yet heard that need to hear in order to be able to put forth recommendations that really make sense so the kind of wrestling that went on with this group of people really trying to understand from the P multiple perspectives represented in this District in order to make recommendations um very powerful for me in then saying okay thank you um for going through and doing that kind of work and really working to um represent this community and putting recommendations forth to me so a different process than we've used um and and a really what I believe was a really thorough and um had meaning to me as I received those recommendations okay so tonight those recommendations were came to me on November 4th uh they were also then presented to the board so the board could hear directly from sacket what their process was and what the recommendations were what we are doing tonight uh I am presenting the proposed changes that I am going to forward to the board um I'm going to go through and detail the process the board will then go through in listening deliberating and deciding and all the ways that the community then gets to weigh in on what they what you hear tonight um and but tonight's purpose is really um presenting the proposals uh and then opportunity for clarifying questions okay so one of the overarching things that I'm going to say to begin with largely because many questions um in terms of how you listen to the whole rest rest of the uh body of the proposals the re the recommendation um
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that I'm putting forth to the board is that any of these policy changes only apply to Future transfer requests and that students who have transferred via the lottery in past years stay in their current School uh or program through the highest grade so that's an important thing as you're listening to the rest of these I'm not recommending that we do a whol sale everybody's moving around people are were holding stability for kids where they are through to the highest grade and these recommendations would apply in the next transfer cycle so coming up this February for students who are looking to change this February so the first proposal is about neighborhood to Neighborhood transfers and the recommendation I'm putting forward to the board is to end Lottery transfers into neighborhood schools and to apply this change in policy to all grade levels so when sacket put forth the recommendation we had asked them specifically to drill with prek-8 because we' previously um addressed how we students moving between the high schools um what I'm saying is that I would exp expand the recommendation to include all grade levels uh and expand the sacket recommendation to also include high schools second wases The Proposal um to strengthen the petition transfer system so that is still available as a way to transfer anywhere in our system and the first would be to add the staff capacity um to manage expected increase in petitions and we've got predictions about who use how many students use the lottery process how many use the petition process currently and what and we'd be able to extrapolate what we believe would be the expected increase three to provide additional training for staff to improve cultural awareness and skill in utilizing the petition process four to improve the system to track and Report Trends in transfer requests both to improve approve neighborhood schools with high volume of requests to transfer out of them as well as learn from the schools that are generating a high volume of interest uh the next section is about um focus options and Al Alternative Program review so what one of the things that sacket said is we actually have a really decent um educational options policy already in place and what we have not done is what that calls for is the regular of those Focus options and so basically this recommendation is to uh initiate a regular Focus option review following our existing policy um what I'm also recommending in here is that we expand the sacket recommendations to include um our district operated alternative schools as well so access and a metropolitan Learning Center and also um to identify successful programs for potential IAL replication this is something that's been identified previously and as we've been in the um dramatic budget cutting environment that we've been in it's not been an environment in which we've been looking at really starting new programs I think this is something as we're doing our districtwide boundary review and looking at um programs that have high demand what are ones that we would want to replicate and where would we want to replicate them again six establish an ongoing evaluation and support system for our Focus option schools and seven look at the facility sighting as part of our districtwide boundary review one of the things the F the educational options policy calls for is an awareness of where educational options are cited um what's their availability in various parts of the city how do they impact the neighborhood schools around them and as part of our districtwide boundary review we would be looking specifically um at that at that so the next section was really about improving access to our Focus option schools um this recommendation is to continue to increase FOC Focus option Outreach to historically underserved communities um and again when I say continue we've been doing good Outreach around our dual language immersion programs and would continue to make that stronger our Focus options have previously been restricted in how they market and build awareness of their program so this is what uh basically saying we would do intentional out um Outreach nine increase the lottery preference to focus focus option programs for students who qualify for free or reduced price meals or Head Start um and this does not include sacket recommendation to also do a geographic um balancing so and I will say um hang on I'll show you so this is
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what the new preference would be and it's it puts the students who qualify for free and reduced meals or Head Start program above students whose sibling is enrolled in the students First Choice Elementary Middle School or high school or a program that includes other school grade groupings what it does not do is now also include a geographic balancer and I'm going to show you a little bit more of the data of why I chose one and let go of the other um and we've I will say that a lot of the Tes that we've heard and the concern we've heard is about the co-enrolled siblings and what impact does this have on co-enrolled siblings I I will show that to you in just a second um the note at the bottom says that these changes do will not apply to two-way dual language immersion programs or the new king Mandarin immersion program because the lottery rules for those programs already have factors that take into consideration serving historically underserved populations and and consider um native language requirements so okay what you have here the blue bar on the bottom this represents the um focus option Lottery applicant pool each one of those bars represents one of our Focus option programs you've got Buckman creative science Odyssey Richmond Sunnyside Winter Haven and da Vinci across the bottom the blue bar represents the part of the applicant pool um which are students who qualify for free and reduced meals so you can see that's a fairly small group at this moment so that's what we're looking to increase the red bar is um represents Co enrolled siblings and the green represents everyone else so that's more just to give you a sense of who is applying to our Focus option programs and why are we looking to diversify the applicant pool um and then you see the blue line across there is the district average of students who qualify for free and reduced meals um one of the things when we're looking at having programs actually represent and um or be uh consistent with who um who's in the district overall 75 and hang on just a second I got to find this one 75% of um the students in our Focus option programs are white and 18% qualify for free and reduced lunch the actual district-wide population 45% of our students are students of color and 45% of our students are students who qualify for a free and reduced lunch so we're looking to have those be more um like reflect each other and that our whole district is reflected and who's actually getting to access our Focus option programs okay this one you look at these bars in pairs so like this first two right here is Buckman second two are creative science next one is Odyssey the next pair is Richmond following next pair is Sunnyside Winter Haven and D Vinci what you've got is Bar number one in each of those pairs are the actual approvals um in the lottery okay this one the second bar is modeling if we put free and reduced lunch first and then siblings okay so what you get first looking here is here's the difference of who what who would be admitted if we prioritize free and reduced lunch okay so you just get that visual what happens to the co- andr siblings here is it's exactly the same so this is 41% and that's 40% who are admitted given the the change but you've significantly increased the number of um free and reduced price meal qualifying students who have been admitted same with the next one you got co-enrolled siblings 30% and 29% but your increase in the number of students who are free and reduced price meal qualifying students has dramatically increased co-enrolled siblings in the nest pair 31% 31% but an increase there 3737 increase down here in the blue bars 3939 with the co-enrolled siblings but increase so you getting my drift so you're basically getting to really increase free and reduced price lunch qualifying students significantly but not dramatically negatively impacting co- andrad siblings okay you tracking me here I'm just looking for nods in the audience which I'm seeing okay terrific that's what I'm hoping for um what happens if you end up adding the geographic balancer it significantly it dramatically impacts that and it's not clear that the geographic balancer does has the same effect in terms of um really diversifying the the student pool okay this one is going to be a little harder to track here because you're looking at tiny little numbers but what this is this is Richmond over a six-year period and what you're seeing here is here are our actual approvals right here and here are what if we um if we did the uh the simulation of of doing the new Lottery preference and hang on I got to look look for my smaller numbers up
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here okay so what you've got here in the first one is um in the actual approvals where's my little red guy there you go right there so you got you have 66 students right here who would have um who would have been admitted who were economically disadvantaged in the actual right here if you do the new simulation it's 105 students what happens to co-enrolled siblings with the new modeling over here Co andral siblings 243 over on the new modeling 243 over a six-year period so you end up with essentially the same number of co-enrolled siblings but a significantly higher number so we did this is modeling for um and it's the same pattern Richmond you've got it over six years Da Vinci you've got it over the three years of its um existence as a program and and your difference here between um co-enrolled siblings in both with the actual approvals and with the modeling 38 38 but the difference between our um economically disadvantaged students who are getting in 79 in the actual approvals with the new model 145 so it was really to illustrate the thing we've heard the most concerned about is how does this impact co-enrolled siblings we've heard this from all communities of this this matters to us us to have the ability to have our kids in the same school this waiting change We Believe holds a good value on co-enrolled siblings but it increases the number of students who are free and reduced lunch qualifying for getting into these programs okay so that's the main thing I wanted you to see oh sorry this one's nine years of Winter Haven data same pattern okay the 10th one um is basically I just wanted to express appr appreciation for sackett's endorsement of ppss plan to continue to expand offerings of and access to dual language immersion programs really successful strategy we um added four new dual language immersion programs this year we're in the process of doing the um feasibility study on a group that will come forward during the next budget cycle um and so they'll be presented in January those will include Transportation plans um and the one recommendation I am adding as part of this is to recommend increasing the percentage of slots reserved for native speakers at answorth and Richmond specifically um which are the two oneway emersion programs uh last year for the first time those both had a 15% um set of slots reserved for native language speakers the Dual language immersion department will do an assessment of where's the demand um for the folks who are accessing and and suggest a percentage of um slots to be reserved for native language speakers in the coming Lottery cycle and then finally um the final recommendation was to improve service for students with special needs and frequently our students with special needs and end up with a referral to a program other than their neighborhood school and when they are exited out of special ed they end up going back to their neighborhood school this change would allow them to have the option to stay at the school that they were receiving Services because that's where they've built Community uh and so as an effort to really um reinforce and allow continuity of service for those students it's it's adjusting the policy to allow them to stay at that at the school where they've been receiving Services after they exit and are back in in general education so that's the 11th one okay so um public process what the school board this now moves from me to the school board so the board will and the things I just went through with you some of them were about policy polic change and there's actually a draft of what those policy changes would be that was distributed to the board and is available um and should be available back here um so it's the policy language they'll be considering some of the other things I just put forward are specific recommendations to be included in a budget amendment in January because there things that would be to be implemented in this enrollment and transfer cycle have to happen quickly um and others that would happen in the next um budget process for for the coming year um there are there will be five public meetings to listen deliberate and decide and I'm going to take you through the specifics of how each one of them will be structured and then there's also an online survey and ability to do narrative public comment on the policy itself so the first of the board um public processes is a Schoolboard Town Hall about enrollment and transfer changes specifically and it's the hour prior to um the board town hall to be that was to be held at at Jefferson on
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the same day so it's Monday December 1st um and this is the board has been out doing town halls in every cluster so this was the one that was scheduled for the Jefferson cluster and we're expanding it to start an hour earlier to hear testimony and have dialogue specifically about enrollment and transfer changes so it's from 5: to 6 Jefferson High School this one will be open dialogue so there was a request to be able to have a back and forth so people can ask questions have discussion with the board and we're asking sacket members to attend this one and be available so that their Reflections can be included in that as well uh we then have a series of school board meetings on Tuesday December 2nd um from 5:30 to 6 open testimony on enrollment and transfer recommendations specifically so this is a a a hearing that will be you know ability to come up and provide comments testimony to the board only on enrollment and Trans on these recommendations then at 6 when we start the regular meeting there will be the normal um opportunity for Testimony that are the regular slots available at the beginning of a board meeting uh and interpretation will be provided in all of those languages Chinese Russian Somali Spanish and Vietnamese on Tuesday December 9th which is officially the first reading of the policy meaning the board will be have dialogue and they'll be looking at it and and uh making recommendations for changes or what they want to move forward with whatnot um so that's what the board business that night from 6:00 to 6:30 we'll again have open testimony on the enrollment and transfer recommendations and then at 6:30 the regular public comment period and again interpretation provided on Tuesday January 6th at 6: PM we will have the regular public comment that's part of a board meeting on Tuesday January 13th at 6 p.m. regular public public comment but that at that meeting is the board's second reading of the policy we will also have online opportunity for online public comments open for 21 days beginning December 9th and that will be the policy will be posted on the PPS Board website um the online survey is already up and with less than 24 hours we already had 10,568 people who opened the opened the email saying here the policy changes and we've had 545 people already respond to the survey so less than 24 hours just saying Hot Topic there who's winning huh you know we hav't I haven't looked at the content yet I just looked at the numbers of people responding um but that's open through December 23rd at on our website yeah everybody who votes wins okay and this is all just data who that's extra data for the board so with that it's over to you right thank you superintendent Smith appreciate that I'm going to do you you heard in my comments um the appreciation for the second committee I'm going to just say that one more time like they did a phenomenal job at putting together really thoughtful recommendations and I'm moving forward most of those I'm adapt there's one that I really just didn't didn't do which was the geographic um um piece like application in the focus option Lottery but and then I've added some additional ones but I largely um really appreciated and relied on the work of that committee as I was putting together what recommendations I'm moving forward so again sacket thank you so much for your work okay um just a couple of clarifications or additional comments um regarding the board's public process um as a superintendent mentioned the town hall there is a town hall of Jefferson High on the 1 from 5 to 6 Town Hall format um on the public public comment um on the 2 and on the 9th for the half an hour before the board meeting those opportunities for public comment are two minutes a piece and then the our regular comment public comments are still three minutes as they always are we're just trying to get as many people in as we possibly can to those things so um and then the other um addition was on the 13th we have a public comment period but then we also have public comment right before the vote so there's 12 opportunities and those are all three minute opportunities there so I just wanted to be clear with people because I know sometimes people prepare their testimony and then time themselves to make sure they're going to be within and so I wanted to make sure that everybody understood the time for those and those will all be up on the website as well so director NOS can I ask and thank you thank you for everybody who um is going to uh comment and all for all of you who have the 10,000 of you who have already opened the uh website and the 500 of you
