2014-12-16 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2014-12-16
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Board of Education - Regular Meeting - December 16, 2014

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sorry good evening everyone this formal meeting of the board of education for December 16 2014 is called to order 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 play times this meeting is also being streamed live on PPS TV services website directors Morton and curler are absent this evening superintendent Smith are you ready for the superintendent's report bet so um last week we Portland Public Schools along with work systems and Portland Community College hosted a national convening um for programs and organizations across the country who whose focus is reconnecting young people with school um and Portland was chosen to host the conference in part because of our work to reconnect students uh in becoming um and coming back to school and you heard at our December 2nd board presentation from our multiple Pathways um Department uh from Karina wolf on our reconnect campaign um and the number of students that we've pulled back into Portland Public Schools with a door knocking campaign we had 40 School District dist 250 people and a number of State Departments of Education um at the conference I got to serve on a panel with mayor hail Secretary of State Kate Brown PCC president Jeremy Brown and myself um dialoguing with the the conference attendees about um re-engaging kids in school uh and I just wanted to say congratulations to everyone who was involved in this conference it was really successful and I think people really enjoyed being here in Portland and getting to visit our programs so that was a a great thing um many of our schools participated in the global hour of code activities last week including Sabin K8 school where students at all grade levels engaged in computer programming activities so coding is Big at Sabin where our parent Helen kilber and Tech Teacher Claudia tfest earned a $10,000 Grant to fuel computer programming in the school we had kindergarteners um learning entry-level coding on iPads fourth and fifth graders building games through code.org in the school's computer lab uh we had the State Labor Commissioner Brad avakian who came out to just recognize the value of students learning to code and the rapidly expanding demand for computer programs in the workplace so thank you to Sabin staff students parents and partners for demonstrating the power of code I wanted to do a shout out to Steve Griffith uh Steve served on our school board from 1987 to 1955 and recently retired from stole Reeves Steve received the Oregon State Bar association's president's public service award for the work that he's done in our high schools um coaching the Constitution teams which he's done since that that started with the classroom law project uh especially at Lincoln High School but he's been a huge energy and just driving force um for our district having the presence it has and we've won national championships with our constitution teams um multiple times so I just congratulations and it was fun to be there and watch him be acknowledged we also um as we talk about our constitution teams um we had Amanda Alonzo who teaches history at Madison High School and won the 2014 15 Civic educator of the Year from the classroom law project here's a photo of her receiving the award with Madison principal Patrick Callen uh last year Amanda pulled together the first institution team at Madison High School the team won a unit six award at the state competition which is great for a firste team Amanda is known as a great Civic leader and role model for her students and we wanted to extend congratulations to her and I'm going to just say can we just do a [Applause] little um along with Amanda's outstanding work other great things are happening at Madison the school now has some amazing stem offerings in addition to a strong and Broad art arts program on the screen you can see some of the promotional materials that our staff along with Madison um parent Brian rep created to tell the good news from Madison the school also held an open house for e8th graders December 11th which was a night of the big Windstorm and despite the bad weather 200 parents and students came out for the event so gaho Madison so uh Franklin High School modernization begins this summer and
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that means for two years Franklin students will attend school on the Marshall campus um more than 500 pres prospective students and family members turned out for the December 4th discover Franklin the students the School's e8th grade information night which was held at the Marshall campus so that families could see the campus Franklin staff students and parents pulled out all the stops families were met by a drum line followed by a dance performance in the auditorium banners in multiple languages welcomed families and administrators teachers and coaches gave overviews of Frank academic and athletic offerings congratulations to the dozens of cast cast of dozens from the school and central office who work to make the evening such a successful event and we've been busy modernizing the Franklin campus and actually new carpeting just like the building is looking beautiful and the Franklin signs are now up on the front of the building so um it's looking good and getting ready for Franklin students the PPS transportation department wanted to be more involved in the our um three three priorities and came up with an idea to help with the goal of ensuring that all our students are reading at the end of third grade their idea was to put books on our buses they developed a plastic pouch filled with pockets uh and books to go over the seats and John Appleton was buying books for the pouches at tidal wave used bookstore when a library worker overheard and said the maltoma county library would be happy to help Supply your buses with free books I know isn't this a great partnership so this partnership between our transportation department and Mama County library has now expanded to 38 buses and the bus drivers report that kids love reading a book on the ride and some of the older students have been seen reading to our younger students so I just want to say thank you for that great partnership and also for just the creativity of our Central departments figuring out how they are able to be engaged in and support the three our our three big goals as a district so starting in late January Portland Public Schools will be providing an important opportunity for families and students to share their experiences in our schools this is the successful School survey which will focus on school climate and you've been hearing us talk about this at board meetings questions will include items like whether you feel welcomed in your child's School in what ways your child learning is or is not supported and how safe your school feels the surveys are filled out anonymously overall survey results will be shared with the community and used to shape individual School Improvement plans the survey will be available online in English Chinese Somali Spanish Russian and Vietnamese from January 20th through February 28th through our survey partner Oregon's kitchen table and the PSU policy consensus Center the goal is to provide PPS administrators principles and teachers with transparent and comprehensive data that measures the um differential experience and perceptions of PPS students and families in our schools you'll start posters this week and we'll be hearing more about the survey please help spread the word we are really looking for a high level of participation in this survey um because the data will be used to inform a lot of the work that we do here at PPS and then finally many of our schools are involved in doing service projects this time of year um and providing our students with the opportunity to meet the needs of their communities while learning the transformative power of giving um Ben students in the tech algebra class have started a printing business as a way to learn and apply algebraic principles they used their special printer to create 140 Christmas stockings and filled each with a toothbrush and toothpaste as well as donated toys through a toy drive sponsored by Doc Martin shoes they piled into the max train with their boxes of stocking and stockings and toys that headed to the kgwtv station where they donated to the KGW great toy drive um thanks to the Bens and Alumni Association and Portland workforce alliance for the monetary contributions that supported this effort uh and Tim heru and Kayla STL for their Innovative teaching um and K nice job Benson and actually you'll see creative um efforts on behalf of students all over the district both doing things that benefit other students in their school or their Greater Community um I got a chance to visit with a group of girls at George Middle School who organized a December coat and clothing drive because they noticed kidss in their own school and in their Community didn't have coats for the cold weather um they are part of a club called gives girls investing in volunteering equity and service that was started by their um School principal I mean school secretary uh Leticia cortinez um I'm proud of our students and our schools for doing these kind of things and they're really inspiring so I'm going to show you a short video um from the gives Club
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[Music] we raising clothes for the people who are needed like the homeless and stuff and we want to change that so that everybody could be warm this winter thank you I love helping others because I get sad when I see people you know they don't have as much so I try to help as much as I can by donating my clothes and helping other people so we're doing this because like I see people around the community that need help cuz they don't have any winter coats or anything and you feel like you're making making a difference yeah that's great okay one last little ble coat for you I just like the fact of volunteering it seemed really fun to me he you have really inspired me tremendously and I like I really love uh just seeing what kind of initiative you've taken to make and I did get aoto and then the final thing I just want to acknowledge is following the shooting that took place outside of Rosemary Anderson High School this week um a number of things one is just the power of that community of being providing a really safe space for our students and that's where our students wanted to be even the students who had been injured where they wanted to be after they were released from the hospital was back at that school uh we and we've had a tremendous outpouring from the community coming to just law enforcement and members of the community just really wrapping their arms around Rosemary Anderson so just a great thank you to the staff and the students at Rosemary Anderson and to everyone else who has reached out and really wrapped their arms around during a really um just traumatic event um but boy the community building and the power of just being together as a community has really been been amazing uh and just thank you to everyone whose heart has been with the families and the students and the staff at Rosemary [Applause] Anderson thank you um at this time um we'll have um I have student student testimony Miss Houston is there we have one one student meline and jelly and here she comes so I'm going to go ahead and read the instructions about uh public comment while you're getting all settled there okay um yes you can just have a seat right there either either chair thank you for taking the time to attend the meeting and provide your comments to the board we value public input and we look forward to hearing your thoughts and Reflections and concerns our responsibility as a board is to actively listen and reflect on your comments and we won't be responding to any comments or questions during public comment but we've asked our board manager Roseanne Powell who's sitting right over here uh to follow up with you if you have any questions or uh for the board guidelines for public common uh public input emphasize respect and consideration of others complaints about individual employees are directed to the superintendent's office so you have a total of three minutes to share your comments please Begin by stating your name and spell your last name for the first two minutes of your testimony there'll be a green green light that comes on in front of you when you have one minute left the yellow light will come on and when your time is up the red light will come on and a buzzer will sound and then we ask you to wrap up right about them okay um we respectfully ask that you conclude your comments right then all right um and again thank you very much for being here tonight we always love it when students come and testify happy to be here okay can you hear me um so I'm meline anelie a n g e l i and I'm a junior at Lincoln High School and I'm here today on behalf of myself and a group of students to present our project to you um our assignment was to take something that we were passionate about and innovate it and my group decided that we really wanted to innovate the bell schedule because Lincoln is some is a really unique school and we thought that due to our size our location our programs offered that we would benefit from a bell schedule that was a little more specialized to the needs of um our school and our students and so we started this process by talking to a bunch of people we talked to um parents and students and teachers Administration we talked to our Union reps um to see what the concerns would be there and we talked to our IB coordinator to see kind of what the program requirements would be on that front and we came up with some interesting um information the parents and the union reps were concerns about shifts in the start and end times of a school day um so we decided pretty early on to keep that pretty stable and
