2016-02-23 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2016-02-23
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Board of Education - Regular Meeting - February 23, 2016

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oh more than once go good evening the formal meeting of the board of education for February 23rd 2016 is called to order Direct bule 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 PPS Board website for replay times this meeting is also being streamed live on our PPS TV services website director kler chair kler is absent tonight I'd like to especially extend our welcome to all the students in the audience it's always great to see students and we have a lot of student testimony this evening also just a reminder for those of you who have signs please make sure not to raise them above your head to obstruct the view of the people behind you um we have our superintendent report first off superintendent Smith would you like to present your report I would um and I'll start um for many years we've been fortunate to have the generous support of the Portland 5 centers for the Performing Arts do things with Portland Public Schools this month um the Portland 5 is bringing three amazing performances to our students and introducing them to the uh to music last week the Turtle Island quartet performed for students at sit Elementary this is a Grammy award-winning string quartet that blends classical aesthetic with jazz Bluegrass and East Indian musical themes tomorrow Black Violin will perform for 2700 students from our Title One schools at the Schnitzer Concert Hall um Kevin Sylvester and Wilner Baptist are doing their own brand of rethinking classical music through a hip-hop lens and this will be really exciting tomorrow in March we'll have mariachi sold to Mexico um performing their special brand of mariachi music with a classical musical spin so we just want to thank our partners um at the Portland 5 and say it's really wonderful to end up having this kind of opportunity for students to experience um music and artists who are visiting here in Portland so thank you for that partnership um 30 Portland Public Schools participated in student L activities to end social social isolation in Middle School on National no one eats alone day this event came the week after many of our k5s and Kats took part in national noname calling week and I'm just going to say Portland Public Schools is a leader in this effort nationally um and our schools have responded with student-led efforts on anti-bullying and antisocial isolation campaigns um uh and it makes me proud to see what work our students are doing and I do feel like they are also setting the tone for adults in this community as well so students thank you for your leadership in this area I'm going to say we want to call out thank you there's similar kinds of efforts in terms of trying to manage civility in the blogosphere so this is also we there's a whole thing with students about be kind online we're looking again when I say students are modeling we students are modeling how do you take leadership in a respectful civil discourse when you're online so again I'm calling out a great appreciation for students leading this effort and interestingly will lit week is also taking up the charge too which I find interesting but encouraging so I think that's pretty cool um PPS is joining agencies who are coming out about potent potentially dangerous levels of toxins in the air due to glass manufacturing you're all watching this in the news uh several Portland neighborhoods some near Portland Public School buildings have been reporting toxins in the air PPS has been really entering as a partner to help facilitate uh Community involvement to help um communities come together and get educated on what's Happening um and then we are and to be involved as a partner in helping to find Solutions uh so we joined with molma County Health Department the Oregon Department of Environmental quality Oregon health authority to host Community meetings at Cleveland High School um and the Tubman building in northeast Portland we have also been doing air quality testing inside of our schools um the testing results have come back from six of the 10 sites so far all have shown non-detectable levels for both arsonic and cadmium in the indoor air samples um results from the remaining four schools come back this week we will continue to be a partner in trying to provide the
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space and coordinate the Forum uh for engaging in conversation as the state and the um regulating agencies look for Solutions so um thank you all for participating in that and being we've had great turnouts at these and um just we really want to support the activism of people looking for answers so thank you for being part of that with us um Metropolitan Learning Center took on the health of our planet last Saturday mlc students and teachers organized and pulled off a half-day Workshop about climate issues um held at the offices of the wind energy company vestus the workshop was called climate conon 2016 and included presentations by students um director Rosen shared remarks as one of the keynote speakers and Sunnyside environmental students short to show showed a short animated film they produced about liquefied natural gas uh we're proud of mlc students and teachers for their initiative on taking on this crucial International topic I'm going to show you a short video from climate con and then Mike if you want to add any comments give you an opportunity but see the video I never really was completely aware that climate change was a really big issue but it actually it turns out that our whole world could change and that's really scary I mean it's an opportunity for students to talk about and learn about um climate change and how they can take action I think it's really great that we're doing this I'm really proud of us we decided that we were going to hold a climate conference um about climate change all around the world the air in some cities in China is so polluted that breathing it is a serious safety hazard when they were studying um the pollution in China One thing they realized is what the connection is between the way they live and aggravating that problem everyone can make a difference and it's really important to take that first step but it's all about the students and I think the more you get them together you give them the responsibility to talk about the issues and what they're going to do about it that's what we need to do that's 21st century education because it's the world we're going to live in eventually and but we are living in it but it's yeah it's the world we're growing up in and if it if it's like rapidly changing to something worse then it it's not going to be very [Applause] fun you want to say a few words um just the uh thank you to um the mlc parents um and the students and the teach teachers I mean they got this together pretty quickly they were great these were all sixth graders and the presentations were really incredible well presented they even had a crew their own crew that was doing video but I also want to thank um John Isaac's our video crew and Christine Miles because you guys got together like in two days and went out and it was great because you captured some really cool things so they're excited about doing it again next year and bringing in more school so it was really very inspirational thanks awesome thank you so also across the district right now schools are holding open houses and information sessions um for students who are transitioning to kindergarten sixth or 9th grade we do this every year to give people an opportunity to get to see our buildings and um see where they may be transitioning to continue their career in PPS um so we have an example of a video that was made for Woodland's open house that we thought we'd share with you just to give you a sample hi Isaiah hi Isaac come on in hey [Music] Bry yep step over our puddle hi Zia how are you hey tomorrow's a late principal Andrea Porter Lopez welcomes students to woodlon where students begin each day with a nourishing breakfast it's all part of a supportive environment that starts in Pre kindergarten I think this thing is really Co education launches early at woodlon with an on-site pre kindergarten program learning about classroom expectations and the daily routine helps prepare students for the future yeah it definitely gives these kids uh start to their education kids who might normally not be able to go to preschool before they start kindergarten um it gets them set up for um being able to be in a classroom