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who have already um given us your opinions and I hope that everybody else will do the same I was just curious do people have to call to sign up on the second they do on the public comment the three minute public comment come before me just like no okay just come they we just come and you sign in everybody comes yep come sign in um so let me let me just hang on okay um it was on specifically sorry okay well just a second um so one other thing I just want to remind my colleagues that this opportunity tonight for us is to clarify with the superintendent anything that's within the PowerPoint and the other things that she's given to us we're going to have lots and lots of opportunity for us to have discussions back and forth about um the enrollment transfer policies and the changes to that but the meeting tonight uh is just for us to do clarifying questions so with that who has clarifying question director bule are we going to answer the 543 people with a specific answering their questions and outlining what they have to say and giving them feedback of our 10,000 because it seems to me that that's what we're missing in our public process here you've got we have several instances where people can come for two minutes and talk but we have an hour where people can come and ask questions and we resp respond an hour I I did an hour and almost two hours myself at Roosevelt on the Rosevelt stuff I can yeah I can we we need more than an hour to have people come and respond in my opinion and and to talk we need I I suggested last week that we have three large public meetings that allow for dialogue of have sacket people there the board there uh have uh administrators there who can answer questions and we can dialogue back and forth we could ask people questions they could ask us questions on and on and on and and it might go late into the evening I don't know it just seems to me that that's true public process and we're kind of short of this on this particular plan so I'm gonna actually ask John Isaac who was our community involvement in public affairs person to come on up but I will say we'll use the information from the different forums in in ways to make it all visible and and people will respond in the way that they feel most comfortable communicating with us but I'm going to let John talk a little maybe I can add on to what I asked uh I've received add on and maybe he can respond to the whole thing let's just do one at a time let's do one at a time all right fine John pile respond first Ping On why we're not allowing people to have more input in dialogue so well I I can address I can I can address two things I can't address the I mean it was it's a the board's decision in terms of what um public comment you're going to allow and your interactions with the with the public I can say that the uh the board just finished nine hours of town hall meetings and there's one more after the enrollment and transfer so the the whole board has been out doing really successful Town Hall meetings we've had over 400 people attend the town halls and it's been open to any topic that anyone wanted to bring up and it's been varied and it's been diverse and they've been really successful um the in in terms of the survey the survey is not designed for us to do responses that's Anonymous it tracks IP addresses so someone can't vote 20 times in the survey but it isn't a survey where people send in their email and then we get the email and we write back if we did that we would have far less participation because it wouldn't be anonymous anymore it's a survey to track views of those who participate in it so we won't be able to do that we will be able to do that through the open board um the opportunities for people to continue to email the board to email the superintendent to provide comment through the Board website during the public comment period all of those emails it's our standard practice to do um responses and uh we work with Roseanne pal who's the board manager to get make sure everyone gets a reply who writes the board and then we work with um the superintendent staff to make sure we reply to every email that comes into her um in terms of the amount of additional public process you have that's um you know will support the decisions the board makes to the fullest of our staff ability and resources you don't have a you don't have a recommendation for us I mean are you recommending only an hour worth of dialogue out of your out of the it's not it's not staff's recommendation director it's the board leadership that put this together I will say I did recommend I I just want to say I did recommend and you all decided to do the town halls they've been really successful and again you just finished nine hours of town hall meetings that have been great and those have been open to any topic that any attendee wanted to bring up been great director Atkins yes so really just to piggy back on that I think the other piece too in addition to um the added on special session before the Jefferson Town Hall specifically on this topic
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that of course the town hall itself immediately follows and that again is an open format so whoever shows up they can you know we're going to have rely on I think director Morton's the host that evening so what we've been doing is sort of the the host in that High School area um has just been making sure that folks take turns so everyone has a chance to speak but that can be again if that's what everyone who shows up wants to talk about then the conversation can continue during that so I'm looking forward that director rean so when does the survey end and when will at what point or stage here will we discuss the results so we uh in there we said we'll close at December 23rd so two days before Christmas and um we will continue to promote it through multiple eblasts of the community so it won't be just the one time we'll do it on a weekly basis until it closes and then I think we can provide the results in however you would like them provided um after after we return from the holiday break so January 6 board meeting we can do that no problem I think it's it's a pretty straightforward format so it's one that should be fairly easy to out percentages is it on the web it is uh it's a Google survey so we're using our PPS Google Apps and uh it's available through the enrollment and transfer website we'll also feature it on the front page through the end of the year as well well can we get on the front page tonight or tomorrow I mean I just look for it I didn't receive an email so I was I wanted to go got to sign up for those emails well I think I am but is there any reason not to have it on front page no no we'll get it up on the front page right away yeah okay so the eblast went out at end of the day yesterday you know how people hate to click through things sorry I may I may have got you're right I may have got will say we have one of the most the highest participation rates of any email list that I am aware of we regularly have 30 30 to 40% of our emails read as a district which is extremely high that's great I'm sorry I just had another um as well so the other piece too we talked about in terms of our December 2nd agenda is that's again the opportunity for the board to ask questions reflect back some of the many many many concerns questions issues that we may have heard and have the opportunity for dialogue with staff as well as with saet members who are able to attend so that would be another opportunity for the public to kind of observe that dialogue and our and our discussion and deliberation so that's a really important um opportunity as well okay go my thank you John what about my other question yes I did director bu uh excuse me one more yes maybe I had I've gotten 200 emails from people most of which I've read pretty close to sometimes when they look the same all may be SC down I've answered all I got a couple six or seven left sitting out there that I didn't have time to answer today I've answered them all but the one thing that I have not been able to do is to ask those people specific questions in a time frame that made sense and we haven't been able to do that nobody here has been able to ask those people questions about their opinions and what they think and how that works dialogue and it seems to me like that something that's missing from our PR thing we're going to have a survey I think it's wonderful I've got tons of emails I think it's wonderful but it's not the same as sitting and saying okay tell us why you think that or for us to explain why we think this that's a that's and in my opinion it's it's a something that we've had trouble with for years now and that's what I'd like to uh see more of that's why I'd like to see more of it because it doesn't work very well to just listen to what you have to say because really I'm not listening if I can't answer any ask you any questions I'm not listening really to you so thank you that's my opinion on that so uh thank you director real what I would say is in my experience of 20 plus years of doing community organizing and uh Community involvement is that uh people have different preferences for how they want to engage and what we're trying to do here is offer multiple um ways for people to find their comfort level for expressing their view on this other important topic so some people are very comfortable coming to a town hall and having direct dialogue with the board some people are more comfortable coming here and knowing they're going to have a statement to read to you and and that's comfortable some people would rather not be seen at any of those meetings but they're very comfortable sending you all or the superintendent or me an email some people just want to fill out a survey the survey takes about a minute to do and so what we're simply trying to do is provide as many possible ways to meet the the different ways people want to share their View and I I believe that
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the plan that the superintendent did does that in the timeline that um meets certain operational deadlines that we need to hit thank you very much for making my case I really appreciate it because you laid out five things four of which we're doing very good and one of which we're not doing well at all and that's and so we're saying if you really want to come and ask questions get responses h don't bother us but if you're that's the fifth part the one where we have one hour for people now if there weren't more than an hour fine but my guess is that a lot of people would like to come that way so that's where so I appreciate you making my case John that was really good well again you and your colleagues uh and I really commend you for this um just finished nine hours of town hall meetings that were open to every any comment any issue that any attendee wanted sa report has come out tonight no one really knew what the super was going to do so you couldn't really ask a question at my Roosevelt Town Town Hall thing about the sacket report of the how is the superintendent going to deal with these questions that really aren't up on the paper so I'd love to have had the sack report then and we could have gone another hour but actually that was cut off in the end right because I was over anyhow trying to do it which is typic difficult for me I guess great so we will like as we have said have an hour specific Ally for the sacket recommendations at Jefferson and then another hour and a half for people to speak about whatever they want so maybe two and a half hours of town hall um and I believe we have another um Town Hall at Cleveland coming up where there's also the opportunity for anybody to come there'll be an hour and a half of town hall uh opportunity there too so um and I just want to say that when people come forward to testify I listen to everything you have to say and I consider it the whole time Dr Atkins so can we move on to um clarifying questions clarifying questions so um thanks so one question just to try to understand a little bit better so in terms of the immediate piece is the policy and I appreciate um getting the red line and being able to look at that and um but in terms of the other pieces so obviously it's been said all along and and it's absolutely true that this is just one lever there's lots more pieces both Technical and just um development on how we have to change our practice and improve our schools and and all the rest so but just in terms of a the the budget pieces that you would that would go along this will be coming later soon but not in this immediate we're really focusing here on the policy Focus here on the policy and I indicated in the memo that I wrote to you um here are the things that are policy here are the things that I'm aware of that would Pro most probably be in a budget amendment in January because we would need them in the next next enrollment and transfer cycle largely what we're doing to um short the petition system to have it be able to handle a larger request for petitions um and then things that would be um considered in the next budget cycle such as expansion Lim the D DLI programs um I mean so that's it's right and then but then also ongoing conversation around the pie I mean things like transportation and if we're wanting to be able to support access for more Families how could that work and balancing obviously tough tradeoffs that that would require citing all those other pieces so that's so what I'm hearing is and what I understanding is that this is this is an ongoing um discussion with lots of moving parts and but right now we're focusing on this one focus on the policy and the decision making is largely this process is largely addressing the policy correct other clarifying questions go ahead DOR Dr rean hi um so superintendent I think you did a great job of uh coming forward with the recommendation um and in general I'm pretty um pleased with it in terms of um some questions that I would have um one of the questions one of the things that some folks in the community have said to me is there's a reason that we started a lottery process and um and it it tended to to be uh unbiased um you couldn't gain the system um and I guess I'd like to have a short presentation on why we started a lottery process when we did what we are hoping to accomplish with that and how we will avoid um any of those concerns going forward in the new petition process so one of the things that I think um you've indicated is that you're going to be coming up with criteria for the petition process and so we don't have the benefit of
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seeing that yet um but it would I think it would just be helpful to get some comfort around ensuring that the petition process is uh a really fair process especially since we you know clearly have some trust issues um with um some in our community so I just wanted to get a little bit on that um I um have talked to David Williams our legislative policy person again about you know the fact that this um proposal and the changes to the lottery um don't impact our charter schools at all and so we still have all of these essentially focused schools out there that are going to just be doing their own thing and based on I guess the state lottery and whether or not there's any opportunity for us to say to the state you know here's our goals here's what we're trying to accomplish and is there any opportunity to you know see if we can have our charter schools using a similar kind of a process so that we're sure that it is serving again um you know perhaps a student body that um we aren't serving as well ourselves that is the intention of charter school so I don't know if there would be any opportunities or not but I'd love to see um about that um I have questions on your proposal overview where you talk about the um preferences and how the preferences would work out you have a Aster that says the changes will not apply to two-way dual language immersion programs or the new king Mandarin immersion program which is more of a one-way program still at this point um as lottery rules um for those programs already have factors that take into consideration serving historically underserved population so I'm not sure why we would want to start off with a process that has two different processes and why we wouldn't attempt to merge those um again I'm not I don't think we're we're not supposed to be getting answers clarifying one and that sounds like a clarifying question which Judy I'm going to ask her to come on up and do it and I you want me to put up the Dual language immersion slide so oh okay I thought we were just supposed to get our questions out no well this one is a good clarifying question about what what's the difference and why so go for it Judy okay so this um this slide uh is meant to illustrate the different types of programs that are in languages and the features that are already in the lottery um now so what sacket looked at um was which programs have factors in place that are um intentionally identifying recruiting um and a lottery that allows easy access for or um preferred access for historically underserve students so um uh so we have one-way programs we have two-way programs and the difference between the two is um whether they have significant preference reference for their native speakers and so where you have more than a third of your students who are native speakers which are the two-way programs um they're reserving um between a third and a half of their slots for native speakers and you can see the list in the the lower um I guess right corner of all of the schools that um that follow that model because they already have a preference in place through the lottery that's meeting these goals we didn't see an advantage to um applying a different preference for them at this time so we already have a very complicated set of Lottery factors and sackett's proposal doesn't undo or change all of them it keeps one ones in place that appear to be working to um to provide Equitable access and IT addresses schools that didn't have factors like that in place um including the two oneway immersion programs answorth Spanish and Richmond Japanese who have very small set of sides for Native Spanish speakers now and um other uh Focus option programs that are unique curriculum but not dual language so I I follow sure go ahead um so in these in the two-way um how how are we dealing with the sibling preference as it as it relates to native speakers and non-native speakers and every Lottery category for every school that goes in the lottery siblings have priority so um whether it's a oneway program or a two-way program even in a a oneway program they have a small set aside 15% of the slots for a native Spanish speaker the first students who get those 15% are siblings the other 85% is not language dependent the first kids who get access to those 85% are siblings so siblings rise to the top of every single bucket in every single