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the students were really concerned with um their lunchtime getting cut short because we're we have a really small cafeteria and we're an open campus so a lot of students go off and um our lunch time was reduced by over 10 minutes this year which really uh students were really feeling the crunch in getting off campus and then back on in time for school so a lot of students were concerned about that and then um our Flex time which is a 40 minute Chunk in the day um last year we had it twice a week and this year we're down to once a week and students used it to meet with teachers and to work collaboratively on projects to retake tests and to just generally benefit themselves um as Learners and um then the teachers were primarily concerned with a schedule that allowed their aday kids to stay on track with their bday kids so that there wouldn't be um the fact that like for example tomorrow my all the bday classes are going to be 10 minutes behind um and so we took this data and we created a survey and we had 326 students take the survey and um 83% of them said that they preferred a two Flex uh schedule so we really wanted to prioritize that in the schedule we made so I gave copies to U Miss hussen for you all to look at but we decided on an8 period alternating block schedule um it St starts at 8:15 and ends at 3:15 just like it does now but there are no full eight days and no 2hour late openings and there are two Flex periods a week um it exceeds the 130 hours it gives you 130 and a half um and it far exceeds the total 990 it gives you 1,444 total classroom hours um over an 178 day school year um ideally we'd put the 10-minute break back into the schedule between the first and second period of the day but we in talking with our um Union reps understood that that would require a Union contract exception and so we took that out of our proposed schedule so thank you all you yeah of it great thank you very much thank you any other student that's the only student right okay Mina would you like to go ahead and uh give us your student representative report so um dear members of the board superintendent superintendent Smith and the public thank you for letting me speak tonight so um about two weeks ago super saac which is the superintendent's advisory Council hosted a leadership Forum in which we invited students from across the district to come together to discuss leadership skills so we had about 30 students from across the district come out and it was a great event uh we talked about effective leadership and how to best plan assembly dances how to run social media accounts uh we have a slideshow of uh the promise of Oregon photo booth uh which was led by Larry Bingham so thanks to him for coming out and students enjoyed having their photo taken and they've been shared over social social media yeah so these are all Roosevelt students we're seeing right here and that's a Madison student and those are all Madison um student government leaders Franklin student government leader Benson student government leaders that's great Grant High School's uh ASB President Lincoln's ASB president uh Grant High School student leader yeah so these are all students that came out and as you saw they all wearing awesome t-shirts which were designed by a group of Madison uh seniors so I have T-shirts for you all you can get them after the meeting but it was awesome that student our students at Madison who are interested in this were able to design the t-shirt and it was an awesome event in general I think stud really benefited from it students went home having a better idea of effective leadership and I we hope to fall up on this in May where we have our new student governments who get elected Who come out with the old student governments and we all get to share and then hopefully have some presentations from other leaders in the community great so thank you all so much good thank you thanks for your leadership thank you that's that's wonderful that you're getting so many students involved yeah and it's awesome that so many students are involved and now we have a Facebook group for all the students who came so we have networking across all the PPS high schools for students to get involved and students are already asking questions in there about upcoming dances and events and it's really great just to see everybody communicating great great thank you for your work appreciate that okay now we'll have public comment Miss Houston would you go ahead and call the first two we have six and the first two speakers Elsa Menendez and Ne Wells
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you can go ahead anytime and my name is Ela Menendez e LSA m n n d and I am the panel of two native Spanish kids enroll in the immersion program at an World a program that was creating in 1986 in an attempt to improve Fain worth Elementary law enrollment 28 years later in high demand it is the only Merion program in the Lincoln cluster Anor is not located in a demographic area where there is a high native Spanish speaking population saket has recommended to increase the percentage of native speakers I help in my kids class every week and I have seen firsthand how native speaking kids are valuable resource to the program and I hope that PPS have a specific a rich plan to reach that population I applaud your effort to make this program access ible to the historically unders population at PPS a city that is not proactive supporting the unders population W succeed anworth is not again in a demographic area where there is a high concentration of undeserved student saket has recommended to reserve 45% of the lorious lots for those families in order for that to be reable PPS most likely will need to BU the students from other parts of the city is that the most viable solution another recommendation is changing the preference in Focus option school this is not going to make a difference in the long run PPS should want to make sure that parents are committed to their schooling and a capacity that they can dividing them won't help that important asset for the school in my mind the best solution come from making all neighborhoods schools strong so everyone will want to attend their neighborhood school I am aware that the Dual language mer department has an existing plan to spand immerson programs and that is what I think that PPA should focus their efforts what happened 28 years ago at anorth can be replicated to create successful programs throughout BPS make those programs available to all that is equity thank you thank you I am Neely Wells w l LS I've been a member of sack for nearly six years however nobody on the committee knows I'm going to say this therefore I don't speak for second I sit here today to tell you that I'm deeply troubled saddened disheartened and even embarrassed by the resolution as it reads in this board packet it is only fair to say that it is my strong belief that we are a part of large improvements to the enrollment and transfer system and that great things can happen as a result of the joint work that has occurred and you all haven't given your vote yet so I don't know to whom exactly I'm addressing these specific concerns I am here hoping to sway some votes first the recommendations have been greatly weakened by taking out the sentence that said all PPS students have the right to attend the neighborhood their neighborhood school this sentence at the top of the policy is imperative to the whole enrollment and transfer policy and should be reinstated although I would leave out the word all now to spend a few minutes in the weeds this is how your change in sibling preference looks to me you all came to the understanding that we could have it all that Focus option slots would accommodate both siblings and kids enrolled in the free and reduced lunch program I don't think that is a factual conclusion for every school but probably it is true Richmond having decided that it was simple to say that deciding between sibling preference or preference for free and reduced lunch status was half dozen of one six of the other here's where I feel shame about the decision to adjust the recommendation as you have the PPS School Board adopted the racial educational Equity policy in 2011 this last week you have been grappling over who to privilege you chose middle class white families I can think of no other way to see it rather than invoke a process supporting the the fight towards racial equity and showing courageous intention and deep Integrity to black and brown and poor citizens of our city you chose to give comfort and stability to People Like Us middle class white folks I want to be clear it is not the practicality ability to operationalize nor method of implementation that worry me I'm concerned about the message we are sending please stop patting yourselves on the back for your work on Equity around enrollment and transfer on this issue you had a really low sorry a really low bar to hurdle and you chose to walk around it so that middle and upper class white people can clearly see that the status quo still exists but you haven't voted yet so you
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can still change your vote thank you Miss Houston Alicia de Schmid and Gabrielle Mercedes Boulevard my name is Alisha delashmet it's a l i c i a d e l a h m u tt first I want to say thank you to superintendent Carol Smith and our Portland Public Schools board members for hearing my testimony families more often than not come to the the board angry heartbroken and outraged for Injustice in and inequities in order to fulfill your chosen Duty as PPS board members you need to hear these stories but this is not one of those stories in the spirit of the holiday season I want to share with you our current experience in PPS yes I consider this story a gift of what is working my daughter's name is Neva she'll turn 13 early next year and is a seventh grader at trillum Public Charter School I'm pretty sure I'm not the first parent to think that my daughter is awesome she's funny she's caring she's a learner and she's one of the approximate 14% of PPS students that receive special education services Nea is one of those students the students that we talk about when we talk about inclusion I've heard things like well inclusion can work for some students maybe the high fun functioning students whatever that meaningless term refers to but not those students the loow incidence students with intellectual disabilities and maybe behavior issues Nea is one of those loow incident students she's not a typical Communicator which means that she doesn't communicate like I'm doing right now with words she has some Vision processing impairments she needs help with all activities of daily living that means toilet toileting getting dressed eating getting herself safely from place to place Etc and you want to know something crazy she is fully included in her general education classroom and guess what she's thriving and you know what else her being a part of every class every day is improving the learning and the teaching of the teachers and the students in the school with her how can this be let me in let me let you in on a little secret while our Charter School receives considerably less funding than our other neighborhood schools an issue that I'll be back next year to talk to you about um they have a school that is rich in values the vision statement on the school web page States our vision at Trillium is to create an inclusive Equitable intellectually rigorous culture where knowledge is built through experience student and staff are expected to be empowered to reach their fullest potential the deal is that when you start with those values and a shared inclusive Vision you start teaching and learning in a fresh way the Special Education team supports not supplants the general education team they work together to differentiate instruction and bring innovative ways for students to participate in assignments ways that can be accessed by m all students not just my daughter inclusive education is supported thoroughly by co- teing professional development regular communication and creative flexibility teaches teachers how to work with more complex students so that more students can be successful in the classroom and this results in less push out and less disparity sharing resources versus siloing them away builds stronger classrooms and stronger communities once our students graduate and build adult lives this isn't general education or special education it's just quality education to us education is inclusion Community differentiation Universal Design for Learning age appropriate rigorous evolving general education curriculum peer models friends neurodiversity this school for us has been an example of a job well done sharing the expertise and resources available to us is truly a gift for everyone and I just wanted to say thank you thank you go ahead Gabriel Mercedes b b o i v a r good evening superintendent Smith PPS board of directors and student representative tonight I'm here to celebrate the success of my eldest child the value of inclusion for all students and an amazing new initiative in PPS Jasper attends our neighborhood school and is in sixth grade at the Ole green Campus of CJ OG this year Jasper stood in front of all middle school students and gave a speech my son gave a speech who was non-verbal entering preschool jesser gave a speech on the responsibility of positive student role models of listening to other students and how supporting them to be successful and engaged in school he wanted them to know that he is there to listen to provide peer mentoring and to find an adult supports when needed adult supports and peer mentoring Jasper entered into early intervention services during preschool with limited verbal skills and with a significant articulation and fluency deficit transitioning to kindergarten could have been the end of Jasper's story he could have easily been assigned to a CB classroom for kids that experience autism he could have easily been excluded from his general education peers that demr at age appropriate