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setting um and be successful in kindergarten next year wood law is evolving with its students and the times the school boasts an Integrated Science and Tech program called steam it's a blend of science technology engineering art and math what we're really pushing for is taking what we may think as unattainable like math might be too hard or science too hard but we are going to make it so that they can learn about how to design how to be Innovative how to be creative how to be solve problems in our world and also work together which is sort of part of the whole steam project this day students are taking part in a Google Expedition it's a virtual field trip that takes students all over the world woodlon is a steam school with a focus on the planets and then I went into outer space under hot air balloon we went up up up up up up and then it popped and I fell down but my favorite part about it was when um we were like going to like see the the space and then we I saw earth right let's step left at woodlon students learned to use both their left brain and right brain in and out of the classroom the steam curriculum helps make them lifelong Learners remember tomorrow is our spelling test what should you do practice practice your spelling test a tight-knit community is also a Hallmark at woodlon where a dedicated PTA a family community engagement specialist and business partners help support students and families um we really embrace the entire family not just the student it isn't where you just send your child off for eight hours during the day we actually become involved with entire family and the neighborhood is involved with all the businesses that are here um as well as just in the day-to-day interaction that happens it's it's miss them I've discovered that there are amazing roots in the neighborhood and we have students here whose parents came to woodlon their aunties and uncles came to woodlon and their grandparents came to woodon and sometimes it's even deeper than that and it's these strong Community ties at woodlon that keep families coming back generation after generation you'll have to check them out when you go by the library [Music] [Applause] okay I just want to keep showing you some images of other things going on around the district the next um group of slides are from our International youth leadership conference this was the fourth year of this conference it took place at Portland State University this year hundreds of our emerg emerging bilingual students gather um it's an opportunity to network with fellow students Educators and local language minority leaders um we have local work I mean workshops on leadership um and College and Career Readiness it's been a really exciting conference each year so um congratulations and thank you there there are um young people who are part of actually putting this together um who um do a phenomenal job of putting together an outstanding conference so just congratulations and thank you so Roosevelt students marked Trayvon Martin's birthday with a schoolwide day of action to address ra racial profiling the students called on everyone in the school including teachers to participate in hoodies up day on February 5th by wearing hoodie sweatshirts to call attention to racial profiling leading the day the students came up with six projects demonstrating support of the black lives matter movement including writing to their teachers and asking them to participate and organizing a panel of community activists to discuss their experiences with racism and what they're doing to combat it uh and students are hoping to make this an annual day that um that marks Trayvon Martin's birthday so Oregon Health Sciences University and Benson um High School unveiled a new student wellness center on February 11th um with the honorable Barbara Roberts uh helping with the celebration Benson Wellness Center is located on the high school campus it'll provide students with high quality Health Care um and help them develop relationships with healthcare providers
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that support import success in school and life St this is staffed by faculty and residents from the OSU department of family medicine as well as Specialists from Moma ESD and maltoma County Health Department uh and the Western psychological and Counseling Services Center this um this is really exciting this has been a long time in the making with a lot of volunteers and private fundraising uh as well as the Benson staff to make it come together um so really exciting to finally have the moment of its launch so congratulations to everyone who made this [Applause] happen we had Lunar New Year um celebrations at a number of our schools with stunning dance and cultural performances um the photos you see here are at Harrison Park celebration uh with this one was launched several years ago by Community agent qu win with support from Principal John Walden um to recognize and honor the Asian Heritage families who are attending Harrison Park um so and I know we had these at a number of schools throughout the district and people who have gone have said they're just magnificent and really wonderful celebrations so uh thank you to everyone who helped make that [Applause] happen so I'm happy to report that Master planning for the modernization of Benson Lincoln and Madison high schools is underway thanks to our school building Improvement bond which was approved in 2012 and here you're seeing um the examples of the design workshops Lincoln held its first design workshop and Benson's um first design Workshop is a week away Madison has just launched its first Master planning committee and will it will be meeting starting February 16th um it's been really gratifying to see the number of community members who are engaged and involved in this process and even though Master planning is just begun the actual construction of Benson Lincoln and Madison is contingent on pass passage of a future Bond uh it's been great to see how the bond work is serving our community Crews have demolished the fabbian building if you have not driven by there it's really um impactful to see the vacant lot uh where once fabyan stood but this is in preparation for the new construction um of Fabian K8 with along with Concordia University uh I know you've been hearing this is an incredible partnership between um PPS and Concordia that will eventually h house the school as well as the um Concordia College of Education and um healthc care a health center uh there's like a whole set of services that will be part of this building and we're really excited about it but it is underway the other thing what you see here is Portland firefighters who were able to use the building um to practice cutting open a roof um prior to its demolition so we're also trying to use our buildings in All Phases um as also learning opportunities next set of slides you will see are from our community transition program who teamed up with our transportation and maintenance departments to learn Basic Auto Repair skills and how to change spark plugs air filters and tires as well as how to jump start a car um this a secretary in the program came up with the idea after a student in the program asked to work on her car uh she reached out to the transportation department who supplied a vehicle and instructors to work with the students um and went ahead and provided space for the lesson so this is the kind of collaboration and creativity that leads to great opportunities for kids so thank you for all involved in that one for making it happen and then finally um here's another great product of our Capital Bond because of the modernization construction at Roosevelt the high school has not had use of its Auditorium so theater director Joe Lane um from Roosevelt and Lincoln Theater director Jim pin booom joined forces to put on a joint musical of Greece so we'll end the report tonight with a a brief clip of um of this which will start in March it runs March 3rd through the 5th and then March 10th through the [Music] 12th all [Music] hi I'm Jim peroom and I the theater director [Music] at my name is Joe strum Lane and I work at Roosevelt High [Music] School and I'm the director of Greece the co-production between Lincoln and Roosevelt to my knowledge we've never had a Westside School and an Eastside School partnered on any kind of production but the process really started with you know not having a
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theater that Roosevelt's of course going under this undergoing this transformation and construction my name is Clemens Park I a senior at Lincoln High School all right my name is Charlie Hamlin I'm from Roosevelt and I am playing the part of in essence we when we tried to cast we tried to cast um as Diversified as we could in as many ways as we could and so you'll see Roosevelt and Lincoln students uh in in both casts hey hey hey hey but with Roosevelt it's really cool because we get to just kind of have this whole new community introduced to us and we see that they're kind of already a community themselves but together we get to kind of make a new community it's been actually a lot of fun to being being able to meet like a bunch of new people who you usually wouldn't be around and getting to make lots of new friends I mean I came into this knowing you know the stereotypes between both Roosevelt and Lincoln uh the differences that we have and I think we were all able to get past those and realize that we're all just teenagers who go to high school who do [Music] theater well this is my first play in high school so I'm going to take away the experience of theater in general as well as like the hard work ethic that it takes to do rehearsals every day and all the friendships that I've [Music] made everyone knows what grease is and so I'm glad that we get to do our own rendition and it's just I guess a fun atmosphere and that we get to really just invest ourselves in these characters and show people that like the songs and the dances that we do it just makes everyone to get up and do it with [Music] us we've been working on getting guest artists for every night of the show we are really excited we'll have a cast member from Grim one night it's Lincoln and Roosevelt's production of Greece got [Music] it I'm in Greece it's pretty cool you should come watch it on March [Music] 3rd all right thank you superintendent Smith we will we'll move on to our student testimony Miss Houston are there any students signed up this evening yes