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Lottery now um what we found though is over time um there isn't enough weight for other students there isn't another like balancing mechanism like there is in the Dual language programs where they can find native speakers who we know um in many cases are historically underserved students uh both because of language and because of economics status and race so they have another mechanism in place that's doing that um it's that's not true for all schools though all Focus options other clarifying questions so I'm not sure I'm not sure that I'm still satisfied with this answer because uh I I guess I'm trying to understand if you if you took these schools um and you put them under the new petition process um do we think it would there would be any harm done I mean why wouldn't we just have one system right so clarify not the petition process but the preference if we take these schools and we put them under the new process will any harm be done why do we want to have two processes still so we're not actually having two processes so when you look at your preferences um which I I know you have a slide on this yes what you'll be looking at for policy doesn't break this down by these groups we're we're describing the impact for you um by groups and by schools so that families and schools can see where impact is but the preferences that you're being asked um to recognize to add into policy would apply to all of the schools that are in the lottery we just think that that there's already mechanisms in place that will achieve them by virtue of the language buckets because isn't part of it that to have a two-way program you need the 50/50 so that's why you have a set aside for native speakers that's specific to a two-way Emer these these aren't two-way these are just one way I'm just talking about the need to have because if we had just the the overall um preferences that you're recommending for the two-way programs then we wouldn't be getting out the the um native speaker balance that's one piece of it why there needs to be a different I I guess I'd prefer the bullet to say something like in in two-way language immersion programs there's also going to be a set aside for native speakers I don't understand why we're saying that these schools would be exempt from so I I guess I would just like you to come back and think that through a little bit more got that's we'll take that one enough clarifying that was good thank you um and then I had one other um quick question which is for uh Richmond and answorth if we reserve uh additional spots for native speakers which is a good goal um do we have we don't even know what that how many spots we would be reserving for yet but my question is do we have a s a simulation in terms of whether or not that would impact civils so that's what I've asked D to provide for us so they're they'll do that as we go so we'll have that before they're going to give us that as part of the recommendation yeah so we decided not don't just make up a I thought that would be like some other but it'll be during this process we'll do it during this process before the enrollment and transfer cycle so but it was saying we're going to reserve slots for Native um language speakers and we're going to work to increase it so this year was the first year we we did the 15% set aside um in those two programs and we'll look to increase it some amount that is makes sense in the context that we're looking at do you know if you got the 15% did you have um yes yes they did okay good great this is um not so much a question is a comment that um I just want to be sure that as we look at these um that we're aware of the impact that's going to happen on buildings my understanding is right is that as we modeled this some schools will be overcrowded some schools will be undercrowl this isn't clarifying either and it's not a discussion but I do want to um just Express appreciation for the effort to um allow special ed students um to to stay in their school with the community um knowing that they probably already had to leave their Community get the services they deserve Dr be maybe can help some confusion here and I don't mean I don't I'm not putting value on these things I'm just not sure I'm understanding it oh on no proposal overview Focus option Alternative Program review five six and
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seven it says initiate Focus option review following the educational options policy expand second recommendation include access and mlc identify successful programs for potential replication now I my understanding of the sacket and maybe you can correct me the sack idea is to get kids into their neighborhood School and theoretically and I have a speech on that so let me give it uh tonight but the something that doesn't get them and keep them in their neighborhood schools is to create options to draw them out of their neighborhood schools which is identify successful programs for potential replication so I'm not sure how this is all fitting together in terms of okay are we going to create I mean every Focus option that I talked to seems to be pretty successful do we do we have any that don't have uh waiting lists they all have waiting lists I don't do you know that does somebody know that does all our option saying yes JY yeah they all have waiting list how big say it's a waiting list at a place like D viny or or at a UD do you want to come back up to the table yeah and I'm I'm going to just ask the chair to pay attention to where we're in clarifying questions and where we're in yeah but this is clarifying this is very clarifying that's looking but I think we're not well just because I'm asking a question that's clarifying it gets ruled as kind of not being clarifying just check I didn't rule any I didn't rule anything right now would you just go ahead and ask your question okay well then there's an answer I'm clarifying this what's your questionin ands director V I did not bring that data with me I could get it very quickly I can certainly email it for you I can tell you that um Da Vinci routinely receives approximately 400 applicants for um well in no way we actually I do have I do have it of course I have it you all have it in these large sheets I missed it gives you a sense of the total number of applicants for each of the schools and um like d venci routinely receives about 300 more applicants than space um creative science approximately 100 more applic so three times the uh number of applicants than space they don't all get put on the weight list um uh Odyssey about twice as many applicants as space Winter Haven three to four times as many applicants is three to four times at Winter Haven yes sir so that's that's an example of demand for um focus option schools so if we identified successful programs for potential replication everything that we have would be potentially replicable and we would then build another what nine Focus option schools that's what it says here just just just a second this is really kind of going Beyond director let's let's try and just keep it into questions and if you have something that staff can bring back to you the answer to the question or it's more for us to for them to understand where you're going to need more information in the future as we go forward with this not not to answer specific questions about the different parts of the policy so I'm not supposed to ask a clarifying question about this is that what you're saying it depends the thing we certainly don't want a public clarifying question we want to do it in secret or something send me an email everybody out here send me an email and I'll send you the answer I same with the television audience how about if I asked the clarifying question and if they don't have an answer now they could send me an email with the answer and that's fine I can accept that well that that's just fine except what about if they have an answer the answer to the question just asked was in the packet that you have in front of you director Atkins so I just wanted so what we're what we would be um looking at is initiate Focus option review following the education options policy correct period that's that's all so what the outcome of that might be those bullets underneath that you know that it's going to also include access and mlc and that potentially identify but there's no decision that we're making around that specific action steps what the results are out comes or next steps would would be as a result of that Focus option review that would be to come so all we're so all I'm saying is for us to expand that whole discussion right now that's not we don't have the information in we don't have the information we're not at that stage what we are we would be authorizing the super initiate the focus option review following the educational LS correct and so to see if and partial answered to your question that um looking at potent at programs to potentially replicate it doesn't mean we're going to replicate all of them but like we may end up coming through a review considering we're looking both at where are we citing our current programs
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and we're looking that that in balancing the system so looking at strong neighborhood programs and whatever element of choice We believe We can sustain in our system but that's being responsive to what families are looking for that's what this conversation would be and we've had like um numbers of our Focus options where we've had desire for replication and we haven't had the means to do it and it's just surfacing that that will be part of the conversation in this process but clearly dynamic in terms of whether we think it's the right thing to do at a given moment or not so kind of clarifying what it says here yeah exactly but it's one of the things that will surface through this process yes that's clarifying what you said there yes so basically the basically what you're saying is that we're not necessarily going to do any potential replic any replication we have no IDE have we thought around that clarification have your thought we'll consider it as part of this process so as we're reviewing as we're reviewing part of what the review calls for is looking out what was the mission intended with a given Focus option are we meeting the mission what's the success of it um like is it cited appropriately do we have too many clustered in one part of the city that are drawing away from their neighborhoods might we relocate one someplace else I mean so those are the kinds of questions that get asked so it's really saying we will embark on a methodical review um and where uh of the focus options and the role they play in the system and whether they're meeting the mission they were intended to serve and how successful they're being so okay that was going to be my next question so I appreciate you clarifying that and where we would locate this is in our uh system planning and performance department so that's where we'll add staff capacity to do this um to do this and we would start this this year so that we act have the information from it um for the for informing next year okay thank you very much yeah okay so I just had two excuse me two questions one was um just following up on what director Regan was talking about I'm interested in what the criteria for the petitions will be and so that's I don't want that tonight I just want it clarified what it's going to be because I couldn't um I couldn't vote on this without having that kind of information and then the other thing that I uh had a question about um would be the there's some language in here about uh Outreach to historically underserved communities and I don't see so a clarifying question for me would be are we adding more money to the budget to have someone do that kind of work um and what kind and what kind of outreach are we going to do other than just with our um communities of color and the groups that we have traditionally done this with in the past and not received the kind of applicants that we want so what are we going to do different this time than we have done in the past so those are the only two things I need to clarify uh director rean so I um want to open up the conversation just a tiny bit for two issues that um I've for 10 or 12 years had concerns that in terms of enrollment and transfer because if we're going through this process we might as well do it already so one um I've brought up before has to do with Heritage students so students who are adopted from Romania Russia China um and whether or not um we could figure out any wording to give um parents or those students the opportunity for them to get into a program that will allow them to learn their native language or um learn more about their culture and I I don't know if there's a way that we could uh still look at that but I would appreciate some thought around it and then the second one is um and I left my packet at home so I don't have they I don't have exactly where it is we have a um statement in our Uh current enrollment transfer policy that says that when you make a change to a focus school that is a change for the full year and when you transfer into a focus program I have always um felt very strongly that no matter what your neighborhood school should you should be allowed to be in your neighborhood School M um and so if a student transfers into a focused school and realizes it's not a good fit um for whatever reason and wants to go back um we basically I think oftentimes don't allow that to happen for a full year and I think it can cause some huge stress on the child and on the uh family um so I'd like us to think about that and whether or not there's a way for us to adjust and I understand that they're you're looking at the stability the focus
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school you're looking at the stability of the neighborhood school and enrollments and the rest but it strikes me U maybe if this is all move to a petition process it won't maybe that they could petition for a change mid year but I think forcing a a child or a family to be in a school where they're completely measurable um when another child could move into that exact same neighborhood um from out of state and get into that school the next day there there just is something wrong with that so my my my sense is the neighborhood school should always be your backup at least um so anyway I would love for us to just uh look at that real quick um and then I also just had a real quick question in terms of the uh the proposal overview on um moving the free and reduced and hit start in front of the sibling preference um in general it sounds like that will work out fine and I believe over time it will be completely fine especially as we get more um historic Lander served and high poverty kids into these buildings I mean the siblings will be those same um what I um am really just concerned about is just this first couple of years if we have some outlier schools with more siblings than and uh whether we will have any exceptions just to get through the first couple of years until we're at that place so again as I look at this I'm I'm comfortable with it other than maybe the first couple of years where we could have a couple of outliers um and if we could make either in our resolution or or somewhere just think that through could I do a followup clarifying clarifying so I think so along those lines I mean just looking at my understanding of the impact would be that it would really reduce what it would do is would give the new preference for um um free reduced lunch and it would maintain the sibling but the the green bar in other words all others um that there where there would be a reduction in those slot right so what I'm wondering though is if to your point I guess the clarifying question is if there were for some reason some you know huge increase on one or the other of the new preferences my assumption would be that that just there would just be fewer slots available for other folks and that would adjust but I think just to make sure we're clear on that would be would be helpful look at the one with the two the multiple bars is actually your and again what what you presented makes it appear that the SI preference will be fine all I'm saying is in those first couple of years until we have the balanced enrollment we may have some outliers and I I'm putting it as a question here to why don't we just leave it as that yeah okay great okay everybody can look at the stuff in their packet I I do have a couple questions okay Dr fer so I just I looked at the uh the language the red line real quickly and I thought thought I saw maybe you can clarify this that there is now a preference for nonresident um did I read that wrong resident where are you seeing that in the in the policy red yeah and I I don't have it with me and I thought I saw I just wanted to make double check um so it current current policy includes non-resident students they're the last in line below all Resident students in all categories your future policy um if approved won't apply to non-resident students at all because it's out of compliance with new state laws okay okay yeah under under uh Roman numeral 4 this policy does not apply to and it's been added non-resident students okay I was just confused by that so thank you okay um and then the other clarify question I have is um you did these scenarios and are telling us it's not going to affect um siblings and in terms of of uh Co enrolling with their families um if that's the case why are we changing it because okay so let me take it back to your graph here y I can figure out where the graph is and this is why we're making the distinction between the um using the free and reduced lunch as the thing that we put prioritize and not using the geographic balancer so the geographic balancer didn't appear to end up diversifying who has access to the program the free and reduced lunch one did and what you're looking at here in the pairs Tom is the blue bar right here and here here's what this would have been Buckman with the the students who were actually approved right here Bar number one bar number two