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speech modeling we are fortunate to have the most amazing speech pathologist and autism specialist Miss Chelly cockburn who works for PPS she believed in Jasper she worked with him as a whole child and she worked as the most important member of our IEP team to ensure that Jasper developed not only his speech fluency and articulation but he learned how to reduce his anxiety around sensory overload how to self- Advocate and ask for adults assistance when needed and how to partner him with appropriate peer mentors jper has had the same best friend for six years and they have been intentionally placed together in class natural peer supports Miss shelle cockburn is truly and unsung hereo PPS special education department in addition to serving on the sacket I serve as the co-chair of the PPS special education advisory committee spak Mary Pearson PPS special education director our longest standing special education director in a decade has provided consistency and created a vision for all PPS students she will be presenting before the board on January 6 on the new reach 2020 model for the inclusion of students receiving special education and general education reach 2020 Alliance PPS racial educational Equity policy all kids belong all students can succeed Mary person is charged beak with providing guidance on the implementation of R 2020 inclusion is an evidence-based best practice in align with the Universal Design for Learning it encompasses the idea that students learned best not when segregated but when fully integrated with their same age peers I support the new reach 2020 plan for PPS we have an opportunity to end the historic practice of excluding some students and working to integrate special education and general education as one Jasper is now in sixth grade and an honor role student at Oley green he serves as a student rep for Middle School government and he continues to thrive socially emotionally and academically now with the amazing supports of Mr D Dale Williams the resource teacher at OG and his general education teachers but the foundation was built by Miss Shelley cockburn and I would like to think her for believing in Jasper and providing services to him as a whole child as an underrepresented minority Jasper is a success of what a student can accomplish when fully supported in an inclusive education model I hope that you will agree that reach 2020 is best for all PPS students and aligns with the racial UC ation Equity policy special education is a service not a place reach 2020 intends to increase inclusion for our most historically marginalized and excluded students in PPS thank you thank you thank you to both of you our last two speakers Rick Bowman and Mark Feldman you can gohe any time my name is Mark Feldman FLD MN and I'm the chair of ps's talented and gifted parent advisory council could my fellow tag act members in the audience uh please stand for a moment I'm here tonight to highlight connections between the enrollment and transfer reviews strengthening neighborhood schools and improving Tag Services the district's 2012 survey of parents of tag students found that except for Access Academy PPS PPS has no effective Tag Services still it appears that no one has seriously considered whether the changes to the lottery and transfer system being discussed have implications for our District's nearly 5,000 tag identified students part of the problem may be data sack's preliminary report showed a low percentage of Lottery applications were tag students but the authors missed a critical fact PPS students are not universally tested for a tag identification until 2 grade yet most Elementary School Lottery openings were filled years before this testing if we look only at Middle School Lottery applicants however we see that twice as many more than one in five are TAG students another telling sign is that access Academy had to turn away nearly 200 qualified tag applicants this year these suggest that tag students are using transfers and the lottery as a way to seek missing Tag Services if our goal is strong neighborhood schools we must strengthen this District's Tag Services tag students in Portland do not receive instruction at their rate and level without substantial sometimes heroic levels of parent advocacy time constraints Language and Cultural barriers can make this intimidating or impossible for families of historically disenfranchised students students who are not met with appropriate academic challenge can tune out or act out they are at High higher risk for depression and misbehavior resulting in exclusion from school PPS data shows that educational gains made by high achieving non-white students and low-income students are lower than their peers last year tagak approved a set of recommendations for bringing Tag Services to all neighborhood schools students would study at their rate and level even if that means they would study Advanced curriculum beyond their grade level none of these research-based measures involve pull out to tracking
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teachers would have significant discretion to include non-identified tag students so as not to depend solely on a tag identification process that may under repesent lowincome students or students of color I'd like to extend an invitation to all of you to come to one of our monthly meetings to discuss our recommendations in more detail but until then I'd like to ask for your help in ensuring that tag services will be addressed in the successful schools climate survey and the growth and Equity survey I also respectfully request that the tag act be involved in future sag act sacket evaluation of enrollment and transfer policy and we are given a chance to consult with Deb during their work strong neighborhood schools require strong Tag Services thank you for your time thank you EX and thank you to everybody who testified and again if you have any questions or uh other information you want to leave for the board um our board manager rosan pal sitting here in the front row okay the next thing on our agenda um is our males of color pledge last week the board discussed adopting a resolution which would confirm the district's commitment to the intent and purpose of the racial educational Equity policy and its call for urgency to address the achievement Gap in our schools and Across the Nation tonight the board will vote on the resolution uh superintendent Smith do you have any comments you'd like to add no no further okay uh the board will now consider resolution 400 excuse me 5004 Portland Public Schools males of color plg is there a motion moved second director Atkins moves and director bule seconds the motion to adopt resolution 5004 Miss Houston do we have any citizen comment we do we have two Ria then sopia and Richard greenstead evening you can start anytime you'd like okay my name is r b safia b NS a f i a good evening uh I am happy to see that last week you voted to support a place to support young men of color I am glad the district has strongly work um has strongly word racial Equity policy but when it come to a real instance of a PPS principal racially profiling African-American student this district has not been willing to have a courageous conversation this district has not been willing to stand up for the right of young men and women of color my son is a seventh grader at a school in an office how ironic that in a class called leadership the principal of the school came in asked the class about the teacher stolen purse and then begin calling individual student out to the hall my son noticed that the student being called out were all black he wondered if he would would be next and he wasse all four black student were called out of the class no other student were called out of the class to this day the principal has never gone back into the class to address his mistake he has not apologized for separating our student by race he has not apologize for damaging all student by reinforcing stere stereotype about crime and black young people racial profiling made my son scared embarrassed and hurt and he lost trust in his school leader so the district has a racial Equity policy how did the district employee demonstrate their commitment to racial Equity when we challenge the principal on this he was willing to talk but could not see how this was wrong his supervisors his supervisor did not see a problem with this the botsman was confusing and gave us incorrect information about complaint policy a month later after call of many parents the principal finally arranged what he called a community conversation which allowed only 20 minutes for Community member to speak many parents asked to continue this conversation a month and a half later no follow-up meeting has been called when children do wrong hurt or do mistake we teach them to take responsibility the princial has yet to address this with black and white children in leadership class and explain why is it wrong to racially profile but pled and policy don't protect our children and if you don't un sit the school staff protect our children of color you will not see s significant engagement of parents of color you will never see the achievement Gap close and if you are truly committed to racial Equity you must go beyond pledge and policy on paper and hold accountable the
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people who are prior to educate our children because PPS leadership choose not to enforce it racial Equity policies the federal office of civil right right is now investigate the incident and PC PPS mishandling it thank you thank you Richard greenstead G re n s in 2011 the board passed the racial education Equity policy today in 2014 you will pass the males of color pledge in early 2015 on January 13th I look forward to the passing of policies that start the alignment of enrollment and transfer with the racial education Equity policy this shows progress while much too slow for many students it is progress please resist the urge to congratulate yourselves on this progress congratulations should be reserved for completion of a task and not a moment sooner moving forward we need clearly Define minimum levels of service and offerings for every school an additional FTE allocation where it is needed most the districtwide boundary review will require tough decisions and I urge each of you to make those tough decisions any celebration now or during this journey is inconsiderate of the students that continue to be left behind save the celebration for when outcomes are verified that prove race is not a reliable indicator of achievement and success I look forward to con congratulating each of you for your work when and only when verified results are tangible please continue move forward progression with resolve and without hesitation all of our communities will be stronger as a result thank you very much is there any board discussion on the resolution we had quite a bit of discussion at the last meeting director Atkins yeah I think I would just acknowledge along the lines of the um comments from our um public here that this is this clear clearly I think we all acknowledge is is you know symbolic as we mentioned last week and so there's the work that needs to be done is the most important part but that we wanted to make this symbolic statement cor and stand in solidarity with other school districts and students around the country so than and support thank you others Dr B I just want to make sure that um it's not symbolic I know it's you're saying that we realize that there's a lot of work we're not trying to congratulate ourselves that we have accomplished but that in fact we are actually going to make sure that we Implement Elementary and Middle School efforts to increase the pipeline to males of color Etc so I just I know a semantics thing thank you for for and actually I will say because part of the discussion last week was the fact that we're building an implementation plan um and that what we have is an overall strategic plan that speaks to all of our students we have an equity plan where we're really drilling down in terms of our students of color and how we're meeting their needs and then this in particular we're disaggregating data specifically by gender and looking and language so that we're really saying how how is every single School focused on the needs of our males of color um and where we've got a significant Gap um across all of our schools so how are we um how are we being strategic and very personal in the strategies to meet their needs so focused on action great great and I'm looking forward to seeing that plan I saw a little bit of it at uh Council great City Schools looking forward to seeing it more and then of course we also have our budget discussions that we'll have that uh really is where the rubber meets the road and correct are we providing the resources to to um implement the things that need to be done so um the board will now vote on resolution 5004 all in favor please indicate by saying yes yes yes any opposed any extensions resolution 5004 is approved by a vote of 5 to zero with representa student representative J while voting yes yes great thank you okay at this time we'll have the uh first reading for the enrollment transfer policy almost two years ago the Board of Education asked the superintendent and her advisory committee on enrollment and transfer to align the enrollment and transfer policies to the racial educational Equity policy after 18 months of hard work sacket shared their recommendations with the superintendent and with the board on November 10th the superintendent then presented her recommendations to the board on uh November 25th after a town hall and two public hearings the board held discussions on the proposal staff has amended the policy based on conversations that the board has had uh at the last two meetings and tonight