we have eight and our first two speakers are Zola Redmond racklin and Mia orag come on up hi please state your name before you speak and then keep an eye on the um lights in front of you it will uh you have 3 minutes for your testimony it will go to Yellow when you have 1 minute left and then we'll cut you off um I'm Zola Redmond racklin uh I've been at creative science school since kindergarten and I'm currently an eighth grader um at CSS we started out as a really small community and I feel like with a really small community we had a great sense of comfort with one another and a great sense of like trust between students and teachers and I feel like um it's really important because we've been passing that on even as we've grown and um we all still kind of have that feeling of comfort and we all feel like we can trust each other and we all have that feeling of um family and Community which is really important when we're working in groups or working with each other presenting stuff because you don't feel like you're going to be judged or you're going to be like hated upon because of something that you um have said wrong or something that you might not agree upon with someone else um and we've been able to pass this on through different classes so um teaching it as we are mixing with other classes or as we mix directly with younger children um which I find really fantastic because we get to kind of work with younger children in within our school because we're k through eight and we get to pass this on directly and we get to teach them that having this sense of community with um other students and this sense of caring is really important for when you are working with other people and when you trust other people yeah thank you for coming to share that um I'm Mia orag I am a eighth grade student at CSS as well um and another benefit of the K through 8 school is um that like she was saying close Community um we get to one work with younger grades and we also develop
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um strong connections and um problem build problem solving skills um with different grades and people of um different ages and ethnicity and um we have been working a lot on problem solving and working in groups one of the things that we've been doing in mid level is on late starts we uh get random groups and we have to build something or make a presentation and work together with either random people or people we've chosen ourselves and um it helps to become closer to the people that you go to school with so it's more of a comfortable learning experience um uh another thing that we've been doing is community service and that's uh problem solving and working in groups um that leads into community service is in a leadership class and Leadership is one of our Ives um and the great thing about uh specifically our midlevel at creative science is um we don't have very many choices but we get to choose our own electives so there is something that everyone would like to do um it's a more open place for people to express themselves right great thank you thank you very much next we have Ashley moo Julian and Matthew Philippi I think there's a problem I I think we have two different kids from two different schools here that's fine Ashley and Matthew you can go first um hi my name is Ashley I'm from Cesar Chavis school and I'm an eighth grader there um what I like about the inquiry by design project is how it's difficult and it's challenging it can be interpreted in many ways depending on how you analyze it and the more you read it your perspective changes and so does your interpretation because as you annotate while you're reading it you get to look back and see what you thought of it then and then the more you read it you could see what you think of it now and your perspective changes throughout the more you read it and it keeps you engaged due to the fact of how important it is to understand it because it's written in a different way not all books are written that way in the same manner and then it's different because it opens your eyes to different forms of w writing and understandings because well I guess you have to look at it through different ways because of the writing with the books that like history alive textbooks it gives you the information then and there but with the inquiry by design project you have to really think about what it's trying to tell you and after reading it we talk about each other we talk about it with each other to understand what people our age know about it and we have student L discussions to show like our different perspectives of it and then it makes you want to write like that someday in the same writing thank you thank you thank you hi I'm Matthew Felipe uh dear superintendent Smith and school board thank you for letting me talk tonight I'm an eighth grader at West silven Middle School and live in the bratu south of padon area I'm speaking for the handful of West silven eighth graders here in front of you tonight who must attend a different High School than all of the rest of our classmates if next fall if scenario 2B is approved I plann to go to Lincoln High School where my brother and sister went to school and I played Lincoln Sports year round since I was eight no one should have to go through what is happening to us we've been singled out embarrassed even pulled off classes last week to be told we should plan for two High School two high schools because a decision won't be made until April 8th grade is supposed to be a great year the stress this is causing for us is making it terrible although I would not like it I think I could understand the reasons for sending us away if we're solving a big problem but it seems clear from our small numbers moving us won't make a difference for the overriding at Lincoln so why would you do this to us look Us in the eye and
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promise US you solving a overcrowding problem next year by by moving such a small number of kids just a few months before we start high school you're the adults who are supposed to be looking out for us you're the ones who need to make sure any plan put in place makes things better for kids and schools not worse how does excluding a small group from most of the classmates programs and coaches we have known for years right before we begin High School make things better for us or anyone else tonight you can stop this please allow us to remain with with the rest of our friends at West Sven as we transition to Lincoln next fall thank you thank you thank you so Matthew I just wanted to let you know that um the superintendent is considering the proposal right now and then um she will make a recommend Commendation to the board sometime in the next several weeks and her recommendation might be a little bit different than the proposal that she got from our committee that's been working on this then she will give it to us and we will consider it and we will think about all the testimony that we've heard from kids and adults all over the district and and then we'll make a decision okay that's the process thank you okay thank you for coming next we have Tavy kitridge and Eric Jacobson good evening my name is Eric Jacobson and I a fifth grader at answorth elementary my twin brother my brother and my brother in second grade and I are all in the Spanish Immersion program I want to start by saying how lucky we know we are we have been able to learn a second language at our neighborhood school and still receive the same programming options learning a second language has helped challenge me in the classroom and helped me understand people from different cultures better my parents told me that choosing to enter my brothers and I into the lottery for Spanish Immersion was a difficult choice because because as much as they wanted us to learn second language they didn't want us to lose a normal Elementary School experience the over 30-year history of the anworth Spanish Immersion program gave my parents the reassurance they needed that my core education would not need to be compromised for the for immersion and the long-standing successful history at answorth allowed them to make that decision comfortably I have loved my time at answorth with both my imers classmates and many friends in the English program I'm able to walk to my friends houses to hang out or work on homework and I'm very grateful for the experience it makes me really sad to think about Spanish Immersion moving to East silin for one I don't know many parents like mine might take that choice with a new location also if the program is put in a school that doesn't have a space or population numbers for the same programming many parents will probably choose their neighborhood programs over immersion and the program will probably not Thrive I ask that you all really consider both the short and long-term issues when making your decisions will putting Spanish Immersion at East silven accomplish all your needs will you be able to offer the same programming with a smaller population if you can't why is it fair to tell kids that because they are speaking in other language they shouldn't get the same things their neighborhood school provides should e silen Property we used to open a neighborhood program to solve longer term issues finally I want to say that during this process my parents and I have learned about the inequities of programs across the city I can't understand why certain schools in the public school system get more specials in electives please do not tear down good programs to make things more equal make programs better and make sure all kids have access to good quality education thank you thank you hello my name is Tav kitridge uh like Matthew who spoke earlier I'm an eighth grade student at West silvin Middle School and I went to B mile Elementary if the current boundary plan comes into effect I would be moved from going to Lincoln High School next year to Wilson High School and I understand why people believe this is necessary Lincoln is running out of room for all of its students although according to PPS guidelines its size is about ideal for