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with 14% that end up being free and reduced lunch qualifying students correct just switching like putting that um preference in front of sibling preference you increased the number of students who were qualifying for free and reduced lunch up to 33% so it reduced the green bar of everybody else and and the first bar is what so this is this is current approval right here actuals which does has no free and reduced no it's just who was actually in which had 14% free and reduced lunch 41% preferences for and 41% co-enrolled siblings okay if you apply the the proposed model you end up with 33% who qualified for free and reduced lunch but you still end up with 40% co-enrolled siblings you end up with a smaller number of everybody else who who got in okay so we're actually increasing the number of students who qualified for free and reduced lunch but what this is doing is it's applying um if we had the current rules in place with the current group of kids who applied this is what the impact would have been so we're just using exactly the pool who applied and applying two different sets of rules what actually happened this year and what would have happened if we applied the new rules to that same group of kids incre could we have run a scenario or did or did you maybe you did um where we we keep sibling PR as the preference we add uh the the the free and reduced and what what would that look like if you kept sibling first and fre reduced second yeah Judy come on up look the same not thank you I'm wearing my Fitbit and I'm getting lots of steps for this thank you um out of there are four additional students who are siblings who would have been approved during the um n years yeah n years there are four students and I think the exact number is in the memo um so there are four siblings over the nine years of modeling that did not would not have gotten in in this system so if we put um the economic below siblings four more siblings would have gotten it that's essentially the difference and we would have increased the the um economic by what and you would see well you would see the same results only you would see smaller percentages slightly smaller percentages for Buckman and for creative science um and you would see a slightly higher percentage I mean you can see the two schools where it was a tiny difference so for Buckman they would have 32 2% um low-income students that were approved as opposed to the 14% who were actually approved and you would have 41% so almost half of the school being allocated towards siblings so it's a small Difference by these um by the models that we ran um it yes director bu and actually let me I want to just say something else to Tom which is that I learned that it is now on the front page the uh survey is now on the front page of the website for you so just you were multitask just saying I was I just got that just in thank you what knocks the siblings I'm confused about what knocks the siblings out because if you're in the first year here the Buckman let's do the Buckman got 41% next year you only have 40% but why are any of those siblings knocked out if you still have 27% above dam um I mean all the way across this chart if you just yes put in you understand my question can I give you an exact example may I do give give me whatever you'd like to answer that question it's just a clarifying question in the 1213 school year I don't know if Buckman do you have Buckman up here I know you have some examples so we have an example that you can read across we tried to provide data here so that when you're doing your thinking and deliberating you can see those results meaning that's Buckman right there yeah but I was wondering if if the chart with the actual numbers um yeah it's up in the 12 13 school year there were 71 First Choice applicants for Buckman 71 okay of those there were 20 slots to fill so only 20 out of 71 kids were going to get in Buckman that year okay 10 of those students qualified as low income they either qualified for free and reduced meals or Head Start but there were 13 siblings okay so um setting aside four 45% of slots for Buckman meant nine of the low-income students got in but that only
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left 11 slots for siblings and so there were two siblings in that year who would not have gotten in and no other students would have gotten in when only 20 slots the 20 slots were allocated 45% for low income that filled nine 11 for siblings because there were 11 and then that left two siblings that didn't get in and all of the other applicants that didn't get in so this this particular chart is people who got in this is a summary over time so for Buckman it would be six years worth of students everybody K through five the bar on the left are what is what actually happened over six years of lotteries the bar just to the right is what would have happened if the rules that superintendent Smith is recommending had been in place at the time there specific little years when it was totally different than the other years every year we looked at every actual applicant pool and applied the different rules to see what kind of results we would have achieved how many how many years of Buckman came out that siblings wouldn't have got in two over the six years and it was so what you see is the total for all six years and it was the equivalent of a 1% difference in all of the siblings that requested Buckman is this chart skewed for the skewed for the beginning or the end it's got to be skewed one way or the other so again this material and the Year bye is in our packet of information that we but I'm trying to clarify and understand this material this is so this is a these charts are a summary of the these uh spreadsheets that are in your packet and all these charts all these charts show Extra Extra slots available over the sixth year for a percentage of students that are not siblings or not over all the years so which way so they so they've got to be skewed one way or the other probably were they skewed the early I mean is it the early six years ago that skewed us or is it the the last couple years that skewed these because according to these on the average those pretty big percentages at the top um could you clarify for me when you say skewed you mean um availability for uh for the green students when was there more availability for the green students is that I want I want to understand your question yes I guess I would mean more variability for the green students would be early on as opposed to later at Buckman in particular in uh prior years there were more slots and there and the pool was about the same but there were more slots so the Buckman um you asked about neighborhood schools before Buckman is a focus option school but it also has a neighborhood guarantee and as that neighborhood is grown access through Lottery is actually less than it used to be so more kids who didn't have preference used to be able to get in one of the reasons we went back to the actual Lotter as opposed to is it allowed us to um to take a walk down memory lane and see all those moments of change that happen in schools the things that you um you might not be able to predict for in the future but you can acknowledge happen in the past like changing the size of the neighborhood so so really some of this chart is not very valuable because it's skewed for the early stuff in Buckman's case for instance well I'll leave it up to you to decide the value but certainly if you would like to see the year by year that goes underneath this total it's in the datail St you actually and you do you have a packet and I'm going to do this for Richmond because Richmond we have large Richmond audience and you have Richmond for 6 years of program on this chart that's in your packet um and if you went through and you just looked at the siblings um for each year in 20089 26 siblings got in actually and with the simulation it would have been 26 910 40 got in actually and with the simulation it would have been 40 1011 39 got in it would have been 39 with the simulation 11 12 50 got in with the simulation it would have been 50 so it's the same all the way down so it's not like skewed one way or the other it's every year it's the number of siblings get Inman so I mean that's Buckman was C but are there other ones that would be why don't why don't you get back to we'll get you the charts we'll get you question you got the spreadsheet in the in email we are now we are now half an hour past our time that we're supposed to be doing this so one more question please Mr bule director bule jeez that's lucky cuz I only have one more question that's great we won't have to fight over that will we uh
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never speci let's talk about special ed as now as I understand this what it says is that if you're you are exited from special ed classes you can then return to your neighborhood school is that what this is saying I'm trying to get the feel for the special ed because my understanding in the special ed was that we were trying to come up with a system that helped special LED kids across the whole system for instance we have the kids who go couple years in one school and then the whole class moves over to Toledo or someplace and back there are many things that we're working on espe yeah that we're working on that how does this specific how does this sacket recommendations and your recommendations is it helpful at all with that problem and how a different thing so what we're adding it's not is it is it make that problem worse no so what this one is so it's um what this one is addressing specifically is if a student um is not able to attend their neighborhood school because the specific Services they need are not available there so they go to another school to be able to get the specific Services they need when they when they um move out of special education back to general education um right now they would go back to their neighborhood school what we're saying is they have the ability to stay in the school they're getting their special education services at stay there because that's where they've built community so we're looking at continuity of service for that that's all this is addressing and they should be just to comment on right Bobby's comment is you should be able to go back to Neighborhood School we're going to Neighborhood schools usually go back anytime you want but they uh that's my opinion but what about the other question is it neutral on the movement around of special ed classes do have we looked at that that's part of our special education strategic plan so different topic that you will actually get to it's coming before you it it's a different topic that's not did we I guess the question is did we analyze this how it affected that did we analyze this plan how it affects specialed classroom Movement we are so there's a separate conversation about how we're looking at continuity for special ed kids in general and trying to keep services within clusters and reduce keep continuity of service for special ucation stud the answer sounds like no we didn't really analyze this specific plan for that we're going to what we're going to look at that you're going to hear about this you're going to hear from special ed about their service model just really quickly my recollection from the sacket conversations around this was that a our current policy does not reflect the reality because it says that every student um I'm not quoting so we need to be reflect that not every student is able necessarily to attend their neighborhood school because special education students are so to so that was one piece and then the other piece was this recommendation specifically was to address the issue of providing that opportunity for special education students to be able to have that continuity but it's just one piece that's all that they were focusing on in this recommendation thank you answers my question thank you everybody um and a reminder to everybody here in the audience and those watching us on TV that you can find the schedule for our uh town halls and hearings and public comment and survey and everything on our website so be sure and look at those um next we'll do a Moma County Service District annual accountability report I'd like to welcome the mesd and ask them to the speaker's table present the report know we his other hat we have those we have them we already have them in our packet so that's okay thank you thank you good evening hello chairs members of the board superintendent Smith and your student representative I appreciate you taking the time to hear us tonight and to discuss our account accountability report for the 20134 school year um last year when we did this we brought to you a little bit different um accountability report we had this on our website and we provided videos of some of your students talking about the programs that they're in so this year um we kind of did a little bit um of both things together so what you see before you is the PDF format of the accountability report if you go um on our mesd website to look at this you can also look at it there in kind of a live function um we have what's called a flipbook and this is in
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uh the format of a flip book so if you go online you can pretty much go through um and flip the pages just like you would do a normal book and also embedded in in that um is four videos um one I think that you saw last year but the other ones are um also different programs and and new things so within this content we can pretty much put anything we want into this flip book opportunity for people to look to see what's going on at the ESD so this is our first attempt um to get the PDF of this into the flip book and make sure that everybody has access to that um we'll turn it into the state as a flip book and it'll be on the transparency site as the flip book and so um lots of different things will be coming through this type of a process so um at first I guess like like to um just do an overview of the table of contents there um with what is in the report um and you can see all the different um opportunities of information that are there plus um in the B section there are reports for every school district that we serve um the next piece is the message uh from me and um I really focus this time again on um looking at efficient Services looking at effective kinds of services for kids and making Mak sure that we're doing um really efficiency in costing out our programs and making sure again that we're doing things at our school districts are asking us to do not necessarily what we like to do um that's kind of different we'd like to do some things but we're here to Ser rview first so yeah um and then the next section that uh are Pages um a I think it's a s uh or actually A2 through A9 are the summary of The Individual Services that we have um within the local service plan that you all get to read every year and and approve the services that are in there that we offer and some of those things you purchase some of them you don't purchase but again that's a district choice of what goes on so that is the massive book that we put together this is a shorter rendition of the different kinds of services that are there so it's kind of pretty much an overview of those kinds of things um the next piece is the Financial overview um that is there that follows on page A10 and this is pretty much very more specifically Revenue sources that we have for the ESD so in 1314 um we had 57,4 24,165 that came into the ESD from those different Revenue sources and if you look at the expenditures there our expenditures were um 1 and you'll see a difference of a couple of million dollars there um that's because we're getting late money in from um DHS we have a contract with them to provide different sorts of services uh to them and so um they're a little late in trying to figure out all of those Billings and stuff that came in so we're still um recouping money from them um the second um next page of that is the profile of the component school districts and so you'll see each one of the school districts a map of um the whole County where your districts are at and then the different numbers of schools that are in each district and the enrollment so you can see there 107,2 193 kids within all the school districts last year and I would probably venture to Guess that this year it's probably called end climbing um it seems like we're getting a lot of kids in not only to RSD but it seems like the districts are continuing to get more kids in at this point of the year to which is a little bit late but um they're still coming in and moving in from out of state I get a number of calls from people that are coming in and wanting to know which district um should be the best and I just tell them all of our districts are the best so any place they land they're going to get good service from everybody um on page 812 are the schools and sites that we have um we had a couple of changes this year our pathway school that was out in Gresham that serves our most um uh cognitiv cognitively delayed and kids with extreme behavior disorders uh we moved to what we have now um identified as wheatle school in the Park Rose school district and that is one of their old um Elementary buildings that are there so actually for these students it is actually the first time that they have ever been in a real school building that they have an opportunity to Walk The Halls like a normal student and you know go to different classroom kinds of structures and so uh we're sort of changing the model that we have for those students uh hopefully getting them again more acclimated to what a school
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is what a school looks like how you appropriately um act in the schools and in the halls and and things like that um the other three that are there ocean Dunes High School Three Lakes High School and yamill County Juvenile uh detention are all contract programs that we have from the state um that we've expanded past molom County to be able to provide uh the Juvenile Justice programs to kids in in other uh counties and so we have people that are housed in in those areas work in those po counties and live there and actually will do that work for us so that has been really nice to be able to afford the same kinds of opportunities for those students um A113 has our governance and of course here's Kevin Spellman I know that you know him well um one of our outstanding board members and and I'm still so glad that he has hung with us for a long time to be on our board I really appreciate him a lot so um staff profile is on A14 and I think um most importantly on this page at the bottom you can see that 74% of our staff that we have um do direct service to kids we have 18% of school staff that offer support kinds of things our secretaries office assistants and things like that and 8% of the people that we have working at the ESD are our administrators we have now 33 administrators we have gone from 45 uh down to 33 and so we're continuing again to move out of the supervision kinds of things and try to move more money down to services for students um because I I feel that that's a really important thing to do and and we're hanging in there being able to do that um the next page a15 is the advisory committees and as you can see see under your Portland you've got several people that are working for us in curriculum um and also in outdoor school as well as school health and special education um services and I really appreciate that they're able to come to our meetings advise us on the different programs that we have really give us some uh good feedback and uh expand opportunities for students and look very specifically at the kinds of things that we're providing to kids and what we can do better so I really want to thank them for that um that next page there um is where it says component District data this is actually where the videos you can see the videos in there if you go online and then B1 starts actual uh Financial summary kinds of things and I'm going to let Kevin talk about that coair NOS board members superintendent Smith not sure why I always get the money part of these things but as you can see from the the financial summary the uh Portland Public Schools has about 40% of the budget or our budget that serves the eight districts and so this is an accountability report but I think you can sense that maybe we feel a little more accountable to you than perhaps some others um if you go to page b23 it really gets to the services we provide for PPS and I'm going to focus just on three um three parts um we have a lot of your students at helensview high school and I think last year when we showed the video that was focused on Helen view um at our board meeting last week these These are kids who have frankly failed in the regular school system some of them are um totally have were totally disengaged from the school distri district uh from the school system and have been re-engaged at our board meeting last week the Helen view uh Leadership Council came to visit so this was about 10 of those students who spoke to our board and you would not recognize these kids as being disengaged from the educational system they're all on track to graduate awesome um the U always favorite program outdoor school is uh listed here um two things to say about outdoor school we would really like to get back to a full week of outdoor school we know the reasons why that hasn't happened but that certainly remains our goal and we're we're engaged with some other partners to go to Salem and try to get at least some of this funding out of the the state school fund so it's not competing with everything else that we're trying to do um we've we were there last session and we'll be back again this session and so we'd certainly appreciate your support in that regard