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we'll have a first reading excuse me of the Rose enrollment and transfer policy superintendent Smith will you please walk us through uh this policy um I will so what you have is actually a Redline version of the policy and um I'll walk through what the significant changes are that are that are part of that um so the first is that it building an equitable neighborhood to Neighborhood transfer system uh and the revisions to the policy and the neighborhood to Neighborhood Lottery system and support the strengthening of our neighborhood schools the second thing is it provides a preference rather than a wait for students who are eligible for free and reduced meals and Head Start programs in the admission lottery for Focus option schools creating this preference provides greater access for historically underserved students to our Focus options the third major policy change is it allows special education students who been required to transfer to a school other than their neighborhood school to stay there until the highest grade um so those are the three main things that are reflected in the redline version of the policy change in addition to the outline policy changes the following implementation components are necessary to align with the racial educational Equity policy first um was strengthening the petition transfer process so adding staff and additional training to support the expected increase in petitions as well as an improved tracking system second initiating a review of focus option programs conducting the reviews called for in our educational options policy uh and then third increasing the percentage of admission slots set aside for native language speakers in both the Richmond Japanese immersion and answorth Spanish Immersion program so those were the supporting actions uh to support the policy chain and then based on the board's discussion at the December 9th session the attached policy places the preference for co-enrolled siblings above the preference for students who qualify for free and reduced price meals or who qualify for Head Start pre kindergarten for applicants to focus to focus option schools and programs the revision also include include a description of a process for reviewing the results of Lottery preferences and clarification regarding when the preference for low-income students would take effect so that's in essence what's embodied in the in the policy change okay after the um the proposed policy will be posted on the board website and public comment period of 21 days with the last day to comment being January 6 2015 uh if you need more information um uh for public comment will be posted with contact information for public uh public comment will be posted with the policy the board will hold a second reading of the policy on January 13 2015 so I think we have we're not having board discussion tonight on this because it's already been read and done well because it's a first reading we don't usually do it did you have something you wanted to say several questions well and have we has somebody done a motion to make it the first reading no one's resolved it's just it just is the first reading I'm doing the first reading right now that like we just did it if you would like if we're talk let me get this right now this is the first reading yes and on the second reading that will be that will be that's when we vote it's also when we it's also when we do the resolution yes that's correct so we do a resolution we don't trying to get around I'm trying to get around this the first reading now my understanding at a policy is you do a resolution and then you come back for another reading of that resolution for the final votee but you don't do a resolution I mean you need to do a resolution this evening in order to have a first reading you have to somebody has to have a resolution it's it's a first reading put forward by the board and I appreciate very much the superintendent coming forward with her material but this has to now be resolved by someone on the bo I mean make a resolution and it needs to be uh so and be seconded in order for it to be a first or second reading or whatever and then also when would you make amendments to this so I'm happy to have and jolly sitting right there if you want to call her up yeah I think we need Jolly up here because I think the understanding was that this was the first reading and first patteron can you come on down and and uh straighten this out for first reading my understanding is that we do the first reading and there is no resolution tonight the resolution is one um next week but happy to go ahead and have you it next we
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excuse me in the next meeting the general counsel uh for the district Jolly Patterson and that is correct that the longstanding um process for policy adoptions has been that there is a first reading of the policy at which point there's no resolution that the Board needs to vote on because that's that's essentially um providing the public with knowledge um and information that the board will be voting on the policy at some point in the future it then stays open for minimum of 21 days and then at the second reading is generally when the board will vote on um vote on the adoption of the policy via resolution anybody a question sure go ahead now you said practice but what is a policy State the policy states that the policy states specifically that it's that there's no resolution on the first reading there's nothing for the board to vote on on the first reading because the board isn't voting to adopt so so yes that the first reading the first reading the board isn't voting on anything on the first reading so there wouldn't be any reason to have a resolution how does it get before the board as a as a how does this policy get before the board itself from the board this came from the superintendent but the superintendent is not a member of the board doesn't somebody in the board have to put forward the policy itself and I'm going to just clarify this does not reflect my recommendation this reflects your discussion exactly I understand that but somebody from the board then needs to put forward this as a first reading then do you have the policy there did you did you bring that up could you could you read the policy would that be okay ad so this is in the administrative directive I was talking about the policy on the first and second reading stuff so I don't know that the policy gives this level of detail there's a policy that that talks about that you have to go through a certain a certain process for uh uh anything that spends money where the board makes a resolution to spend money that's an a policy this is not a resolution to spend money director we're going to spend a lot of money on this but this is not a resolution to spend money that comes in our budget recommendation we're also well but this the superintendent has said that this is going to cost us more money but the board actually votes on the budget which spends printing we're printing paper and spending money I mean we're spending money all over the place on this resolution this comes before the board on a first reading because we've noticed the public and so this real purpose of this is to let the public know that we're going to have this first reading and then at the second reading we'll have the resolution and we'll have discussion and then we will vote on the resolution which includes the policy change and we'll be able to have as many question that you would like on it and make amendments and so forth and and on and on as a major deal on the second on the second reading if we if if we were to do that then we would have to go back to a first reading and that's part of what we've been talking about the last couple when would you make an amendment well that's I thought that's what we were talking about last week we did that we did talk about that last time at our meeting that the idea was that at this point in time at the end of the last meeting the staff had a fairly good idea about where the board wanted the policy to be and they drafted that up and that comes in as first reading if there are changes made and if they are substantial changes then we'll have to go back and do another first reading but my hope is that you were clear in your discussion last week with the staff and if you're not then we need to know about it so that we can see if it's a sub substantial change so that we'll have to go back and do another first reading and all that's why we had all the discuss respect kind of screwy Because unless you bring forward how it's actually written and the actual writing of it you can't really comment and ask questions it's kind of like our old board discussions that we wanted to have the discussions for the uh uh budget ahead of when we actually saw the budget actually T this week before director this is the way we've been doing first readings on every one of our policies since you've been on the board this is not a different this is not a different way of doing first readings or second readings I don't I don't read it like that that's what last week was I mean that's the whole I think we said it multiple times that in order to keep this on track in order to be able to have these changes in place in time for this year's um transfer cycle we need to start this is the last possible moment that we that's why last week we were emphasizing that and getting board perspective and input and seeing where folks were about different pieces of this and what I thought I heard last
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week is that we were in agreement on we had the specific changes proposed from the superintendent for the policy and I thought we we're in agreement on everything except the issue of the order of the sibling preference and the loow income set asde and we talked about that for quite some time and it was pretty clear that there was so I thought we all were clear on where we were and what we supported and and I would also remind I would also remind all the everybody um all my colleagues that we may not be in agreement on a number of different things but it takes four people to agree to change that what we've already got in the policy so well well while we may be happy to listen to additional changes that you've come up with since last week director bule I don't know that there are four people who will agree with any of your changes so should I put forward those that particular change say should I ask the questions here I mean I I I have a lot of problem I have a lot of problem with coming forward with a actual wording and then not being allowed to comment on the wording if you can would you specifically comment on the wording and that's all so go ahead but you can't ask questions about things that are in here we're already through that part of our discussion on this policy you can do that next week when we have a second reading no no we can't because then will derail the entire process last week was I mean we can four people agree to the change okay I I had a question on something that was added last week which has to do with the review so on page five of seven number two says um if after the lottery staff identifies that there were applicants eligible for free and reduced meals up to the district average not approved due to the number of sibling applicants the board will review the order of preferences so when I looked at that language I I find it very confusing and I guess I assumed that when we come back for the final uh that would be a time when we might amend but I guess I worry a little bit whether or not that Amendment would be substantial too substantial so so for example when it says the board will review the order of preferences I don't I don't know what that means review it for changes the following year review it for changes that year would we open up more slots would we take out siblings and put in low and reduce I I didn't know what it meant and and the other question of course then is if um applicants eligible for free and reduced meals uh didn't get up to the district average or were not approved okay that's a different question we did have a brief uh discussion with staff about whether this particular section since it was just added at the last meeting if there was a consensus for that at the board would it be substantial and staff indicated that it was not oh okay so so we could potentially take that out and maybe put it in the resolution or something instead so yeah again whether it's because again I'd like something in there I just don't it's just confusing the way it is worded here so Dr so I I did receive um in preparation for last week's meeting a a copy of a written out policy proposed and I remember our discussion about what what we wanted added what people seem to support um and I director rigan I read that number two that you just read as being responsive to what I remember our discussion about saying well wouldn't we either way come back and review whether or not it was effective so that's what I interpreted that but I know that I hear what you're saying about that was a little bit this is a little bit different and I think that it was added in hopes that it would encourage additional board members to vote for this particular ular um and I I'm not sure we're going to get there with that but there is language in the resolution about an annual review of what we're doing and that's really where that kind of language belongs and I'll just if I can just reiterate that we did we did we did ask staff specifically to include this language um in response to that concern but also we clarified that it needed to be something that was not you know substantial so that if we needed to tweak it then then we could and same you know any other um input from the board or from the public that we hear during the comment period again it's a matter of whether it's substantial or not but again the the thrust of last week's discussion was here's you know here's our review here's our our thinking on it here's where we're at and that we need to keep this on track in order to be able to enact these these changes that's been coming a long time and coming have additional Steve yeah go ahead this points out where're this policy is is the way that we're