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programming and something needs to be changed the solution that dbre has proposed is to move about 30 students myself included as less than 2% of the future Lincoln student body and under 10% of the eth grade are effect on overcrowding will be minuscule this makes less of an impact than the kids who would call in sick every day at Lincoln the only reason I can think of to propose this is to make it look like something is being shifted without angering any big group I don't like feeling like a victim I don't like the dread and stress that settle over me every time I start to think of the future I don't like how many times I have cried thinking about having to go to Wilson although I'm sure it's a good school bride mile is not an enclosed Community we've grown Roots at West Sven pulling up these roots would hurt this J doesn't just affect the kids you would move I don't like watching my friends struggle with this next to me I hear about how they didn't get any sleep last night because they are worried about what will happen next year if their friends are taken away I've seen them go through so much anxiety and depression and and I worry what will happen if their support is ripped away the first half year of sixth grade was one of the hardest of my life my old friends had found new interests and new friends and I was stuck alone there were days I barely talked to anyone eventually I got so lonely I asked a nice girl my block class if I could eat lunch with her she said yes now she and my friends are my closest friends it is taken Outdoor School Bad Teachers crying at sleepovers and suddening confession over text to get the sort of trust we have now this is not just the sort of thing I can just pick up at another school I don't want to find out if I even can this feels like a tragedy to me forecasting for Lincoln was today I used to look forward to it I can't think about it anymore do you realize I have to forecast for two high schools do you realize how much I'm going I'm stressing about just forecasting for one I spent so much time researching IB now I'm going to have have to spend so much time researching AP too right after this is my last basketball practice of the Season I'm so close to my team and I've gotten to know the high school coach today may may be the last Lincoln basketball practice I ever get to have this decision has turned my all my security in schools sports and Friends into so many questions and the answers are coming so late please make a decision please just let us go on with our friends and the lives we have built thank you [Applause] lastly we have Maya Hy and Roman Hernandez Raman Hernandez will be speaking in Spanish he's chosen to do so and his mother has asked that I translate so I'm not sure if you're going to have him go first or second why don't you go first Roman okay [Music] [Music] Ang Gracias my name is samam Tes Matson hi my name is Raman Hernandez and my school is anworth please do not remove me from my school because I want to learn in my Spanish language I am very very proud to speak in my native language I do not want to leave my friends and my specials at answorth thank you thank you Maya hello my name is Maya hi and I'm a senior at Lincoln High School where I continue my studies as a Spanish Immersion student growing up in The Fairly homogeneous community of the West Hills the Spanish Immersion program program has allowed me to learn about and interact with people of different cultural and socioeconomic backgrounds learning Spanish has given me the tools to not only communicate with a highly diverse range of people but also to gain a more well-rounded perspective of the world around me I highly value studying another language and the many cultures it encompasses and know the value of continuing the program for all the Stu current and future immersion students both native and non-native speakers I was horrified to learn about the proposal to force an isolation of the Spanish Immersion program to a location
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that would not work for the program disrupts all the students and teachers in it and with enough students staying behind at the school they know and love to potentially collapse the funding for a Spanish Immersion that is uprooted from kindergarten through High School Spanish Immersion students are first and foremost answorth students West Sven students and Lincoln students the learning we do is shared as a community and enriches the cultural awareness of all students and families some highlights of the connected integrated culture of the whole school for me have been learning and Performing Samba routines making the tradition traditional Spanish dish bayya with donose and studying in a study abroad and Homestay program with senior Brady the petition on your desk is a rejection of proposals 2A and 2B about 500 supporters have signed this petition to support the 1,000 and plus students whose education would be disrupted including the Spanish emersion students whose education would not only be disrupted but downgraded isolated and potentially destroyed allow us to help Chapman overcrowding in a way that does more good than harm not more harm than good I've learned that there is a growing group of lower socioeconomic students and native speakers in the program do we really want to pull out the rug from underneath so many students including s such a vulnerable population I have hope that the final decision by superintendent Smith and the school board will maintain sensitivity toward all student communities I am also submitting a stack of letters from parents and other students that Echoes these sentiments I feel TR truly honored to speak on behalf of a program that has guided my educational experience and fostered a passion to be a part of the greater world graas graas all right thank you all tonight we also have our student board Representatives report Katie thank you I just want to I just just want to say thank you for all the students who testified tonight your testimonies were very inspiring so last week at the City Club of Portland's Friday Forum one of the super sack members and Jefferson Civic Scholars was a panelist Al Lima Bradley and other panelists spoke regarding about what city club's focus should be over the next 100 years her thoughts seem to be very well received by the club and I am proud to see our students taking on leadership opportunities it has also been brought to my attention that the district was 50 substitutes short yesterday apparently in some schools Specialists or specialist substitutes have been covering classrooms because there hasn't been enough Subs because of this students have not been being able to get their study specials such such as Library PE art music or in some some cases special education services this is very concerning and I hope PPS is trying to find a solution to help to help solve our sub shortage thank you thank [Applause] you all right public comment Miss Houston do we have anyone signed up for public comment we do we have eight and our first two speakers Holly Ingram and Drew Carpenter my name is Drew Carpenter and I have two children in the answorth Spanish Immersion program my comments tonight are about 2B and the proposed immersion program move as odd as this feels to specify I should add that I am a white male and not a member of the historically underserved Community I deeply believe however that I am allowed to care about the benefits of diversity and the well-being of the friends I've made at answorth everything I say tonight is based on my own research as a concerned parent reading publicly available documents as measured by PPS his own numbers 24.6% of the angor Spanish Immersion program students are designated as historically underserved that is 77 children that makes our program one of the highest concentrations of historically underserved students on the entire West Side our program's historically underserved population represents 80% of the total historically underserved population at answorth based on PPS October 2015 enrollment data in the case of 2B it is my contention that the vetting required by ppss own policies did not occur in the 48 Hours Deb had after January 26 to consider the final 2B proposal from mid January when the when moving the emersion program was first raised as a possibility to the time D voted I have not been able to find any evidence in the public record that Deb recognized that