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great um by far the biggest dollars that are here relate to nursing and uh we've got school nursing at nearly $3 million special needs nursing uh 193,000 and oneon-one nursing at over half a million dollars um and there's really the same message here we don't understand why those Services have to compete with classroom services but that's the way it is right now so we've been engaged again with others including some legislators um to try to access at least partially um Health Care dollars from the state to get them out of the state school fund so we're not trying to have to decide if we can hire a teacher versus a than us makes no sense to us great um I think with that this is an accountability report so we're certainly open for questions questions yeah the rest of the report really has a lot of information for for the other school districts yes thank you director B two questions one on the nursing one on something else the how many nurses do how many nurses do we have in Portland School nurses in Portland so we of 35 ft if you're if you're going to speak you have to come down to the table and state your name for the record spell your last name and then yeah I'm Mar LGE I'm director of school he House services for mesd so we have um right now uh 35 FTE uh for Portland Public Schools um uh we have um seven currently vacant oh thank you very much vacant positions um we've had a little bit of Staffing challenges this year just because the overall um nursing Workforce is changing and and natural attrition due to retirement um so we're working uh with Maxum which is a staffing agency um that is both supporting um what we call the populationbased services which are the traditional School nurses that may have two to three four schools um and then also helping to support the one toone nurses some of the cohort classrooms as well the oneon-one individual students is that what you're refering to the the ones that are in our school how many are school health nurses do we have and what does that run about I mean how do we staff that and then the second follow-up question which isn't my second question just a follow-up one the I want to ask about the staff if we're helping you so how many what about what would run if one nurse per how many kids or one nurse per how many schools I mean how does that work out and is it in the grade school how does that so that's a really great question um and it's some of the work that we're doing on the legisl with the legislature um the national recommendation ratio is one nurse to 750 students Most states east of the Mississippi actually are are close if not already meeting that ratio in Oregon the current ratio if you take out the one: one nurses is one to 4,000 students so it's a huge responsibility and so our primary focus is on and our priorities with students with most complex Health needs or students who have health issues like um asthma diabetes um seizure disorders who are not the most most complex students who require the onetoone or cohort classrooms but do require some type of a Health Management plan so if Oregon is 1 to 4,000 Portland is actually Portland Public Schools is about 1 to 2200 so um uh you're doing uh better than the rest of the state we'll put it that way thank you for sharing that with me and uh I have a question for superintendent was your follow was your followup that was the fault that the I have the second question and I'm I'm concerned about you've got the most sensitive student data around yes we do I mean probably yes maybe the maybe the Justice Juvenile Justice is more sensitive but basically you've got big- time sensitive data I've been way I've been very concerned about the breaching of the longitudinal database in Oregon uh we just just had the uh Employment Division data 650,000
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uh person's data lost the so what are you doing are you going to go down and Lobby I know Frederick has a some Bill coming out which is to help that are you going to be there lobbying for that are you do you send your data into the longitudinal database what what do you see as your responsibilities yes we do we do send data in um we are pretty much have a lot of firewalls that are within our technology department so breaching and getting into any student data with us you'd have to be pretty darn good to be able to do that but if you send you you say you do send it into the state yes it's going to get breached at the state it's not going to get breached for you guys anyhow we we send it in through a secured system to be able to do that and um basically what we send is to a data warehouse where it is all stored down at the state and they also have firewalls for all of that so it you know they're they're going to get breached just a matter of time and it's going to be your data is the most sensitive down there I'm just wondering if you want to keep sending it down there I don't want to keep sending the Portland data down to the state to have it reached down there there because the criminals will going to go for the largest and easiest it's easier to get all at and once instead of going to Portland Public Schools reyolds instead of going to the ASD so I'm really concerned about that and I would hope that your board would be very concerned about that and we'd be down there lobbying to maybe not even do a longitudinal database that includes your data and I just actually got that invitation today from L Frederick's committee Wonder to be a part of that so um I'm definitely going to be um listening to that and see what they have to say about the changes that they're going to do with making sure that there aren't breaches of information yeah they're not going to be able to do that but they might be able but they might be able to put in rules that when it does get breached all your kids data won't be breached right so that's possibility and I think the other thing too is you all each individual School District owns your data so we can't send it any place unless you're telling us to do that and so that's one of the major rules tells you to send it in yes but the state tells you to send it in what's the difference between sending in the St State tells us to send it in but until we get permission to be able to do that from each School District we have to hold that data and we work together with your your folks at work in technology here versus our folks so they're always working together on those things so would we in Portland Public Schools be allowed to withhold our data from the from and tell you no you're not sending our data up and we wouldn't get in trouble or is that just uh some sort of fuzzy thing out in there it's a fuzzy thing out there there you would probably have to send it in anyway thank you thank you very much you're welcome C bile yeah I think the answer to that is we'd get in trouble and they'd be fine um I just had a question um Mr Spellman I I I think that I either heard something wrong or I think that it was mischaracterized I thought I heard you say that there's advocacy at the state level to have outdoor school funding come from the state school fund no no quite the opposite quite the opposite I just wanted to double check I I I I thought I heard that cuz I would not be in support of that um I do think that as a state um it's an important um an important thing for for us to step up and fund but not at the expense of continuing to undercut our regular State School fund agreed we know that there are a lot of other partners and you know soil and conservation is one of them that we've been working really hard with Metro is putting in a lot of money to outdoor school um we're looking seeking more Partners but for us it's you know our belief really with the outdoor school is it's not just kids in the Portland area that should be getting that it's every single child in the state that should be allowed access to outdoor school and that's not happening all over the state so some way we're trying to figure out um advocacy with other kinds of Partners in Environmental Education to be able to help with that other uh questions or comments just just really Dr Atkins just really quickly um thank you so much for your enre report but particularly hearing the piece about um the healthcare and the nurses um in my day job around housing that some of the same conversations were having around Supportive Housing and health Navigators connected with housing so very similar piece where if you're able to um reduce costs and improve outcomes um then that's directly related to the healthcare transformation so really excited that you're doing that advocacy would love to be a part of that good and Mar I think has been one of the driving forces to meet with legislators and a multitude of people to you know try to say this is education dollars it should go to classrooms how else can we pay for these kinds of services so I'm
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really applauding her efforts great thank you so much Dr so um thank you for being here um and you have a great board right now it's really fun to work with several of them are involved with the Oregon school boards Association also which is great um so when I look at the services you provide in terms of instruction Services um Health Services special ed technology and administrative support services um the question I was going to ask you is where are the synergies where we can um be lobbying together in sale and we're going to be approving our legislative policies and priorities tonight and osa's legislative policies and priorities tonight so it sounds like in terms of the nurses that's one area in terms of outdoor school are there any other obvious areas where we should be looking to maybe Lobby together I think the funding for high cost um kids with dis disabilities is really an area still that the state needs to reconsider there's just to me a minute amount of money that gets dispersed back to um the districts on that and it's just not enough for the kinds of kids that are being served across the state nowadays and that population is continuing to grow every year it's not getting better and the kinds of kids that are coming into us have so many many different kinds of disabilities now that are one on top of the you know the other especially kids now that have really um different kinds of disabilities and mental health needs on top of that and it's hard to figure out how to serve those kids appropriately without having you know a number of people working to try to figure out what is the best kind of service for them so any sort of help that they could give there um is something I think they need to continue to do I think the other piece is looking at you know the numbers of initiatives that the governor has out and how we're going to be funding those in the future and I know we've talked in the superintendent meetings about um no car bouts with what's coming to us um rather than car bouts put other new money into that and I think the only way some of these things are going to get settled is if they find new money to be able to do this and that's up to the legislature to you know to make sure that that's happening so any assistance there would be helpful good thank you really helpful other comments thank you very much for did you have something else yeah I was just going to I was commenting 870 million we talked about it last week being carved out yeah for the Governor's programs yeah okay well again thank you very much for being here thank you for the report and thank you for all the work that you do for uh our district you're welcome thank you if you have any other questions or anything feel free to give me a call um and look at our videos on than looking forward to the videos thank you thank you okay next on our agenda is the master planning for the three uh high schools the board received a presentation on this topic at our last meeting uh and we'll now consider resolution 4990 authorizing the superintendent to proceed with Master planning of the three high schools we have a motion so much second director Regan moves and director Atkins seconds the motion to adopt resolution four 990 Miss Houston do we have citizen comment we do we have two elany Kad Jarett and Richard spe welcome you were both here when I read the instructions for public comment great thank you here the whole time I just they've been here the whole time I know I saw them there but I just want to be sure I know go ahead whenever you're ready you can go ahead okay um my name is elenni Karis k e h a g i a r a s and I just want to say thank you for the opportunity to speak in response to the bond nomination and uh so thank you board I want to say that as the long-term development committee chair and also a Lincoln parent of a freshman and a sophomore I'm here on behalf of the ltdc and Lincoln High School to say that we are very excited and enthusiastic about the 2016 Bond nomination and congratulations to our fellow nominees Benson and Madison tonight I'd like to share three things with you just to give you some information on us who we are what we've done and where we are prepared to go we are the oldest high school in Portland we are a 145 Year Legacy we're an urban school with a large geographic area bringing a lot of diversity to our demographic we are homeless we are privileged we are speakers of many languages we are creative we are dedicated we are Portland uh we're outdated yet we're Innovative we're falling apart uh yet we're strong we are overcrowded but we are friendly and uh when we see a problem we yearn to fix it so Lincoln High School and the ltdc believes that we can do
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better we will do better better for our kids better for our community and better for Oregon we're a community that strives for excellence to us this opportunity is more than just a rebuild it is more than just a chance to provide a newer Greener or safer facility we see this Bond as an opportunity to do what needs needs to be done for our future to open the box shift the curriculum create Partnerships achieve State goals learn more learn better graduate more leave no one behind Break Down The Walls build a stronger City be leaders in education and not just for us not just for Lincoln Benson and Madison but for all of PPS and beyond for every student in our city and in our state for everyone who will come next because to us it is all about the kids and about our future our current efforts have been geared toward building uh alliances and Partnerships within our community with higher education and Industry we've engaged our cluster we know who the parent leaders coming up the pipeline from our feeder schools are and we know that they share our vision and care about the future as much as we do our community is engaged passionate and present we've held talks with our neighbor PSU about programmatic Partnerships that would involve all of the PPS high schools so that all of our students would have access to a clear path to college to dual credit or maybe even to a model like Fabian in Concordia the true wave of the future last night we held what we hoped to be the first of many Community forums to engage and Empower our community with a tremendous turnout and we were able to share and discuss our immediate needs our future vision and the beginning of an action plan a plan that will improve education and that will allow us to Pioneer some new models and link up with communities all around Oregon I hope that when you take the time to vote you are agreement with this nomination before you and that together we can take our kids our future talent pool the next generation of our city to the next level and that we can do that with facilities that facilitate learning accommodate everyone and their needs thank you thank you chairperson nolles superintendent Smith members of the board uh my name is Richard spe that's spes and uh as a member of the bond committee I want to underscore our recommendation to Place Lincoln Benson and Madison on the 2016 Bond and focus planning dollars on those three schools by working with long-term development committees with both Lincoln and Benson I can see the potential to form Creative Solutions that not only Inspire students but energize their respective neighborhoods having been born and raised in the Madison neighborhood I also believe that the ongoing potential of northeast Portland I I can see the value of a 21st century Community oriented school would create real energy in that neighborhood in all three of these schools it will be crucial to gain Community Support we all are ready to reach out at Lincoln and Benson and the Lincoln Forum last night was a great testimony to the leadership that exists there and that um many more of these events will take place to create a communitybased solution at Benson we've been working to form advisory committees with a neighborhood that consists of leaders from BS from business industry and higher education as an architect in Benson grad I have been leading a diverse group that has been dreaming of a comprehensive multifaceted Design Center featuring featuring architecture Urban Design engineering sustainability Interiors even product design and fashion we are drawing inspiration from other projects across the country such as the Baltimore Design Center this is a public design school that also includes 6 through 12 students actually I believe the idea of integrating middle schoolers into an inspirational project-based learning environment has real Merit and is worth evaluating as we move forward Benson more than any school in the city has an opportunity through advanced CT programs to serve as an economic engine for the entire region it can do this by providing a a motivated and highly skilled Workforce for tomorrow's industry and businesses the upcoming Visionary process for these three schools is a unique chance to dream big hopefully that the brightest and best ideas will help shape truly unique and Powerful Solutions in each one of these