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approaching this as a board is really in my opinion not correct we should be working from resolutions that are brought forward by board members and second and voted upon or at least and seconded forward and seconded but we and then after you do that that's when you're now supposed to have a period of time to reflect upon it and allow public to contact you but nothing has been we don't have any resolution that's been brought forward what we've had brought forward is a a suggestion by the superintendent which I appreciate but we we don't have a resolution that the board is making to go forward which is where we're having the problem that's why it doesn't work you're supposed to work off of motions from the board when you do policy stuff and I know people say well it's it's easier if you don't or faster or whatever but it's not appropriate it's not an appropriate way to spend $500 million dollars of the Public's money and to to supervise uh superintendent who supervises 48,000 children's education and three thou and 6,000 employees it's not an appropriate way to go about it and that's where I'm having the problem I will make my comments here and I just would like to register my just a moment irritation I guess with this that's that's good but I think that um part of this has to do with a confus confusion over a change in policy versus resolutions this is a change in policy and what we're doing tonight is providing the public with opportunities to comment that's all this is next week not excuse me not next week our next meeting we will have a resolution that incorporates this policy and that's when we'll have the discussion about a resolution this is strictly an opportunity to give the public notice that we are having a change in our policies and give them an opportunity to comment then following the resolution when we then have a a period of time uh for the public to comment on our resolution public comment on the resolution before we vote Yes No I'm talking about a period of time not the same day but that's we make a resolution and then it should go forward if you would let me answer your question um the public will have the resolution when we deliver the board package and they'll have an opportunity to see the resolution and comment on it before we have any vote Yes I'm going to send to the board an explanation from our policy of how this is supposed to work I hope you all look to work is exactly how Miss Patterson told us and it's in the policy already I'll s I'll send it along to you you're looking at something else so you will get it and can is it okay so we're not taking theoretically here we're not taking any questions did you have some did you have a change that you want to make yeah well why don't you tell us what that is okay and we're taking those this evening now is this just going to be a change are four people going to do do it okay we if you look on page one you public you can com just like the public can [Applause] see page one it's under the general policy statement we we crossed out and uh uh I'm looking at the redlined version we crossed out in this policy all Portland Public School students have the right to attend their neighborhood school we crossed that out and we moved it down I think is what we kind of did but I don't remember us having a discussion based upon that we should cross out that line and put in the line all Portland Public School students also have the right to request a transfer I don't remember putting those into this was in the dra policy this was in the we considered last we I'm I'm kind of not done uh so should we put that back in the superintendent suggest that we put that back in how'd that get out of there because nobody talked about that I'll tell you what I believe because it was in a previous draft that you looked at it was I think this was making um the policy consistent with the special education recommendation where there could there are circumstances under which a student would not have be able to to attend their neighborhood school because the services that they need are not there um and so what the change was was to say if a student goes to a student a school other than their neighborhood school to access particular Services they then have the right to stay there um rather than have to go return to their neighborhood school when they no longer are getting special education services I think one of the suggestions just made in testimony was just saying okay get rid of the all because the circumstance is um a specific I was trying to make it consistent special understand what
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you're trying to do I see can you see can you see why they took a almost a fence at this when because part of the whole point is about strengthening neighborhood schools yes but that but that was the technical reason I I believe for that change in the policy py back on that because that's my recollection as well from um L to conversations that it was that the policy as it's written right now is not does not reflect the reality corre for special education students so maybe that should be tweaked further but that that's what I recall is the spirit behind that and I agree with something that reflects the overall commitment to Neighborhood School strengthening neighborhood schools yes director BL I was just going to say I appreciate you mentioning that it is somewhere else in the policy and I get why it might want to be but as I look through policy a lot of our policies are really wordy um and so I appreciate it that that it is in five admission by area of residents students have the right to attend neighborhood school where they reside with their parents are supervising adults except as provided by section four and section four as it specifically says where students might have to receive Services outside their right I'm just saying okay is there another something else and can I just I'm sorry can I do another clarification I mean to me this sort of change would not be a substantive change to the policy maybe Miss Patterson can weigh in on that but no I just I don't think it would be substantive but it would be inconsistent with the policy so it would be inconsistent with the policy we just said if you exception right but I'm just saying if there were if there were tweaks I'm just trying to clarify my interest is that we not have another year or two or three or 10 go by before we make changes we need to to enroll policy so I'm just want to make sure that we're given that we've been talking about this for many many meetings and many weeks so your your question is really about what constitutes substantive change that would mean we need another first reading right director yeah with all and I also want to just say one more time that all of this policy except for the part that director rean already covered I think is the same as the policy we discussed last week and the week before and you did you had it was in your December 2nd board packet M your material go ahead what's next with all due respect to director Atkins the idea of substance of change is is kind of a esoteric idea there is I don't think there's any such thing but we'll move on here to this next thing the next question I had is uh director rean brought forward last at the last meeting the idea that the the neighborhood school was the default school that's I thought that was great I I think Mr kler did I'm not sure are the other did you guys think that was wrong I I kind of felt that maybe there was a board feeling around that is that is that I mean the people in the board here tonight I know Mr Morton isn't here but and I can't speak for director kler but my understanding was he thought that was director bu did you have a specific change to the policy you wanted he so could I address that not taking specific changes to the policy we just talked about that we just talked about that we're not asking for that we I'm we're asking for what did we think last meeting no what I'm what we are asking for is if you have a specific change to the policy that you are proposing then I'd like we would like to hear it yeah I propose that they the the policy should reflect that any student may go back to their neighborhood School whenever they darn will please and I know director kler would support that and he's not here and I I'll bet you director Reagan will support that so the question is the other three people here tonight uh would are they willing to say that that's makes sense well we we'll see when we uh second reading and the that's how we're doing that we can't do it the second reading because it's a substanti of change well we need to talk on this I'll come back to another one so could I address that um I have brought this one up several times and um uh when I talked to Judy Brenan about it I think she indicated it's on the top of page four seven it would be under number six enrollment um where it says students shall remain in the same school or program in which they are enrolled for the school year except in cases of extra AR circumstances and I think we had at one point talked about taking out the word shall and say something like students are expected to so the default could still be the neighborhood school it could be a very uh easy wording thing you know we want to set an expectation that when you're making this kind of a move uh we staff accordingly um and so if we if we did something around that word shall um and I don't exactly know what it is maybe Jolly could help but um it would
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basically say we're they're expected to remain in the same program but you know the neighborhood school would always be your basically your your backup school you're always entitled to go there others how do we come out with that I mean I can ask Jolly to I mean we got three basically three people for what the staff has the the staff has the suggestion we'll find well no but the way we've been doing the suggestions to the staff is that we're finding four votes here for people who agree uh Loosey Goosey kind of approach we're not voting but we're kind of finding four people who agree and then going from that the staff picks up on that and then writes it into the policy that's what's taken place in the past which is the way you want to do it I think it's a hokey way to do it but I'm fine with it but then we need to say okay are there are there four people are there one other person between director bow director Atkins and and director nolles that agree that we should be able to return to your own school Under regular circumstances not extraordinary which you can push off any place okay yeah that's fine do you have something else you agree with that I think there are other people here who agree with that is that right yeah what I could what I could do is sounds good then be in the next one okay that's great okay as long as we can keep this on track so I should I'm I should be clear I don't I don't think the change needs to be made I don't either but and currently kids like a student can petition go back circumstances right there which is fine well the reason I brought it up though is they can petition to go back and then they can be denied shouldn't and the the concern is that to me your neighborhood school should always be your your backup school um and in fact I I don't know why we wouldn't want it to be aru I'm just telling you that they can get rather than leave or be homeo that's up well you expected to go to one school and I guess I would see this as part of our strengthening and improving and the petition process and having that feedback loop feedback loop and review of what reasons came up for petitions and what the outcomes were I I think it has the um the possibility to really destabilize neighborhood schools if for example we're considering neighborhood schools as a backup so let's say this year I I partition into a focus option for a reason um or I Lotter in for a reason and I get that and then I turn out I just I don't like the teacher or something's really not fitting so then I go back to my neighborhood school now my classroom just grw and say there are two or three other kids that did the same thing and then next year they realize well maybe this is a better fit so they Lottery into another Focus option school um and so just what it winds up doing is the neighborhood winds up being really inconsistent um so it's not that I'm opposed to to kids going to their neighborhood school it's just I think that it could set up an an unexpected consequence or um result I don't think we're typically talking about very many cases and the question is would we rather lose the student um to homeschool or Al together um or would we rather have them stay within Portland Public Schools and the fact of the matter is neighborhood schools are always having some movement in and out um so this isn't any different the question would be why should somebody you know move from California to um Bridal Mile and be able to get a spot at the neighborhood school when a kid who's already in Portland Public Schools can't come back if it's not the right situation so I mean to me it's not a big change it's just acknowledging that your neighborhood school is always your neighborhood school um that's all I'm trying to do with that and see only I brought it up I think in the 12 years I've been on the board I've heard of it happening like two times and they weren't allowed to go back and I think in both cases they ended up leaving that school anyway which to me is pretty destabilizing so I I I don't know why we wouldn't consider something like this I mean our whole idea is to get kids back at some level to appreciate the neighborhood school and if a kid wants to go back we ought to encourage that so my understanding is that you director Blau want to keep the word extraordinary and you director at want to keep extraordin language way and you director no I'm fine with the way okay then there be only uh basically three people sure I'm sure director Morton probably go along with you guys on that uh okay uh let me see if I had another question and thank you uh director Beal for bringing that up I had brought it up several times and I forgot to I would like to say that I'm also