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disproportionately impacting the historically underserved was an outcome of Tob specifically not in the online videos of Deb meetings nor in the Westside subcommittee presentation on January 26 nor the final Deb proposal submitted to the superintendent if they did there is literally no discussion of that fact and the potential implications on the record that is a clear violation of PPS is racial educational Equity policy and racial Equity lens requirements both of which are included as key pillars in D's founding Charter additionally it appears that 2B intrudes on ppss own language immersion policy which is outside the scope of boundary proposals sackett's 2014 recommendations thoughtfully wrestle with some of the challenges we currently faced as a school noting quote we are concerned that collocating immersion and neighborhood programs in the same building has resulted in resource imbalances in the past but goes on to express concern that splitting schools quote could also exacerbate segregation by shifting many native language speakers to a handful of schools sackett's work to develop the careful framing of those tensions took place over the course of 20 months yet after a mere 48 Hours of consideration by Deb and absolutely no discussion in the public record 2B comes down on the side of choosing against the neighborhood collocation of immersion programs and discards sackett's concerns about segregation starting with the meeting in January I've watched every minute of the videos I believe well-intentioned Deb members had an insufficiently clear evaluation framework and were unfairly constrained by unrealistic timelines at the end of their process despite the important work accomplished along the way this undermined their final proposal on behalf of all of the communities that will undergo boundary reviews in the near future I would like to respectfully request a full and publicly transparent review of The Rush process that led to 2B in addition I ask that the results of this review be used to make changes to the Deb policy and values framework to ensure future boundary proposals fully comply with D's own Charter and the existing Equity policies of Portland Public Schools let's that's all right you can finish okay one more just one last S I swear let's be honest after 14 months and dozens of meetings this never should have happened to anyone it's not okay but it's not too late you can fix it please our expressed values need to be aligned with our proposed actions thank you so good evening everyone um members of the board superintendent Smith PPS staff and fellow community members my name is Holly Ingram and I'm the president of the PTA at Ricki Elementary and also a proud PPS employee we are all witnessing a trying time in our district as we wait in anticipation of superintendent Smith's recommendation on redrawing boundaries and your ultimate decision as a board we appreciate how responsive the board has been to questions arising in the community incrementally we are observing more and more groups across the west side now gathering in support of the framework of scenario 2B it sets forward but with some adjustments for all the schools this was reassuring to see previously fractured communities are now coming together and talking like neighbors we all are about solutions that we can live with and make our district stronger in the long run out of deep concern for our children lots of speculation things planning behind the scenes some nasty finger pointing it's now time for that to be rained in a collective hope of light has come to the end of the tunnel we are gravitating toward an agreement around B2 which of course was ultimately recommended by Deb after extensive community input third party research and District support the support is growing as people see how B2 is a foundation for strong schools of all students great neighborhoods that prioritize walkability Community cohesion and outstanding dedicated facilities for our Focus programs that enable them to grow and Thrive we look forward to working with you on the long-term solution based on this Foundation this also builds into creative enhancements that serve underserved students and well as it supports closing the achievement Gap so please know we are not just one we are not just one voice or one school we are 2,000 strong we continue to grow by the day and build a consensus and build a coalition we no longer are vying for your time we are going to be working together to solve The Riddles within 2B you will hear our voice we are coming
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thank you thank you thank you [Applause] next we have Anna Cox and shy McFarland hi fo um go ahead so um I gave you guys a little handout um right here and I'm here tonight um to talk it's kind of a different topic than what other people have been talking about um because I wanted to talk about my neighborhood and the elementary schools in this area and we're facing a completely different issue um than what the schools on the west side are or um the majority of schools that are being changed with the new boundary change proposals I'm talking about the schools that feed into Lane Middle School or will with the new changes when AR Lita converts from uh K through a to a K through five it will feed into Lane Middle School um and then woodmar and Whitman um even though there's so much talk about how schools and PPS are growing none of the schools in our area are growing and two of the schools Woodmere and Whitman experien kind of unprecedented um decline in enrollment if you look between the two of them just between um October um 2014 the count that they did on October 1st and this last year they lost over 70 students between the two of them and that's a pretty significant um drop in enrollment and so all of the schools in that area can are either under enrolled or on the brink of under enrollment and the plan that was created was created um with the expectation that woodmar and Whitman were either going to maintain or grow and um in actuality they experienced unprecedented decline so the current proposals um for boundary changes didn't anticipate that these schools would lose as many students as they did in fact none of the schools met their predictions and if we have another year in which we lose even 20 more students we're going to have more than one under enrolled School in the area so um we're hoping that in the coming months we'll receive more attention superintendent Smith will recommend a plan that creates right-sized schools in our area of town too when the Deb committee meets to review the East Side boundaries we hope that members will include us um as we think that there are so many options for our area schools can be shifted around to balance enrollment we could have a focus option in our area um we could um you could um move just redraw boundary lines and I think nobody wants to be faced with closing schools in our area within a couple years right after these big changes went through and um so U just because we were overlooked so again I just wanted to come here tonight to increase your awareness of what's going on in our area make sure that you know that um that the growth is really uneven important so thank you for your time thank you very much next we have Dedra Pine and Beth Cantrell good evening my name is Deedra Pine I have two children currently enrolled in the fourth and fifth grades at the creative science school both of my children started CSS in kindergarten at CSS we have been listening carefully to the debates surrounding boundary changes as well as proposed changes to the K8 model we have also been listening to the concerns of our neighbors our principal as well as community members have been reaching out to the other schools in our area first and foremost as a community we support the neighborhood schools that surround CSS and hope to find solutions that work for everyone it is because our principal recently completed the focus option review paperwork for the district that we decided now would be a good time to address the board and the Community First to dispel a few myths about CSS entry is Lottery based and weighted according to the district's priorities that are sibling preference and lower and families with lower incomes it is it our it is our community's opinion that
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the sibling preference ensures greater participation in Focus option programs by lower income families since the district provides no transportation to our school decreasing the number of drop off and Pickups at one school for a family is essential no essays or other steps are needed to enter the lottery in fact the requirement to attend an open house or a school tour has been eliminated in order to decrease the barriers to enter the school there are no mandatory volunteer hours however parents are welcome to volunteer in the school and encouraged to do so when they can also there's no pressure for families to donate money to the PTA and we have no Foundation now about our philosophy students are encouraged to be independent thinkers Learners and problem solvers our students develop and demonstrate the ability to create questions formulate Solutions and apply the results throughout their lives though our name might imply otherwise CSS does not focus specifically on the Sciences the science in our name refers to the school's approach of using the scientific method as a teaching tool the scientific method consists of collection of data through observation and experimentation and the formulation and testing of hypotheses and predictions and as our name does imply we do this creatively at CSS our teachers use the constructivist educational philosophy and the storyline approach in every classroom kindergarten through 8th grade we have been a school with this focus in PPS for 20 years CSS moved into the Clark building in 2008 however this school year is the first school year that we have been the sole occupiers of the building we are a community of parents students teachers and staff working together to create a supportive and engaging learning environment I also realize