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schools we sincerely hope you vote to move ahead with the with the committee's recommendation and we pledge our support in helping it make it helping it happen thank you thank you both okay is there any board discussion on the resolution I just wanted to say one director rean um I was at the meeting at lincol last night and it really was um totally exciting to be hearing um about the possibilities and I love the fact that uh Benson and Madison were included in the conversations um the whole time it was really exciting um the one um question that came up um after meeting several people asked me about that I just wanted to share with you is um a question about whether or not Portland Public Schools could think about putting out a um a request for proposals just an open request for proposals around these three high schools and the current three that are being designed in terms of partnership potential um whether that would be you know Civic Partnerships or Arts stem um Career Technical education uh business Pathways that sort of thing um but it I loved the idea and I just wanted to kind of put it out there I I don't know what exactly how exactly it would look but uh I think there's a whole lot of people in the community who are paying attention and wanting to support us and wanting to partner partner with us so anyway I just wanted to share that one so anyway yes this great thank Dr a just really quickly I just wanted to flag I'm super excited to support this um but just as we move forward given that um the Lincoln and Benson communities have been hard at work on this for a number of years and the Madison Community hasn't yet had that opportunity to do that depth of exploration and thinking and and visioning dreaming so I just just really wanted to flag I mean I know that we're moving forward but special attention and early and often um to that Community to to um help them participate at that same level is um what yep super exciting y okay director bu I hope that this time around we do a little better job of including teachers and other community m members upfront in the design process we ended up with a design that we're still fighting with we're still fighting about at least people in the community are still fighting about it at Roosevelt and when I when I hear us talk about 21st century design for schools schools it's not that I'm putting that down I think that's the way to go but I'm not sure that the 251st century design that we're looking at say for Franklin is really a 21st century design it may be a design that somebody has in mind is a 21st century design but when I sit down and talk to teachers at Franklin they're saying No this design doesn't fit what we're trying to do at Franklin parts of it and so I just hope that we'll get teachers involved up front and community members who have some basic background skills in this type of thing involved UPF front in the design process this time around much better than we did I know we had people involved stand around we did visioning did all sorts of stuff but in the end it really wasn't very successful uh director BL I just wanted to say that I'm excited to support this proposal and just um reframe a couple of things thank you for your testimony for a minute there it sounded a little bit like an Atlantis Mor set um song we're broke but we're creative we're um but I also want to note a couple of things one is that um we we talked about engaging those commun unities um Benson and Lincoln and Madison but really this is a a Citywide effort it's a it's a Portland Public Schools it's about engaging the entire city um and I don't want folks to think that if we get to bond two when we get to bond two um that we're done that's going to be step two of an eight-step process this is a 32-year bond program to get to all of our schools so that all the city all the students have um Quality facilities all the way through their K12 education so I just want to to remind remind us of that um if somebody isn't on this bond that doesn't mean they're not on the next Bond um or that doesn't mean they don't get it and I just want to make sure that we don't lose sight that um we've taken um sometimes you hear people say well the first step is the hardest well the first step is just a up and a down right um it's you got to get that second step to show a pattern of actually walking um and then it's really about one revolution it's about getting through that one step twep back to the another foot to realize that you're actually making progress so so I just want to make sure to keep that momentum going um but I'm very excited and I want to thank the um Bond Development Committee for going through the work weighing all the options and I'm I'm trusting that they will help us engage the community as we
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go forward about why these schools were selected and and what the process is um again for the 32 32-year Bond program okay done okay um also I'll add my thank you to the bond committee as well and I'm very excited very excited about second step and the third and the fourth um the board will now vote on resolution 4990 all in favor please indicate by saying yes yes yes uh all opposed say no are there any abstentions no resolution 4990 is approved by a vote of six to Zer with student representative jazell voting yes yes great thank you yay okay now uh the next thing on our agenda is a presentation about our principal support and evaluation um superintendent Smith would you like to introduce this item I would and I will introduce Antonio Lopez who is assistant superintendent um of off of school performance Sean Murray our director of Human Resources charl Williams actually I'm going to let you guys assembly yourselves are you okay um and one of our big topics of conversation has been about the importance of of school leadership and effectiveness of school leadership in terms of how we're having strong schools it's so a direct connection to how are we um ensuring strong neighborhood schools strong Focus option schools um we've got a new evaluation tool so we're going to walk you through both um the tools and the processes we're using right now both in terms of indiv support of individual School leaders but also how we're calibrating across our system um for strength of the system so Antonio all right over thank you superintendent Smith uh good evening my name is Antonio Lopez lopz uh I'm the assistant superintendent for the offices school performance um uh co-chairs NS and Atkins uh directors a student representative and superintendent um I'm very pleased to come in front of you and and be joined by this amazing people and in terms we're going to walk you through and uh for what a building Administration evaluation looks like and so we're going to start uh we're going to start with Sean and Sean will will talk to you about how the evaluation aligns with OD with the state then we have Charlene that she will talk to you about how uh the senior directors how they're uh working with their principles in terms of the monthly checkin and then lastly I will talk to you about the principal Effectiveness uh um indicators and what it does and then at the end then we'll be open for any questions that you might have good evening board members superintendent Smith I'm Shan Murray Chief Human Resources officer having a little of technical difficulty here got it there we go the human resources department and the office of school performance uh partnered together to develop a performance evaluation tool for building administrators Human Resources supported a group of building administrators and a senior director in developing the new evaluation tool we also provided a uh draft of the valuation tool to our uh Union partner the P to review for input and comments so last year 20134 we implemented the new building administrator evaluation tool it was aligned with Senate Bill 290 and if you recall 290 uh calls for school districts to adopt state standards for all evaluations for teachers and building administrators this year in 20145 building administrators will need to align their student growth goals with the superintendent three priorities and the successful School framework the valuation tool incorporates Oregon Department of Education student learning growth goals rubric as well as od's matrix model to determine summary overall summ rative evaluation to effect our performance evaluation tool the district is participating in od's um peer review process with other school districts this will allow the
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district to review and comment on other school districts evaluation tools at this point I will turn it over to senior director Charlene Williams who will talk about the senior director monthly check-in process good evening um board members superintendent um Charlene senior director for Roosevelt cluster and Benson High School um it's been an exciting transition uh leaving the building and coming to work um at a more systemic level with principles around um student achievement and I'm really excited um and honored to work with them because they they work hard it's a privilege to work with the principles in the Roosevelt cluster who are doing uh amazing work the principls the the leaders at Benson High School similarly and we just wanted to share with you a little bit about about this monthly check-in process we actually crafted a document that was run through three major areas of the organization it started in the office of school performance uh with the senior directors asking ourselves the question of how are we going to align the school the the school district's work around the three priorities the successful schools framework and help that land successfully at the school level how do we keep our eye on our prize on a monthly basis with all of the competing factors that administrators face on a regular basis how can we as a system align our conversation align our work align our supports to do so with that uh the assistant superintendent Antonio Lopez took our document through pretty much every facet of the organization and vetted it and asked tough questions are we we asking the right questions do we have proper information to support principles as they're doing their work um on a monthly basis so after several rounds and iterations we've landed and we know that it's still a living document with the tool that that's in your board packet this evening a couple key points it does align with the successful schools framework the uh our three priorities um we incorporate uh long-term data as well as immediate data when we're talking to principles about their performance uh their school performance um it provides us with formal and consistent check-in with principles and it allows us as senior directors to calibrate our work so that the principal and other clusters are experiencing the same level of conversation and support from their senior director uh it serves as a place where we can collect a battery of artifacts of evidence of tools that really um explain the actual work that's happening on the ground at the school level um we have also initiated this month proactive conversations with um our Pat uniserve reps and we are really looking uh to be to to Really collaborate as we try to problem solve uh the challenges of educating our youth with um the the challenges that we face as a system so I want you to look at the document that we use this is just one of the forms and we have a form for the literacy goal that we have as a district we have a form for the disport reducing disproportionate discipline practices and we also have a high school graduation form so on each of these forms you'll see the same set of questions aligned around that particular goal so in the upper left corner you see that this particular document is the literacy monthly check-in and here is where we look at various uh pieces of assessment data we look at instructional practices we look at strategies um building leaders are really uh fighting for time to get into classrooms to offer regular feedback to teachers and support um that shows up at at that level um what their progress monitoring plan is ETC and you'll see at the bottom of the document we have the successful schools framework follow-up questions where we really dig a little deeper in our framework let's walk literacy through quality instruction quality assessment school and family Partnerships plc's the school culture how do all of these pieces align to support this vision of every child reading at grade level by the end of third grade grade and for that matter at by the end of every grade so we're really excited about um this conversation so to to just add to add
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some story and context I've asked the principal of Sittin um to join us uh principal Dana nerenberg I want her to tell you a little bit about herself where she comes from and then um how our conversations happen so Dana thanks good evening I'm Dana narur and the principal at s is this loud enough is that okay um it's nice to see all of you and so I've recently come to Portland from DC public schools where I was a principal for eight years and there we had a very high stakes evaluation process 50% of our final reading was based on test scores and so we had a very hard time benchmarking how we were doing along the year and what's really exciting about this model is it enables when Charlene comes to visit enables us to have a really focused conversation both on the quantitative data the numeric data that's visible in the top part of the document but more importantly the qualitative data the place where the action happens in the work that I do day-to-day and what's terrific about this model is it allows us to frame the conversation and really proactive way what we're working on reflecting on what happened previous times and what we're working on and celebrating the successes moving forward allows us to have a really focused purposeful conversation which has just been a really powerful experience in the short time I've been at sit in the short time I've been working with Charlene it's some of the best professional growth I've had in the building so professional development is great but it's really about what happens in the building and most what happens in the classroom and by having this focused support it really allowed us to spend our time very effectively together great could you give some an example of that sure so for us uh s is a very high population of ESL students and working to improve the outcomes for our emergent bilinguals is one of our big priorities this year and of course that works towards the reading of third grade reading by the end of third grade goal of our system and so by working with Charlene and walking and looking at the seab Bel model for example and seeing how that's looking across because our second grade team teaches it all at the same time we can go from classroom to classroom to classroom and really strategically look at how that's happening and what those instructional practices look like and how the professional learning communities that meet together weekly how that work is informing those practices and by having Charlene's Keen Eye next to mine it's able to sometimes um sometimes triangulate the data and sometimes she'll ask questions and and see things that I haven't seen especially since in the building every day sometimes you don't notice some of the things that someone who's familiar but not there every day May notice and Dana will you talk a little bit more about what seab Bel is oh sure the acronym thing sure seab Bel is the content based ELD so it's teaching our English language development strategies through science and also through social studies in K1 and two so it's a daily instructional block of at least half an hour sometimes a little bit more in each of those grade levels okay the next part of the presentation what I'm want to walk you through is the principal success indicators and what we're trying to do in the office of school performance is how do we align the systems how do I align the the uh administrative evaluation how do we align the monthly checking with this uh uh principal success indicator so the goal is really how how how do we develop assist mic approach so we have the best principle in each of our schools so we develop this principal indicator success and the principal indicator success is a companion to the principal evaluation and to the successful School framework what it does for us is that it is it is a set of skills that we believe are foundational in terms of developed success in our leaders in our school principles or our our administrators what are the things that that we know make a difference so I'm going to go over and and like I said this is align with uh the evaluation and the successful School framework um and it's it's an emphasis on key elements of success they're simple they're clear and they're focused uh so the what want to do with this is how do we calibrate that uh that allows the senior directors to have consistent expectations and feedback with principles so it's about building the supports right it's about building the uh uh expectations and building the accountability so um it it will help us to calibrate it will focus on key components it will align like I said to the three priorities and the successful School framework and is also data driven um and this is uh this is what this is what U the indicators will
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um will help us and so go to the next one so these are the key areas in which uh we develop those indicators academic performance Equity parent and Community engagement School culture interpersonal skills operations and professional integrity and you have a copy of that is broken down what are the skills that we believe like I say are foundational that will help us in terms of providing our administrators with a support that they need to move from good to great and uh what are the things that uh that help uh um the senior directors provide feedback in terms of uh uh what are the expectations so you can see that each of the areas has a um has indicators and like I say this is this is this is one where we're trying to align what um what we believe is a good process of um uh uh developing um the support so we can have the the best leadership at each of one or uh is of our schools I would like also to emphasize a little bit what Charlene was saying that we started to mean with with our partners of P we meet once a month with the Unis serves and this is a opportunity for them to tell us what they're here in other schools so we can be proactive before things get get um um um more complicated how to resolve them early so this is this is one of those uh other ways in which we're trying to to to figure out how to best how to best supports our leaders to be the best so that's that's more or less our presentation and we're more than happy to entertaining questions and I want to say before we start I want to acknowledge the um the principles that are here that I have joined us tonight so thank you and actually can we ask the principals who are here to stand up because we've got quite a few principles and Senior directors who showed up tonight to be here thank you for being here okay so we have questions D director blow thank you for being here and thanks for the presentation um one question is on those monthly check-in sheets um where the data is up top and then the qualitative a little bit down below um I'm making an assumption to make sense of it so I just wanted to check my assumption some of that data some of those data are not available on a monthly basis so it's not that you're coming back to check and see whether there's movement um but um it provides a framework then for figuring out how are you assessing or how are you seeing what happens in the classroom to make progress on those on those strategies is that correct correct so some of the data that you're you're thinking about um we have different tools we have dibles assessments and easy EAS CBM which are um um administered um on a regular basis but then there's uh two week progress monit monitoring with groups of students and three weeks based on where the students needs are and the interventions that the the um school is using So based on um what what what happens when you look in the strategies and implementation and in the progress monitoring plan there are things that should be happening kind of on a weekly or every two week or so basis that we can go back to and the principle can give us the the update based on what's happened in the time that's passed right and data around disproportionate proportionate discipline is probably available more often absolutely High School graduation are we looking at grade we're looking at credits we're looking at attendance um all the key indicators essential skill attainment you know students are meeting their essential skill goals as well great and my only other question it's not really a question it's a comment I'm just glad to hear that you're meeting with Pat uniserve reps um because obviously um well okay here's my question Pat um leadership would meet with their uniserve reps too right because we heard earlier president come in and say some issues which I would have thought would have been addressed in those meetings so p and uniserve folks talk right I mean they're kind of want thank you and we had our first meeting this