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well I'm convinced that it's very necessary within the the language Focus option schools Richmond particularly Richmond and though I think if you do Richmond you also are have to do any worth uh that I'm convinced that the what the superintendent has put forth is the correct way to approach it I'm not as convinced on the other schools I would love to have a discussion around that with the board but we're not having it tonight and I don't guess we're not having it next we next time we vote or we having is that when we have that discussion I want to have a lengthy discussion with people involved and stuff I guess I could call that myself is there a reason that discussion last week or the week before when this was being discussed you just like to wait Greg as you as you go along in something like this you listen to a lot of people I've had 250 different people talk to me I've I've reached out to people and ask people to call me and let's talk who are on the other side of the fence from where I've been so as you move along to in things you like to have discussion we we limited and cut down discussion on this policy Way Beyond anything that I felt that we should we should have been having huge meetings in the public on this policy that we didn't we should have been having dialogue where we were just allowing people two minutes to talk and I know a lot of people pushed and didn't want to do that because it would bring about more thinking around it and I don't mean people in the board I mean people in the public who thought okay well let's go with this da da da but really we needed to do that we haven't done that so as as I go along and talk to people on my own over a period of time I kind of you maybe move a little bit as you get smarter on an issue I don't I don't want to think that I'm the smartest guy in the room here uh I'm the only guy that knows stuff so but I I and so I've listened to people and I'm going boy we really need to talk some more about that the focus option uh Focus option sibling preference and how that works and could we come up with a way that maybe is better than it is in this policy I'm willing to consider talking to people on that in the in the long run I was the fourth person who voted for it kind of so since I was the fourth person I mean the fourth person who voted opposite head and so I'm offering that out there is kind of a I recall you bringing that up at the last meeting Steve and people were not nobody had anything else to say so director BL yeah but I was the one that voted that I voted that that direction see no I I don't think I had anything else I was just I guess thinking that um this a similar discussion about the enrollment patterns has been prevalent in our communities for a long time about the inequities and so um I I don't see this is shutting down conversation I just think that sometimes we can talk um for the next two years about this and probably learn some new stuff um and I um so I just I'm I'm surprised that um that we didn't have these discussions for the past month when we've been hearing about it so I I hear that your process is different than you might remember though stop director Atkins okay then I'll talk so I just I I also recall that you brought up um suggestion up last week in our discussion about the um proposed policy director bule and um you know as I hope I made it clear last week my preference around the preferences um was absolutely to have a different outcome than what we but we have we didn't had a majority of the board it felt differently but when you brought up the sort of alternative of could we have the um you know Richmond or similar programs to be the reason I didn't um agree with that one reason I didn't agree with that for me I'm not comfortable with calling out specific you know having specific um schools or types of programs um differentiated that way further within the policy to me it needs to be a BL a policy so I appreciated that you brought forward sort of a a different Nuance on it but I wasn't supportive of it I didn't hear others as well so I feel like we discussed that and it didn't rise to the top of something that got um a majority support so I thought we'd already discussed that I guess direct bu thank you Greg for what you said but and I'm sure you've had enough discussion over the years on it you were here when they went through the north Northeast Coalition uh stuff that they that they did and and I'm sure you had lots of people complaining about it or whatever and I wasn't heing that and so I felt the need for more discussion board discussion and I look at it as board
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discussion in the public not in the back room discussion Bo and last week you'll remember that the discussion was cut off the board discussion when I tried to go on was cut off and this year this week we started with the we started with the uh uh declaration that there isn't any discussion this week so to say that we've had plenty of discussion I I I can't agree with you on that thank you okay let's move on um the next item on our agenda is the budget update uh superintendent Smith would you like to introduce this item um yes so um Yousef aad our Chief Financial Officer and David Wine budget director will provide this update and Report the future budget or the budget pass good evening um board of directors uh superintendent Smith and Senior Representatives um what are we going to do in the following few slides we will provide you a budget update for the current fiscal year 1415 the budget update was promised in our September budget review uh the purpose of the budget update is really to provide uh specific update for certain items in our revenues um and we will cover the following topics in the following two slides um the property taxes update based on assist valuation changes that happen and we have more updated information about that um our student counts we have gotten more updated numbers from the state um the state school fund allocation or appropriation as as things change in the budget overall the amount of money that's available in the state budget get reallocated to the school and that's that number continue to change throughout the fiscal year um our local option um and we will provide uh information about the budget amendments that we will bring forward in January uh as well as we we will do uh just a snapshot about the governor budget for 1517 we're not going to go in a lot of details on that we're just going to give you just an overview of what's the proposal um just to kind of give an overview for the public of um how funding Works in term of the uh formula funding that the school the state school funds um in in simple terms it's uh the formula funding equal the local option or the local permanent taxes plus the state school fund grant that we get from the uh the state there are three factors in particular that affect the allocations that we get uh the assist valuation as the assist valuation goes up the local option or the local permanent amount of money that we get in the formula goes up and that would reduce the amount of money we get from the state it does not necessarily change the overall funding for the district uh it could depending on how assist evaluations across the state um is changing the second item is the student counts as we grow and if we grow in a um in a fashion that's greater than the rest of the school districts in the state of uh Oregon then our appropriation will increase uh the third one is the amount of money that is available in the appropriation in the in the state level if that amount is increased or we have more resources because of others school districts uh enrollment may have gone down or their asset valuation changed we may have an opportunity to receive a little bit more money than we have received in the beginning of the year um we will go in a little bit more more details in the next few slides and David will cover those um and at the end of the presentation we'll be happy to answer any questions thank you thank you Yousef so firstly on our permanent rate property taxes in the adopted budget we had $15.5 million and in the light of the information we got from County assessa in November we revising that estimate up to 199 million and quite simply the one factor that really drove that was the assessed value increase so you can see here the the number of the number for assessed value increase for the last four years in the most recent year assessed value increase was 4.48 almost 4 and a. half% that's a remarkably High number um and significantly higher than last year U we've reported these uh higher tax receipts to or expected higher tax receipts to OD so they can revise the state school fund estimate and we will revise those numbers again in the spring once we actually have a better sense of collections the single
01h 25m 00s
largest property tax receipt we get is in November but a lot of people pay monthly and so we'll be updating our estimates once we see how collections pan out over the year as Yousef mentioned the second number that we revise is our student numbers and U there's three sets of numbers here so when we adopted the budget we had an estimate for student numbers that's the one in the middle um and we've revised that estimate of student numbers based on actual headcount in our schools and we've also so we we take the head count and then we have a retention rate to come up with an average daily membership you can see um our kindergarten number was uh freakishly accurate um on behalf of the data and policy analysis team do not hold them to that level of consistent accuracy um grades 1 through eight were a little bit lower in in reality than we'd estimated and some of that's some Charter School numbers which were a little lower and that was offset by High School numbers that were a little higher net net we're about 40 students lower than we had estimated in the adopted budget but 500 are from the prior year again we have reported these numbers to OD so that they can revise the state school fund numbers for us so update on the state school fund as Yousef uh reminded everyone the state school fund is funded by Statewide local Revenue mostly those permanent rate property taxes is plus the legislative appropriation and then it's allocated out to districts by formula which is based upon admw the average weighted daily membership so total formula revenue is the number they calculate and then that's we collect the local revenue and that's topped up with a grant from OD so in the adopted budget we had 393,000 exact dollar amount and that was 200 million of local revenue and 100 almost 194 of State School front Grant so we told them we've got more permanent rate taxes and these are our student numbers and so they revised the estimate to 393 986 766 so after all that moving around we are scheduled to get an extra $112,000 of State School fund Revenue which we're very excited about and essentially what's happened is we collect $3.5 million more lo loc Al and that is offset by $3.5 million less of State School fund Grant so we wanted to illustrate this relationship you may recall when we were talking about our beginning fund balance ending fund balance that that tradeoff of you get more money in one place and so you're going to get less money another this is a perfect illustration of how that works so unless the overall formula Revenue changes what happens when we collect more money locally on the permanent rate is it's offset by A reduced Grant from OD local option is a different matter because that's money that we collect locally and we keep and we do not put into the um State School fund calculation in our adopted budget we had $ 57.2 million and our revised esate now that we know what the county assessor has put out there is 61 million you will remember that local option taxes are subject to the measure five limit of $5 per thousand for education on the market value of a property and local option livers can increase taxes up to that limit on market value effectively we tax the gap between assess value and market value and compression is that fun concept that gets in the way between those so why was our local option Revenue this year higher than we had forecast so the first thing is again assessed value growth was higher so that increases local option revenue and the other thing that happened was market value growth in uh some of the properties in the district resulted in reduced compression so compression is how much of the notional amount of tax we would collect do we not collect because of that measure five limit and what you can see on this slide is the numbers over the last four years and these are the four years since we increased the local option rate because when we increase the rate from 75 cents to $1.99 that dramatically increased the the comess press um so in 2011 it was 29.6 it Rose to a high of 34.4% when we were effectively losing 27 almost $28 million was down last year and an even greater uh decrease in that compression reduction this year here's a couple of charts that show that more graphically um and you can see um you know there's always been um a a a level