this takes place in every neighborhood School across Portland parents have chosen CSS for various reasons creative science does not claim to be superior what we have offered for the past 20 years is an alternative option to the traditional approaches found in neighborhood schools thank you my name is Beth Beth [Applause] canra my name is Beth canell I also have a fourth grader at CSS and an incoming kindergartner this fall and another one in the fall of 2020 our family started at CS in second grade through the lottery system Equity is very important to us at CSS prior to the district's efforts to improve Equity at Focus option schools creative science began reaching out to families enrolled in the Head Start program that was housed in our building we provided information about the program as well as helped them navigate the lottery system in 2014 on our own initiative CSS worked with the PPS office of enrollment and transfer to reserve a number of kindergarten Lottery slots specifically for the Head Start students in our building this year we reached out to organizations such as the asian-pacific americ network of Oregon and the Latino Network and distributed information describing how to access our school throughout Portland we are hoping to improve the diversity at CSS we recognize the problem and we understand that something must be done to correct it creative science is located on Southeast 92nd between Stark and division as the only focused School East of 82nd We Believe CSS is uniquely located near many of the districts historically underserved in elll families that we are trying to reach and at the same time relieving overcrowding at some of the neighborhood schools we are very concerned that relocating our school would have a disproportionate effect on our current historically underserved and elll families as we believe many live close to the school and the responsibility of transportation is entirely on each student's family with no bus service as Dedra mentioned this is the first time we have ever spoken as a community at a board meeting or any of the Deb meetings we wanted to hear what our neighborhood schools wanted to say and give them time and space to say it it has been very important for us to work together with our neighborhood schools to find a solution that works for everyone we invite you to come visit our school and see how we teach and how our kids learn thank you thank you lastly we have Kiren Carr and Allison gash she didn't
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answer sure okay hi I'm Kirsten Carr I have a first grader at hay Hurst Elementary thank you so much for opening the public comment to allow us to speak today um we just have three quick messages one we really need relief for fall of 2016 we are at our maximum right now next year without any relief we will have two or three classrooms in our cafeteria um second is that unfortunately if that is fixed immediately our neighborhood growth will not be sufficient we will have growth it will get there but not by fall of 2016 so we do need to have some help we have started reaching out to our neighborhood to Maplewood to Ricki to talk with them about some guaranteed transfers focused at the different grade levels hard boundaries would be a great change except for we get a whole bunch of kindergardeners we don't need a whole bunch of kindergardeners we need people at each grade so we're trying to work with our neighbors to find some community members who might be willing to voluntarily transfer and since we've been sitting here for a little bit and because everyone probably needs to stretch their brains and use their right side instead of their left side or whatever we need to do I'd like to recap with a song bring it hello it's me I've been wondering if after all these weeks we' get to speak to go over the boundaries they say PPX will fix us but we've not seen a fix yet hello can you hear me I'm on Iowa Street dream about where Odyssey should be next year when we're really squishy they say time will fix us but we've not seen a fix yet there's such a difference between us but it's not [Music] walkability hello from the hay hor side we must have a dozen times to tell you we're happy with everything that you've done but please don't forget we still need a few more friends in the fall [Applause] hello she now wishes she went first yeah you don't want to follow that do you not I not singing Just so you know and you're welcome that was awesome I seriously I'm sorry I warned you you should have warned me I should have warned you okay but they're all listening now yes they are okay thank you for warming that up for me okay um hi my name is Alison gash and I'm here on behalf of Maplewood families and my two Maplewood children our community is a newcomer to the discussions on Boundary change having only recently been referenced for more significant boundary changes as such we really appreciate the school board for allowing us this late entry to participate in tonight's meeting we also want to sincerely thank the many families and communities across the West Side who helped get us up to speed on the various proposals this is truly a community effort and I know I join the vast majority of Portland families and expressing overwhelming gratitude to superintendent Smith for publicly and Swift declaring her commitment to maintain both the grandfathering and sibling policies that traditionally govern School boundary not modifications this assurance has permitted us to engage in effective conversations about boundary changes with open minds and cooler heads despite our late arrival to these discussions Maplewood families have rallied together to identify several items they wish to impart to superintendent Smith and the school board as they deliberate first just for absolute peace of mind we're asking that the grandfathering policy extend through Middle School for Maplewood students currently proposed boundary changes result on a small number of our families being rezoned to hayhurst which feeds to Gray and all Maplewood students being rezoned to Jackson current grandfathering would allow students to continue with their PE peer group at Maplewood we ask that this be extended through Jackson Middle School years are painful enough without the added stress of having to leave your peer Network at such an awkward time second while current reports show Maplewood at 99.5% utilization we are actually already over overcrowded many site 2020 as the year
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that Maplewood will be critically over enrolled recent data suggest however that the year is actually 2018 add to this we expect at least two multif family developments with 130 plus units and a multitude of single family infill housing in our catchment the prognosis is clear Maplewood needs change we want change we hope however that any boundary or policy reforms reflect the insights and expertise of Maplewood families and that we have an opportunity to respond to any additional scenarios that may involve Maplewood that may involve our school we're not resistant to change rather we believe we can be effective Partners in crafting thoughtful enrollment solutions that make sense for our families and the West Side Maplewood families can help you strategize boundary changes that consider the peculiar geography of our catchment area with congested streets lacking safe crosswalks sidewalks or shoulders and Roads that inexplicably end in Green Space or backyards quirks that cannot be gleaned from a map we ask that you avoid making hasty boundary decisions at this late point in the process leaving us with little time for analysis and input before a board vote in March while deliberation does take time we also need immediate relief therefore we suggest the following solution oh we want to hear the solutions thank you so much okay um we suggest the following solution which is as heurst has also suggested a voluntary guaranteed transfer policy for Maplewood students to hayhurst this interm measure will alleviate immediate Maplewood and heurst enrollment pressures while allowing us to develop longer Solutions as the growth patterns in our catchment areas unfold Maplewood is eager to partner with the Westside and the district to address enrollment issues although we are but one school among many We join our fellow communities and our leaders as one voice in seeking changes that provide our children with a safe supportive productive and stable educational environment thank you for your efforts thank you all right we now move to our quarterly report from our bond accountability committee um I would like to invite Kevin Spelman um or okay great Tom Mr Fontano and Tom tomet Tom Peterson excuse me do you intend to sing your quarterly report Tom might uh I don't think that would be a pretty picture that's a pretty tough act to follow uh so ours won't be quite so uh so good I guess um so we're here tonight to kind of talk about uh our quarterly meeting I believe you have in your packet our report I'm going to touch on uh some of the highlights uh from the report and then uh Lewis is also here to join me to talk a little bit about uh another proposal that's being considered by the board it's related to the bond program so I'm going to kind of set the context uh for Lewis comments um so uh I don't know if you had a chance to get out to the construction sites I have uh and it's uh it's been very active so there's a lot of act activity going on we're spending about $9 million a month which is serious money um so uh there's a couple things that we wanted to um point out in