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month so yeah thank and just to give you an example we came out with the idea because for the last two years one of the Unis Serv John uh berky we used to go and do school visits together so we would go to that classroom so it was really great to see for the teachers to see that two of us working together and you know we met with the principles so we met with the staff so the idea was to really when they hearing things it's important for us to know so we can troubleshoot or you know figure out how we're going to uh how we're going to handle whatever they're hearing so it's it's a way to to develop better communication and to really work with our partners in terms of of how how we can uh do a better job director B I ask a couple questions and somebody else call and come back sure uh well how do you decide that we the cut between what a principal wants to do and an and the administration wants them to do I talked to principals from time to time who say oh man this reading program that we're being asked to do isn't going to teach kids to read very well uh and how do we make sure you know but they don't want to come forward and there's a I mean how are we dealing with that in the evaluation how are we opening up the feedback from our principles so they can feel really that they can come forward because I'm not going to use principal an example but the teachers teacher after teacher after teacher after teacher after teacher i t to talk to say no I don't want to I no don't quote me don't say what I'm going to do I'm going to end up in trouble that over and over same type of thing to some degree with principles how are we opening that up in the evaluation system how does this evaluation system help open that up so I I hope that nobody feels that way that you know that they speak out that they're going to because we want to know we want to know what is working and what what is not working that are assessed you know we have an adopted curriculum that we we need to use and and so there are some systems that uh uh that need to be in place uh and we want to know how they're working so you know we're more than willing to have that conversation if it is not working why it's not working if it is implementation or uh so this goes to say that uh uh we want to have that conversation right there are some things that we need to do that is part of the work that we do in terms of Assessments like we have devs right and we can have a difference whether it is the right assessment or not but that's what we have that's what it gives us an idea of where kids are at and what are the things that we need to do what are the interventions so there are some things that we need to make sure that they're in place and that um that people are are uh using those resources so my question basically is okay let's just use Dibbles as an example I talk to lots of teachers lots of people lots and lots and lots of Educators that really outstanding teachers that say Dibbles is not an assessment system that the that you really don't have well I talked to a person the other day that said we are asking we're we are telling teachers they must give dibles not their EA okay which doesn't make sense to person after person after person that person that I talk to and what I'm saying is okay suppose a principal says you know this dibles is a is not very good and it's really getting in the way of what my teachers are need to be doing is there a way to let them come forward do we have anything where they can come forward and say that I mean I'd be scared to death to do if I was a principal right so come forward and tell the district they don't know what they're doing on their on their reading testing stuff which I don't I'm not afraid to do that cuz righted all the time but but I sure what if you were sending me a paycheck maybe I might frame it differently uh so uh we're working with P to develop an assessment Committee in terms of what are the what is assessment going to look like so for example div this is what we have and this is what we use districtwide and this is the data that we used when we meet with principles to look at you know how kids are doing and and um what are the supports that they need so maybe they we want to have if if there are principles which I don't know
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any uh but we're more than welcome to have that conversation maybe there should be a block here where you get you get evaluated on whether you're willing to speak out and do you know so in this District I think they call it speak your truth are they willing to speak their truth and speak out maybe that should would be a good block to put in there and say we want you we want you to tell us what you think it'd be a great thing for principles to do in their own buildings because for the your school teacher here I've seen ones where you could go talk to your principal about anything and I've seen ones where you couldn't go talk to your principal about anything and there and I've had them both and one if you open your mouth you got slapped down one if if you didn't one if you open your mouth you got rewarded thank you that sounds like it might let's look into that as opposed to you're in the principal's office in trouble so I'm just saying the principles themselves that would be a good thing for us to be evaluating on in my opinion you don't have to comment on it we want to know what is working and what is not working exactly that's what I do too yeah and so uh I go ahead and now come back Dr kler um so thank you for the presentation was very clear CU I was getting confused looking at all the paper that we got in our packet all these forms I was feeling very sorry for all the principles having to fill them all out um so but it's the world we live in I guess um it could be simplified that everybody would be more happy um but my question that I was focusing in on is um what is what's what's your expect a of um the how many times the principles should be uh in the classroom supporting their teachers and um if we have an expectation like that where is it in this um I didn't I didn't really see it drawn out I think the most important job of a principle is to be in the classroom yeah that's priority number one right so how do we make it happen uh that is that those are the conversations that the senior directors having with the principles in terms of uh you know how many times are they going the classroom you know are they which teachers are there visiting so those are the conversations we didn't put a number of uh on this uh uh principal success indicators but uh being in the classroom is the number one job you need to know what's going on in the classroom how kids are doing because you by being in the classroom I mean you solve so many things like you know discipline you get to know what's happening in the classroom kids are engaged you know teachers need support so but so I would thank you director if it was me it will be 100% of the time anyway it you might think about including it some in the dreams of paper that these right um since it's if you think it's your number one thing we ought to identify more uh should be louder I guess would be my only suggestion yeah um and the uh my second my second um question is we we are as a board pursuing and there there is a committee but it's it's right down this uh the uh write down in terms of relevancy a 360 degree uh survey to where um principles will get feedback right and not only principles but but the whole school uh but clearly the principal will get feedback um from teachers and from students and from parents and so um where is that in your thinking uh included in in the uh in our evaluation and support so we have one if you look at a school culture where it says how do we use the T survey and we're working with p8 to figure out like how we're going to use the survey right and the other is I know that John ISAC is working on that uh uh survey so I mean we welcome any form that will give us feedback in terms of how effectively are we doing the job because that that really is is I mean the the intent of this survey is a to be yearly and B to to provide really good
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feedback so I would hope that it's that that um that the intend promise that survey is fulfilled and that we use it um in a way just to the better definitely definitely we want to know we want to know how we're doing and how that community and how the students and how the teachers feel yeah so I I would like to see that includ some somehow so Tom like the in under School culture three boxes down where it says Tell survey yeah which is what it is right what they were using right now the school climate survey will be our ongoing instrument that's our own survey so right but that's where just another comment on that piece two just from the from the school climate committee so um staff is right now in early stages of developing the draft and going out to stakeholders to get input on that draft but just looking at this chart there's so many similar themes so it's going to be well it may not be crosswalked every single one of these it's it's absolutely the same information so that's that's definit yeah and as it rolls out and as we incorporate that into our culture ongoing as you say I would assume that would be folded in as well Dr hi thanks for being here um I had a question for you about the seven key areas for principal success indicators and then you list those and um I mean I think you just said that the most important place for a teacher to be is in the classroom I think as an instructional leader um collaborating with teachers and the rest um and yet in these seven key areas you don't see kind of instructional leadership kind of listed as one of those key areas and and I guess I'd like to call that out a little bit more the specific question I had though is when I look at the seven indicators you have one is operations I'm thinking back um many years ago there was a pilot um offered to high school principales a pilot program offered to high school principls where High School principles um if they wanted to put in half of the FTE the district would match half of the FTE and they could have a business manager in the high school and to me what was most fascinating about that is which principal said yes because to me that said I want to be in the classroom I want to be an instructional leader I don't necessarily need to be the person who is doing all the operational stuff and the fields and sports and everything else I want to be an instructional leader so have we ever done an evaluation of that program and are we thinking at all about whether or not at some point especially in our high schools we could go back to a model where you have a business manager who handles all the other stuff so that our principles truly can do the instructional leadership in the building so yes at the time we were doing this one we did do an evaluation actually we did some good um real time evaluation and we had it we still have our business manager at Franklin uh and I don't know if we have them anywhere else at Wilson at Wilson um and this it's the same business manager at Franklin as it was at the very beginning is Wilson also the same there was for a long time so they may be two of the original ones I would just say we one of the conversations that up this year is up this year is the schoolwide support table um and this could be one of the conversations um because yes in the schools where you where it was the right combination of people totally worked and made a big difference yeah so and when we've been doing the bond it's been a huge Factor I'm just going to say difference between a school that had a school business manager who was continuity in the bond conversation and when we changed principles really a big deal deal to have the continuity of the person who knows the building and is being part of all the bond development so my other question that I was going to ask is as we're going into the next um budget cycle um what would principles need from us in the next cycle in the next budget cycle what would they need from us to be most effective as instructional leaders good question and you come back to me but I'd love to I'd love to understand can add that to the monthly you can add that to the monthly so yeah I mean this this will be the conversation that we can we can take it to the monthly check in in terms what will be one area in which because you know I mean we have really the the jaosa principle it is very very challenging it's just so many things so you know it's just we have some amazing people that have done an extraordinary job and how do we support those uh that need more support so definitely definitely that that will be something that we can like I say we can check with them maybe what I would say to uh board leadership is as
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we go into the budget cycle I would love to um get a presentation from principles on what what they need to to be most effective and and I'm not necessarily looking for all the cluster stuff again I'm just just uh from principles just give us the down and dirty what would really make a difference in terms of student achievement and raising student achievement and hitting these three goals of ours what what is it that you really need that would that would help you head out the b I'd really like to just hear from principles I don't necessarily need a I don't need them to come I just would like to hear from them but we can certainly try and add it into the schedule great but more importantly for me is to hear from them yes more than just five that might come so all of our Wonder wonderful folks out there who are sitting there director be one of the most important things in my opinion from my experience as a teacher was did you get along with your principal did you bring things to your principal da da da those types of things what's your interaction with the principal and I've recently talked to a lot of principles quite a few last week I talked to quite a few wonderful principles and people that I came across just marvelous people and at the same time I know from talking to teachers I got stories that I consider for an hour and tell stories that would make everybody's hair curl about interactions with their principles and how Negative they are oh we had tell survey principles at 6% can you will it can you bring a can you bring something to your principal an issue to your principal and feel comfortable doing that we have people people running at 6% that they could do it you know how's the trust and respect 5% well I don't that's the for me that's almost the most important thing more than every almost everything else how do you get along with your teachers how can you inspire and work with people who you're badgering and and pushing on but I don't I don't see that in here I see it a little bit where it says has a positive School atmosphere with positive interaction fine but you can have positive interactions and really not want to hear from people uh you don't want your teachers to bring things to you you don't want your teachers to have people slap down for speaking out about something in a faculty meeting uh basically that I get tons of those stories but I don't see us really approaching that in this and I just think we're talking about now if you consolidate this one a little you might be able to get another box that works on that I just just a suggestion and uh the last question I have I think is uh I have a comment we have we still are missing we still are sending our parent our teachers out of our classrooms so they're not in the classroom they're out for PD so Way Way Beyond I mean we got somebody like 15 days out of the classroom in a school that's basically struggling do I mean I I mean that type of thing where where do where does that as a as a community member where do I look and say are you doing these things that make sense we're following directions but we're not making sense of how many tests that we're giving for instance how uh those types of things there's nothing surrounding that where we say okay what do you think think I mean do we talk to principles what do you think what do you think about all the testing you're giving do they say well I don't like it and we go I mean you know it just doesn't seem to me that it's it's a workable system in the long run the other question I have is uh uh did we get some yeah I do have a I know the one I just kind of kind of snuck that by you and so the the not too sneaky this is a question yeah well I know but I got it in there uh the did we talk to the in the development of this I don't mean now I don't mean after we got it done but in the development did we sit down on the teachers and say what do you think we should have on our principal success indicators in the development of it not now I know we're sitting down the answer is no right we didn't sit down with teachers we didn't okay we great just check it thank you very much I appreciate you guys no we didn't thank you for coming I really appreciate you coming in director bu I know you had a number of question got some nice stuff in here excuse me director bu I know you had a number of questions in there but I wanted to speak to the uh communication with teachers and principles under professional Integrity it talks about