01h 30m 00s
at which we have not collected the full amount of the local option um and more recently in this most recent Year we're you know we getting it's getting better one of the things it's important to recognize for us like any District that has a local option it's a great thing to be able to collect more revenue and be able to keep that Revenue locally but the whole compression Factor really does increase the volatility of our Revenue if and when we go into another recession we're going to suffer not just the impact through the state school fund but most likely we're going to see compression turn around and so our local option revenue is also subject to a downturn and that's something you know that we're going to have to bear in mind as we build budgets build reserves and things like that going forward so just to confirm um where we are with budget amendments you heard from um Shere Lewis and the CPAs over the last couple of meetings when they did the the cafa they con one of the things that was in there was it confirmed that our beginning fund balance this year was higher than we had originally budgeted by that $16.8 million in meetings earlier this year you have uh confirmed the plans to um provide additional School Staffing and high school support which used $3.5 million of that amount um blessed investment in support of the three priorities some of which was ongoing some of which was onetime strategic onetime investments in support of improved outcomes for students and effective operations and increasing our uncommitted contingency to 4 and a half% of expenditures the increase in the facilities capital budget which was almost $1 1.8 million of the onetime money was actually approved in a budget amendment um in November we will be bringing a budget amendment to you in January which will reflect the higher revenue from local option and permanent levies that I just talked about the revised State School fun figures other fall balancing adjustments since the budget was adopted and the remainder of those impacts of the beginning fund balance revision so that will be at January and then finally um the governor um proposed a budget for the state for the 157 bium and including in that are some Provisions for K12 education he proposed $6.9 billion in spending for K12 education that number includes $220 million to fund f day kindergarten to fund the second half of fun F day kindergarten that is not currently funded by the state his proposal includes four funding formula changes that will impact the way that the state school fund is allocated to districts and also includes several possible additional carve outs which are pots of money that are taken off the top of the state school fund before the formula allocation because of those funding formula changes and Poss additional car bouts it's not it's hard at this point to say exactly what the governor's budget proposal would translate into for an individual School District we've worked with other districts across the state to estimate what current service level is and I think you know that but for folks at home current service level is our estimate of what would it cost us to do what we're currently doing in the next bium and the consensus for that including the addition of full day kindgarten is $7.5 billion doar and it's another number to bear in mind that's come up in conversations is the 10-year Glide path to the qem so the quality education model has a funding level um and if you took if you asked what would that you know if you to get from where we are today to the qm over 10 years what would the first 20% increment of that be that would be 7.875 billion so there's some background on the governor's proposal and with that that's what we have Dr bule did you have a question two oh the first one is did you say we had more money than we thought we had I mean do we have some money we can spend on reading teachers the second half of the year or and still fulfill our commitments into the the contingency so I did say that we expect to collect more Revenue this year than we had originally forecast yes but I mean that's different than the money that we already the 16.8 million that's do we have money beyond that 16.8 million do you think I mean are you estimating that the answer is no no no okay fine I kind of misunderstood what you said that's that's he he was just recaping the 16 minute that was talked about in September fine that's what I wanted just wanted to double check here
01h 35m 00s
on another question let's go back to Governor's budget if we can uh the 220 million funding for full day kindergarten is that what how much will that pay of what we will be that will cost us to fund full day kindergarten Beyond where we are we figured that out yet do we know that we have a rough estimate of that what what is that so we um it's it's actually relatively easy for us to estimate how much the second half of kindergarten cost because we're actually spending that right now through parent tuition and title one in this year's budget we're spending about $10.5 million for that second day of kindergarten and we think that next year when you roll up additional costs and things like that it's going to cost us approximately $1 million for that second half day of kindergarten if you take $220 million 7 over the bienia and you take 49% the first year and you take 8.2% of that because we're about that percentage of the state it's about $8.6 million so um it doesn't get us all of the way to where we would be part of that is a function of the fact that we have um we have class siiz policy in place for Staffing in kindergarten and so we probably have higher levels of Staffing for kindergarten than some folks do um but you know the answer to your question is our share of $220 million doesn't quite get us to our cost of the second half of kindergarten and do we also have to figure in the fact that that money would be taken out of what we would normally get anyway is that how you look at the is that how we're looking at the budget in other words we're got it's not only that we don't that the 220 million won't fund it but it's actually taken out of our own money right well the 7.5 billion doll number we have up there for current service level includes the cost of f day kindergart so if what we're saying is uh what we and districts across the state are saying is if the legislature were to fund K12 education at $7.5 billion do that for most school districts on average that would be enough money to do what we're doing this year next year can I and to provide full vacon govern I think director bu are you asking if the 220 million is included in the 6.9 billion it is it is right so yes so so they will so we really we're pay paying for our own by getting less money from the state so we're actually paying for our own kindergarten they're not really paying for it because they haven't added any additional funds around is that correct yes that's correct okay so okay can you at this point it's it's important to acknowledge the governor's budget proposal is is is just that yeah exactly I like to get it straight it's it's early in the process but I appreciate you're bringing that up because he's saying that he is funding F day kindergarten and I think your clarification is a really we're funding it and the the third the the next part but it's out of the money we there yes there couple other questions one there's four formula changes three excuse me three formula changes that he's talked about in his budget can you explain what those formula changes are and how they affect Portland Public Schools you know I'm I I think this the place to do that well but staff isn't really come prepared for that tonight Steve he doesn't haven't looked at that um we did look at it it's at this point it's really it's not really clear what the output or what the outcome on our district is going to be because as the the governor presented the budget is not really clear how it's going to be carved out or calculated we know one simple change in terms proposed for elll the weight it will be a negative impact on us but we have not really done the full analysis to really present this to the board and I would rather not go through it today we can bring it as we have more details okay with the superintendent I'd love to have you come back and make that analysis of those particular things and also love to have you come back and talk about uh where that other money is going to affect us because the governor's budget is $870 million I mean yes $870 million above it's over almost $800 million above where the governor had pulled out the money last time I was at the Oregon educational investment board meeting and heard him give his discussion and heard the and uh heard the almost nobody questioned what the situation was I'd like to know what our specific effect the governor's proposal would be our specific effect on us and then if it's a bad effect we should be sending our our uh lobbyist down there
01h 40m 00s
and to kick some heads about having an effect on us except the problem except we also have this other section about the cbos the community-based organizations which we send kids to which will be getting more money so that's another Factor are we how are we going to be uh affected by the CBO money that spent that direction too I mean how does this Governor's budget all affect us that's what I'd like to these are all really important questions we all want the answers to them this forum with staff that's not prepared for this kind of thing is not the place to do it we are going to have many many budget discussions and anything that you want to hear about you should be sure to talk to the superintendent about so that she can make sure that staff brings that information forward so that they're prepared to answer questions in a in a really anything or just around surrounding the BU as far as and as far as the legislative work goes um we already have approved a legislative platform that um specifically uh speaks to the budget and our uh dissatisfaction with the governor's current budget so we don't have the facts to speak to it until these gentlemen and the superintendent bring those facts forward and and and it doesn't get out in the public unless we do that and I know you're willing to do that we are going to do that it's just will do that's I'm I'm not un reasonable person I'm just saying that these are questions that we need to be prepared to answer hopefully maybe we would have beened whatever no this is not the purpose of this tonight so are we going to then on the next the next can we have this report on the next agenda no it's not on the next agenda about the agenda after agenda you know I don't have them in front of me Steve but I will let you know how about if I make a motion to put it on the agenda after the next it might it might be helpful to clarify two what else we expect to happen in terms of budget proposals because the next step after the governor's budget proposal is that we expect the co-chairs of ways and means to come up with a budget proposal I believe in mid January um which will be the next iteration and it may well be you know we're hopeful that that will be um a number that's closer to the $7.5 billion and that that may well be you know an opport in time to sort of do some more figuring out about exactly how things look I will say that we are planning to um have a more detailed budget forecast for this district for next year um in January and so at that point I think not only will we have a better sense of our own numbers because the 7.5 there is a consensus Statewide number and we'll have a better sense of the landscape in um Salem because of the co-chairs proposal okay director bule thank you very much I just think it's really important that we you guys are very good I mean you guys last week last week we had this you guys did an audit and didn't have any problems at all and we're the biggest school district in the state of Oregon and I think we have a responsibility not only to our own taxpayers but also to the state of Oregon as the largest school district in the state and certainly a lead in the state our one of our board members is the chairperson of the Oregon State uh School Board Association well she will be and the uh and so we have a responsibility to say here's how we're affected by the governor's budget here's how we're affected by legislative stuff and we need to stay on top of it and we need to keep this board informed so we know exactly what's going on and we can then Lobby according to our lobby which was to say we want more money and we can say you're not giving us enough money here in this budget only if we have the responsibility and you've said you'll do that I appr we have already said numerous times that that's exactly what we're going to do Steve so thank you very much for the timing is important too director Atkins I was just simply going to say that I think everyone completely agrees with the director Buel I mean I think the assumption that of course we're going to be very aggressively very visibly consistently both in our own internal work and in Salem going to be bringing forth all these issues um of course so thank you again Dr Regan and I would agree with that too the other thing is that um I think we know at least from tradition and I don't understand why the governor does this but we know that the governor's budget is always kind of the floor or at least that's how it appears um and so I find that it's it probably not worth getting too completely worked up about the governor's budget I think once the co-chair budget comes out you know then then it's all hands on deck