our report um one is uh just to just to clarify what the role of the of the bond accountabil committee is uh as defined in our Charter and so primarily we're we're we are pointed to monitor the performance of the bond program and to provide advice to the board on related issues um and you know occasionally staff will uh seek our Our advice uh from time to time given our respective backgrounds but that's not really our primary role and that we are not really we we have no policy making role nor any kind of an executive function and we just want to make sure clear that we see it that way and hopefully you do as well um there's a couple of uh one area of our roles which focuses a lot on the financial side and I want to talk a little bit about that uh specifically as it relates to contingency and reserves um as you're probably aware we're in a fairly uh challenging bid market right now not only is affecting uh bidding for the school district but it's affecting bidding my project is the port as well um and so as a result uh these higher bids are creating challenges uh for the bond program as it relates to the contingency so for example um Fabian uh bids came in higher so the program had to draw down 1.9 million uh to cover the bids that exceeded that that budget um Franklin we're down to about 4.3 million and we still have about 70 million to go of expenditures we haven't really we really haven't spent that much yet and we still have a lot to go with a with a
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relatively small contingency at this point likewise Roosevelt is at 5.1 million with 60 million to go and I think the big thing about Roosevelt is they haven't got into the old school yet and as you were experiencing in uh Franklin they found a lot of uh surprises so to speak when they started lifting the floor and so they're experiencing some challenges with their budget dealing with some of these unexpected uh hazardous materials that they have to deal with and I would expect that you would see you would see that at at Roosevelt as well so uh we would be really caught we want to be really cautious at this point about Reser dipping into any uh contingencies at Roosevelt uh at this point and then um last the the the 2016 IP program um clearly has no contingency in that program at this point um hoping the bids will come in um but uh if we if the bides if the bids um come in under then obviously we'll have a little bit of of contingency for that program but if they don't we're going to have to draw the uh District's going to have to draw down from the program reserves so there's some contingency for that this upcoming program so the program contingency reserves uh is about 21 million right now so if we want to put this in context we're only 3 years into an 8-year program 30% of the bond proceeds have been spent we still have 70% to go so there's still a lot of risk out there uh all of the $45 million escalation contingency has been allocated or spent from the original budget uh the of the $47 million Bond premium 45 million of that has been spent or allocated we still have 100 million $110 million Grant program which is only in preliminary design um and there's another 25 million of uh promised IP work that we haven't bid for the coming years um so the uh the uh the concern obviously is we need to manage these contingencies very closely and we'll talk a little bit more about uh and and a specific item that's um being considered to draw down that contingency in a minute um I also want to talk about a couple other things um I want to comment on the equity program um we uh the dis district is doing a good job to try to involve the students in the in the program uh and there's this really unique opportunity uh to take advantage of all this uh activity um in fact we received public testimony at our last meeting about a more aggressive approach to taking advantage of opport however we don't really see that as the as the office of school modernization uh necessarily responsibility to be better handled by the uh teaching and learning uh office to to create a supporting curriculum to then take advantage of this program um our apprenticeship Pro program is going very well uh we're exceeding the 20% goal our mwb program has been a challenge um there the district is been doing very well on the uh consultant side of the house where you have a little bit more flexibility in trying to achieve those uh small business goals in fact the Madison uh master plan uh had a 40 ended up with a 44% participation which is very very good on the construction side however that continues to be a challenge um right now I think overall we're less than 5% on the 20% goal now as we expect did uh I just just got um subsequent to the meeting I just uh learned that on Roosevelt I believe yeah Roosevelt um the contingen the S mwb SBE program is targeted for around 19% which is pretty good um however your bid work uh not so good and I would I would say that the challenge the district's going to have is because we you don't have a disparity study to as a basis for your setting your goals it's much more difficult for contractors and much more difficult for the district to enforce any kind of uh goals until you do that now I think I've said this at previous meetings um until you have some history you can't do the disparity study so it's going to be a continual challenge I am encouraged uh by results uh at Roosevelt uh I expect we will see similar better results at Franklin than NE go negociated work by its very nature
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U lends better opportunities for small business participation than the hard- bid work so for example Fabian did okay but it was only 10% and it was a hard bid job so that's that's the challenge ahead of us um and I also want to comment on the safety performance uh it's been very good uh no incidents that's always good and important particularly at Roosevelt when you think about the fact that they're performing this work around uh an active School and then uh we also wanted to acknowledge um Jerry and and he's made a very been very effective of transitioning into his new role so those are kind of my comments so happy to answer any questions when we're done so have you as you've heard from Tom uh the port Portland is in a very hot construction Market which is great for Portland as a whole people are employed buildings are being built but it makes makes building projects uh very difficult especially when you're looking out into the future for several years and so in such a market safeguarding contingency budget is Paramount and so thus we were the B uh the bond accountability committee uh we were surprised um subsequent to our January meeting to see a request for the use of some of this contingency that we so dearly have been watching um um that um request came from the board uh school bond school Improvement Bond committee and the request was to fund the design of a new 10,000 sqt maker space uh building on the Roosevelt campus in a location reserved for future classrooms note that the Roosevelt High School has been designed to meet edpacs and it was funded accordingly and there are no available right now in the project contingency for design and certainly none for the construction of a 10,000 square foot structure the BAC believes that this project is not within the spirit of the 2012 Bond vote especially when 70% of the money has not yet been spent for items that are required for the bond and so the bond accountability committee opposes is the use of bond funds at this time for this add-on project now none of this means that the project is a bad idea it's just that it should not be used with these funds right now there are other possible options general fund using the general fund borrowing the money securing private partner uh private Partnerships or included in the 2016 Bond vote um but for now um we cannot support the project and we're open for any questions thank you so I have a question so Lewis when you say the BAC opposes the use of that um contingency money for the maker space what exactly does it mean um when we heard that this was um presented or brought forward to um the board um School Improvement Bond committee um Kevin Spelman Sen an email um to all the members of the of the bond accountability committee and said hey this is what's currently going on please you know weigh in and everyone it's 100% said we can't find a way to do this within our constraints of how the bond funds should be used and so when we are opposing it it's not that we're opposing maker space we think maker space is great we need more maker space but for this Bond um for these Ed specs it it cannot be done and still uh Do It um be prudent about the use of the funds because at any time something could happen with one of the existing buildings we can find the wonderful gift you know and um or well I mean met I was being specious we could find a problem in one of the buildings and could easily eat up the the contingency or um uh in this hot construction Market you know prices escalating they could out escalate um what our current budgets are and so we need to be prudent about The Prudent about using the money right now and I would just like to clarify what the discussion and the recommendation coming out of our um Bond committee was it was only regarding the um development of design documents for this space and um not not anticipating in advance how