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the building administrators accountable as a building leader to staff community and students and so that's where that communication piece with the principal and the teacher would take place thank you Dr thank you so much much thank you all um thanks all the principles for being here at the SL hour I really appreciate that and all your hard work I hope everyone got dinner tonight too often people um so um just really appreciate this I feel like since I've been on the board since 2007 this is the most um solid and impressive tool set of tools that we have in place in the alignment um and just the level of clarity and depth and and everything we've been working toward it but this is really exciting to see and obviously it's going continue to grow as we incorporate the new survey and so forth so I'm really excited to see this um just a few quick questions because the hour is late but this is so important I know it's been one of our key priorities as a board so really happy to see this um just in terms of this chart is this something that is um that is or will be publicly available to the parents and teachers and everyone else just in the community in terms of the informational piece and just around the district I mean this is to me is just really a great chart is what our expectations are yes it will be okay that's that's fantastic and then um in terms of the monthly check-in I think we heard earlier from our um uh for meting president Gwen Sullivan our partner Gwen and just wanted to give you an opportunity to respond she had raised the concern around the um discipline data in particular that so I wondered if you know you may need to come back at a future point but I just did want to make sure that because what I thought I heard her suggesting was that there was not followup for students or that the students were not having any consequences and that isn't the understanding that that I have but I wanted um just wanted to give you either tonight or a future time the opportunity to um address that from your perspective okay um terms of working with principles around the disproportionate discipline I know that with all the schools that we've been working with particularly in the Roosevelt cluster um the principals and teachers have been working for a number of years to try to reduce disproportionality some of them have adopted the restorative justice model who've been working with resolutions Northwest they have had um training in collaborative problem solving where we do more preven work to reduce the number of students who are being referred out of out of class Etc so there have been um uh a number of strategic moves they have formed um what what's called PBIS teams in terms of how they lay out School climate and culture Etc so there's work and we've even hired um a new director uh that's working with student discipline and schools we we have some Target schools that have that have volunteered to look at now how can we continue continue to reduce disproportionate discipline and so we have tear of schools tears of support and working with principles on a daily basis who are calling I'm thinking about suspending the students are there are there some options that you can offer um that are alternative to suspension or are we Bound by our discipline policy Etc and we problem solve um Case by case uh with principles in many cases on susp expension so we have a lot of active conversation around discipline and a lot is happening some have instituted some timeouts some um study halls some you know just different models to give uh students time to problem solve with another adult take a break from the class get you know um support in other ways so great thank you very much and then just my last question was around the actual evaluation itself and just to see you know again as with our teachers the the multidim about the rubric and it's it's great so but knowing that this is um obviously a confidential result in process between um the supervisor and the principal can you just kind of walk through in terms of the Public's understanding of kind of how this process works and what is done with the results so where if there's um instances where a principal is found to be um you know on the lower end of the scale from unsatisfactory you know obviously we want all our principles to be proficient and distinguished but can you just talk really briefly about how that process works and then what the accountability or followup is in terms of um making sure that principles are supported to be the best in every building so we use the same process that we use for the teachers in terms of if a
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principal is struggling in certain areas right and then we have the conversation what are the supports that that principal needs and with that with the supports that is that is that is a level of uh expectations that these are the changes that we expect to see right and if those changes are happening then that's what we want but if not then we get into the next level of um um if there is a plan of assistance that needs to be in place then it needs to be it is to be in place so it is about this is about building people up in the skills right and once they have the supports that they need and the expectations these are these are the things that need to happen by this time and and and and uh if they're happening great but if they're not happening then we move into the next level of of uh you know plan of assistance and and and move forward with that okay thank you and knowing that there are a million things that you are doing and that you asking principles to do just in terms of sharing you know successes and where folks have reached that proficient and distinguished level are you finding opportunities to be able to share that um professionally with with each other or is it really I mean I knowing that you're always struggling to find the time to make make the time to do that kind have that kind of conversation but when we have so many amazing leaders in our district right so so what we do the senior directors we meet uh I mean we meet every week and part of this is like hey you know here is this person that is just doing an amazing job so how can we start pairing people up you know or go and visit the other principal just to see what systems they have have in place so um this is going to give us that opportunity to really pair people up in terms of building the skills that's great building those skills up and this is a opportunity for us to kind of like uh uh with all the senior um um uh administrators um the senior director sorry um is for us to have this kind of conversations where is it just we know that people are doing just an amazing job where where we can uh uh support others dran um after a school has uh 500 or so students and most of our principls either have an assistant or a vice principal and um how is the evaluation and support process different for a vice or an assistant principal and who's actually doing that evaluation are you helping with that still or is it the principal specifically doing it and how is it different or is different so the principles are working and and evaluating their assistant principles and vice principles pretty much the same rubric or is it different is it the same process or is it different um so traditionally principles have just used our existing the the new model that was rolled out last year for um VPS and APS that's still the same tool that principles are using with their VPS in terms of having them participate in the monthly check-in and that kind of thing principles um have the option of inviting their Vice principles and APS to participate in the bigger conversation because this is schoolwide data that we're actually talking about and not only Vice principls go that conversation you have Sis's joining sms's data clerks Etc because they're all feeding the information about what's happening in the school but specifically in terms of apvp uh conversation with the checking they are aware of it but they're not held to the same uh scrutiny that the principles are by the senior director the senior director okay director bule how does the senior director principal ship and break how does a senior director break down with the other areas for instance if we take something like third grade reading that's one of our superintendent's top things and suppose the director say hey what we need out here is more reading instructional Specialists which there's no question that we need that there's no question that we need that in my opinion I don't know about yours and the but the but the school uh people in charge of teaching and learning say no we want to really push that Common Core and that's where our emphasis should be it how does it how does it break down in the end do you and and what role do the principles play in that let's say we wanted to shift and get more reading instructional specialist versus more uh we're doing some scripted learning now scripted learning which I'm sorry I just please
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no don't do that but suppose it broke down on scripted learning then who has the say the final say how does this how does this work because I'm kind of I don't know what your role is I don't know what the role of the struct of the teaching learning is elll same thing are you guys just in charge of it I mean we got problems AR so the conversation is for example in third grade one of the conversations that I will have with a principal is like for example let's look at our first grade data right how many kids are a core how many kids are tier two how many kids are tier three one question what I will have is okay what are the supports that are happening for tier three tier 2 kids right if there happen if there not happening then what do you need for that to happen so it's about us finding out what it's working what they need more support and these are the conversations that we have with OTL for example he we need a h we need a tosa or teacher on a special assignment to go and support these teachers or go and support the principal in terms of aligning the supports so it's a conversation that we have with the different department re Ms in terms of what are the needs of the schools do you kind of talk back and forth yeah exactly we talk back and for in terms of like a I hope you're not coming up with more people outside of the classroom somebody someplace right I'm just kind of joking with you right so those those are the conversations that that we're have it with the principles and uh they will tell us this is what I need this is how I can make make it happen or if you have the Personnel in there uh we have a conversation that they use in you know for what they're intended to that person to uh to do or so it's it's about it's about having that conversation and and coming to some understanding of what needs to happen thank you okay I just have a couple of comments um first of all thank you very much for all the materials um a lot of paper you guys I'm wondering do you guys do this on iPads or do you actually do it on paper do you do it on paper do you do this whole thing on paper no we do it electronically and the thank you Tre thank you and the data is already preloaded yeah so when they go if I go to a certain school already that data is preloaded on third grade on on discipline great so it's it's current from that dat great um and then I also just want to say uh thank you uh for the alignment here um having been in the private world for a long Private Business world for a long time um all of the strategic planning that we do is all you know you you figure out your goals and then everything everybody's evaluation backs those goals so it was really um wonderful to see how these have been aligned with what the superintendent and the boards uh goals are for this year um really really appreciated seeing that um and then the other part of it was again is the paper and all of the different forms that um the RAS are working on and so while I'm really interested in what we can do to help make our principal successful um we have to make sure you are successful the RAS are successful so um when we get that information I'd also like to get information from each of you about how this how this evaluation system is working I used to have to evaluate 10 to 15 people it was hard work very hard work to do it right um and I know that you are all supervising and evaluating at least that many people um so anything we can do to help make your life a little easier so that you can be more supportive of our principles and then they can be more supportive of their teachers and communities um I'd be interested in hearing that information from you guys and I was particularly thankful somebody asked about the mentoring piece for principal because I think that's a I've I have met with a lot of principles recently and have found them to be very amazing and some of them getting ready to retire and wondering why please don't retire on some of the principles that I've met with so um I think that mentoring opportunity with from really good principles helping those who are just starting out or those who are having some problems would be really helpful so thank you well thank you I really appreciate that because we feel we have done a lot of work to align this and the feedback that we getting from the principles uh is also positive so we're really um we really uh we believe that we're on the right path great great so
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thank you I really appreciate that thank you thank you thank you thank you everybody thank you guys thank you principles I have my cup of joe had it this morning okay okay um so our next Are we almost at the end we are woohoo um so we're now going to um have some votes on the Oregon Schoolboard Association ballot um yes and then our business agenda so we're almost done um so last week uh director Regan kindly walked us through all of the information on the osba uh ballot and so tonight we're just going to do our votes on that board will provide a Voice vote on osba officers and resolutions are we all in favor of voting for our own director Regan uh running on OPP post for osba school board position 17 all in favor please indicate by saying yes yes yesos please indicate by saying no great y than you you okay do I have a motion for osba board uh position 19 Doug Montgomery or Mary Lou batkey I move that we vote for Doug Montgomery second okay all in favor of Doug Montgomery please say yes yes any opposed no great thank you everybody thank you Dad and we have the resolutions do we have a do we have a motion to accept osba resolution one adopts the proposed 2015 osba legislative policies and proced procedures so moved second all in favor please indicate by saying yes yes yes yes all oppos please indicate by saying no I didn't see any okay do I have a motion to accept obba resolution 2 which amends the osba Constitution it provides technical corrections to modify the process for the adoption of the osa's legislative policies so moved second second all in favor please indicate by saying yes yes I hear no opposition do I have a motion to accept osba resolution 3 to amend the osba Constitution to allow appointment of osba board and legislative policy committee members for contiguous regions if certain conditions are met so moved second all those in favor yes opposed okay thank you very much and thank you Bobby for your service and for bringing those to us thank you now the board will now consider the remainder of its business agenda we've already voted on resolution 4990 Miss Houston are there any changes there are not do I have a motion and a second to adopt the business agenda I move second director Atkins moves and director Regan seconds the adoption of the business agenda Miss Houston is there any public comment there is not okay is there any board discussion I just want to uh remind people that we are voting on um both Portland Public Schools legislative platform which is really exciting and thank you to David Williams for all his work on that and we're also voting on the promise of Oregon Campaign which is supporting osa's um public relations campaign supporting our kids in school so exed thank you Bobby director bule yeah I just I didn't see it in there but I'm hopeful that we made it clear last time that were for bills which get that data safer and safer and safer I assume that's part of what we're doing was on one of the bullets on the yes okay all right the board will now vote on point of order chair I I I believe there's a budget amendment that's part of this business agenda that um deserves a hearing before we can vote on it there's a budget amendment in the business agenda we had it in our um did it slip out of my script no let's go ahead and vote on this and then we can oh it's in here isn't it so how about I move to remove the budget agenda to its own resolution am amend the amend the business business agenda to pull out not in here Amendment not here it's not in my script just give me one second yeah yeah no I've got that I'm just trying to find what happened to it I totally missed it no okay okay so you are going to just call
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it out can I borrow this yes I I moveed to pull out the um resolution 4991 budget amendment to its own resolution it'll need a second okay all those in favor or first I suppose I should say is there any discussion no all those in favor I I I oppose okay all right so let's go ahead and vote on the business agenda we already have a motion in a second all those in favor I I second opposed excuse me no okay so all right uh resolution 4991 can we have a motion to consider I think we have to recess do we do we have to recess so if I can clarify and I apologize if it wasn't in your script so um we we have noticed the hearing so if I can respectfully suggest that you recess the board meeting right convene the hearing see if there's anybody who wishes to speak to it what are we convening as the budget committee budget no as the governing board it's the as the governing board you have the authority to approve it you just have to have a separate hearing because there's a 10% change in the expenditures in the facilities Capital fund okay okay I'll recess us as a board and reconvene us as a governing board for the hearing to for consider right any public is there any public comment Miss Houston there's not there's not okay so you you can close the hearing and reconvene as the board and finish your bu I'll close the hearing and reconvene as the board now can I have a motion for resolution 4991 so moved second uh resolution 4991 has been moved and seconded all those is there any discussion all those in favor I opposed okay all right 49 I was in favor you in favor uh 4991 passes with a vote is 6 to zero what student representative with student represent jazell voting yes yes great okay that was exciting I think I have one more thing in here that I'm supposed to no okay I'm adjourning the meeting asking everyone to please uh look on the website for the dates and times for our public hearings on our second and superintendent's recommendations we Jour

Sources

PPS Board of Education, Archive 2014-2015, https://www.pps.net/Page/1893 (accessed: 2022-03-24T00:57:53.371200Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)

2014-11-25 PPS School Board Regular Meeting

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Event 1: Board of Education - Regular Meeting - November 25, 2014

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