01h 45m 00s
but um even having said that um you know I did go down Steve last week and testify with Beaverton and with Salem to the Senate education committee and we talked um very specifically about uh the impact of the governor's budget and what that would mean uh for us we talked about the need for um special ed funding increases especially around our high cost uh special ed students we talked about um the need for additional uh elll funding English merging bilingual funding um and especially with the fact that we have uh so many Refugee students and so many different languages when you look at the large districts thank you um we talked about the need for uh facilities matching funds from the state um Career Technical education and the expansion of that so there was a whole variety of things that we specifically talked about needing but we also made it very clear that we were talking about those in addition to what's the state school fund number um so if you if you do any of those as carve outs all you're doing just is shuffling within a set budget what we're looking for is we need the current service level and then we need additional investments in some very specific areas where we can really accelerate what we're doing uh for these students so you know I think that that testimony was really well received I appreciate the fact that I to my knowledge it was one of the first times that osba has brought the big three districts together and um chair house and others uh seemed very pleased they said they hear a lot from smaller and Rural districts and so it was really good to hear from um the bigger districts um in a unified way um and I'm also hoping during the year that we'll have the opportunity to have big districts and small districts testify together because in fact many of our issues are are very similar it's just a matter of scope um so I share Steve all of your uh concerns um I also I know you new yeah and I and I think that we have time again uh to get too caught up in the governor's budget right now um to me I mean we could make a point that it's absurdly low um but it's not you know to me it's not really where um we really need to focus our attention on the legislature and what they're going to be doing and so anyway thank you for bringing out there okay the board uh will now move on to our business agenda thank you very much gentlemen for your testimony and your presentation um the board will now consider the remainder of its business agenda having already voted on resolution 5004 Miss Houston are there any changes to the business agenda there is not no do I have a motion and a second for the business agenda some second director bile moves and director Atkins second is the adoption of the business agenda Miss Houston is there any public comment no is there board discussion director blah I just want to point out that there is funding in here for um maltoma County school-based health clinics or some health services and um I just want to note that I'm work for maltoma County there's not a conflict of interest there's not a potential conflict of interest just wanted to highlight it that you have a job with Mona County get going great Dr bu I'd like to you want me to make a motion to segregate something out well depends what do you want to say about I want to segregate out the the part about the Chromebooks we can have discussion first if you'd rather I I want to make them I'd like to segregate that out and then I'd like to make a motion around that okay excuse me okay it's not so where which one are you add right here right here at the bottom page page eight the micro K12 contractor the 1.2 million for .2 million for the Chromebooks okay um we'll go ahead and set that one aside uh if we have you're moving it do we have a second for director bu's motion second okay okay um see how we do this again so we'll pull it out and it'll be 5006 is that right okay so the board will now vote on a business agenda with the exception of 5006 all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any extensions the business agenda is approved by a vote of 5 to Zer with Stud representative Jawal voting yes
01h 50m 00s
okay okay uh director be do you want to go ahead and speak to your I'd like to I'd like to make a motion I'd like to move that we that we table the purchase of these Chromebooks until we've had a report from the superintendent surrounding how we decide who gets what books how we how much these how involved these books are with the testing and what that cost is that a direct cost and the uh the Wi-Fi uh uh concerns that people have raised for about a half a year in this school district okay so we already have a resolution pulling this out so what you are doing is basically testifying about why you think we should vote I thought you just pulled it I just no I thought you just pulled it out yeah we do it's out okay so I'm saying so you want people to vote no on pass agenda item is that cor I could do I could do that okay that's fine you want me to redo it no okay we've got it okay I want to vote no with the idea that we would I would vote Yes after we had a report on this is there a discussion I we need get the table we I think we already we we pulled it out and it had a second so I think it's on the table okay good okay discussion other discussion you have more well I could discuss more this a lot of money over a million dollars and we I just want to make I I just think it's part of our responsibility to make sure that we're we clear on how this is taking place and why we want Chromebooks and and why we want to spend a million dollars on those and how this affects the testing I think it's something that that should be uh we should have a public report on because I think there's a lot of uh uh conflict surrounding this issue so Josh Klein our Chief Information officer is available if anyone wanted to ask questions about this particular item so just so let Josh want to come up and can do that can ask questions now I just didn't they're have answers I may not we'll see Dr bu Josh Klein Chief Information officer um so director bule um thank you for the question I do have a which one are you got I've got I think answers to all of them so okay um so first of all the the $1.2 million is an oper operation we're oper operationalizing a purchase um of a budget that was approved in the adopted budget so there was a budget item for over a million dollars for school-based technology so this is executing on a budget item that was already in the adopted budget but it wasn't specifically for Chromebooks it was for school-based technology right school-based technology that's how I guess my concerns are around the Chromebooks themselves um another answer to your question about how we're going to distribute the technology the um there's currently a districtwide um wall to--all it asset inventory which was also approved by the board recently um that inventory is currently underway and uh we're I think close to half done with it now and the results of that inventory are going to be used to determine how the Chromebooks are distributed um they'll be distributed to schools in an effort to bring all schools to an 8 to1 student to device ratio so schools with less technology will receive more chome books um 8 one is that all three levels of the well really there's four levels of our schools that that's across all schools Alles K K12 81 across all site okay correct right um and then with respect to um the use of the equipment so this is really a digital Equity initiative so it's bringing digital Equity to all of our sites as as best we can at this point so we're providing internet access and uh technology access to the students as equitably as we can and this the devices can be used both for personalized learning differentiated instruction as well as assessment so the assessment is a piece of it but it is only a smaller piece and and the and the play that the testing plays in this uh in this uh purchase I mean as I said the devices can be used for testing are we doing it because of the testing or are we doing it uh because uh because we want technology in all the classrooms I mean cuz one of the things we do of course is we shut down our technology for up to three or four months in some cases I
01h 55m 00s
think I talked to a principal that were shut down for three months the Technology based upon the testing so is this going to does this allow us to keep the other testing I mean the other technology open maybe I mean how does this I mean you're kind of shaking your head but have we talked about this oh and we we've talked about it quite a bit you know it's going to vary by sight on the the strategy they use for testing but um the additional technology will help reduce the number of testing days needed at many of the sites and potentially you know let fixed Labs stay open more and and then the last question is on Wi-Fi Wi-Fi good so um I'm sorry let me just interrupt and make a little statement here I read an article recently that talked about that wife II is accumulative so if you have 30 kids using Wi-Fi at the same time that that increases the negative effects of the W Wi-Fi have we worked on that or looked at that what what what are we doing around that so with with wireless internet there's considerations for both coverage and density so you need to have coverage across the entire school but also you need to be concerned about the density or concentration of devices in a certain part of the school um we've done quite a bit of work around this in fact we recently in the fall completed a districtwide wireless survey of all of our sites so we have really good data now about where there are density and coverage issues at all of our sites and we're going to be preparing uh preparing some information to bring to you in January um around what a budget request would look like you know to fix some of those issues with um specifically around this purchase um this purchase includes Wireless access points on every cart so we're talking about 80 carts of Chromebooks here um the cart has a wireless access point on it and when that device is roll when that cart is rolled into a classroom or to a space it needs to be plugged in that access point needs to be plugged in um to the wall and then that supplements the wireless network in the school so I'm not sure if you if I made myself real clear uh what I was concerned about is have we done any work around what have we taking a position on the uh negative effects that are people keep talking about all over the world I mean you know France has pretty much cut down their Wi-Fi technology and their schools uh have we done what are we doing surrounding that topic anything in the district that you're aware of in other words coverage is fine but maybe you don't want coverage because you have this problem I don't know I'm not an expert in Wi-Fi I don't understand it I'm hoping we have somebody within the district who does I don't know what what have we done around that issue anything that that you could send me or anything um we we're not doing anything around around that this time great thank you very much appreciate I appreciate the answers Mr Klein is our technology unsafe for our students um no it is not thank you okay no I got an answer so you're telling me that you're guaranteeing that Wi-Fi is safe I'm telling you that in my opinion our technology in your opinion Wi-Fi is perfectly safe yes okay I just want to make sure we're on okay okay okay shall we um thank you now um any other discussion about uh 5006 on micro K12 Dr Atkins I'll just say I'm really excited to make this investment in technology for our kids and provide Equity across the district too our technology yep okay the will now vote on uh resolution 5006 all in favor please indicate by saying yes yes all opposed please indicate by saying no any extensions I'm abstaining based on the fact that we haven't looked at those I don't think the business agenda is approved by a vote of four to one excuse me five let's see four to zero with one abstention and student representative jazell voting yes thank you okay the next meeting of the board will be on tues Tuesday January 6th and from all of us at the board we wish you happy

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)

2014-12-16 PPS School Board Regular Meeting

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: Board of Education - Regular Meeting - December 16, 2014

Sources