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the project would be funded so it was to entertain um the notion of approving to proceed with um those documents and then bringing that recommendation from that committee to the full board who would then vote on whether to proceed with the design documents so it's and that has not come before the board yet so I just wanted to clarify it was not about funding of the entire program itself and there was wasn't even disc discussion around um specifically looking at the Roosevelt contingency which we know um everyone agrees and understands that that cannot be touched you know unless we find ourselves in the fortunate position at the end of construction that it's still there but so I'm confused about that because I think what the BAC can I speak because I think what the BAC is saying so I just want to clarify this that um you oppose what you're opposing is the use of contingency to fund the building of the maker space I would say we're we're opposed to allocating any of those funds at this time um and you know certainly at the end of construction if there's money available and you've and you've um completed all the other aspects of the bond program that the voters passed and if there's money available obviously you have that authority to do so we just when you say Authority I'm not clear what you mean authority to do so well you as the board have the authority to choose how you want to spend the money we don't we just make recommendations right and what I'm saying is that um we we're we're looking at it from a financial and and our experience in the construction industry and since this was not not part of the original program in our minds it's an add-on to the original B Bond program and as such until there's money left over from the original Bond program you shouldn't be committing dollars to this add-on project until you know you have the funding to do that and right now we would caution you against doing that because it's way too early in the project to know whether you're going to have money left over to fund this I think that's what really what we're saying so I'm still wanted to clarify um contingency can be used for a change in scope in the project it has been used for a change in scope in the project and now we're at the point that you cannot prudently use any more contingency to change the Scopes because there's a high likelihood that when these buildings are complet it there will be no contingency left we're in a very hot construction market and the contingency is going to be spent and so it's best to wait until everything's been built out we can look up and go okay it's done we reconcile the books if there's additional money left over spend it but right now um it would not be a prudent course of action I I I think I think the risk you would have is that if you were to if you were to allocate those dollars now you could get get to the end of the project then all of a sudden you're going to have to ask for money out of your general fund or some other way to make up the the deficit that's all we're saying um and um so that make sense I appreciate you bringing your Viewpoint forward any other questions no thank you very much and for all your time thank you thank Youk you all right we'll move right into our quarterly Capital Bond update from our staff I'd like to invite Jerry Vincent the director of the office of school modernization and Dan young good evening some of this you've been through either in your packet or just covered by the BAC but there are some things we'd like to go through regarding the uh um um our PowerPoint presentation we're here tonight to talk about the um program and um we starting with the video or the PowerPoint power okay so what we want to talk about tonight is the overall with the program and uh each quarter report we make the statement until we cannot make the statement that it is on time and it's on budget and that we're trans uh very transparent uh you just heard we still within the contingencies are finishing bidding and and doing work uh with the projects and
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uh but we we are nervous about the contingency amount but we can make the statement that we are still within the budgets of each project or the overall program uh budget and contingency to date and so we begin each quarterly meeting by making that statement uh we are on time as well we made up some time on a few projects where some of the design fell behind but we are either into the construction or the next phase of the design where the master plan fell behind um there's a balance scorecard in your packet we're going to go over a page of it when uh when the PowerPoint comes up there's something I want to call out there and I'll just go over until this comes up a couple of things we're going to cover the modernizations and I just want to talk about Franklin we're at 22% complete to date uh it probably seems like we should be a lot more because we've been out there a long time it's been a lot of asist abatement and demolition uh we are doing construction in four different sectors at this time Roosevelt has jumped up to 23 % complete they were about at maybe 177% last month they had a huge push this past month uh in fact in in the month alone we've processed about $6 million of the work out there um the big focus on Pusher Roosevelt right now of course is the phase one and the first two buildings coming online in August so that's exciting and a lot of progress is occurring in in that area uh Fabian is uh no longer there it has completely been evaded and torn down the internal road is starting to go in and great news we've been following our permit process at all Franklin went fairly well Roosevelt was late uh considerably late before we got our permits and we received an email yesterday from the city uh number one saying all of your fabbi and permits have been approved and way ahead of schedule and then there was an added comment that yes that is a clout and uh there was an added comment I saw on there that uh our project team that there they're working with is uh was extremely Pleasant and overall was one of the best projects or processes they've been through in a while and they say they can't say that very often so uh it was very good to hear that news yesterday and here we are up here right now so we'll go over the monitorization and the uh uh and faban uh summer projects is next we are on schedule to have 13 projects put out to bid here in about the next month and a half to two months represents about 13.6 million for the work that we're going to do this summer same as past years leaky roofs uh elevators uh ADA compliance all those are the main stay of those things along with the seismic retrofitting of the roof uh when we perform that and then of course the master plans of Benson and um uh Lincoln are under have been underway and Madison started off a week or so ago with their first meeting so all three are underway Grant still meets because we still have the site work and we still update on how the design is is going we are in schematic drawings and you're ready to go in design drawings for Grant so that's just an overview and we'll start to go into uh the next slide here uh balance scorecard the elongated version is in your report we just this is an important one right here so you want to call it out the colors are not stating it very well first three are green uh the fourth one is yellow that will re even though we are making great strides and improving the old overall equity and the mwb percentage uh that stays yellow until we hit the aspirational goal of 18% or greater so you're you're going to see that until we can get there so we call that out we're very transparent about it and we put it out there to be seen um we feel very good about Outreach we had our first ever um small business open house uh on the February 3rd it was probably about 400 people were there our fam and osm departments were well attended we had Crews that rotated in and out in shifts through out the whole day for that thing and then I stayed there the whole day met a lot of people gathered business cards handed out business cards uh and it was it was a great event and so we can only get better at it eloisa Miller was was wonderful in setting it up we're going to continue to grow that so uh we got the first one uh out there we also went through um uh oh tomorrow if you can make it at all is our youth expo it's going to be my first one since coming here and it's all day breakfast this is about 7 7:30 if you want to join me and uh so we'll be out there all day with our teams every one of our contractors and Architects is either going to be working the floor and or has a booth or both we have 100% participation from the whole group this year um and then um I'm getting more in tune with the community myself I'm I'm attending namek's meeting on March 2nd in the evening and we also had another third annual subcontractor trade show on the 18th that was attended by St staff so we're trying to get out there with
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that Outreach and make an impact and um um and our student uh engagement uh do you have the the latest uh we have the latest figures uh we were up about another three or 400 kids since last time we reported out uh that we've had involved in activities and tours and um so we feel good about this overall we we're not there and uh on the uh on the equity mwsb and we're going to state that until we are there so going talk about that if you roll into the slides uh just a little bit of what's going on out there if you haven't been and then if you're interested in another tour please let us know if you're looking at the auditorium uh up there and what we looks at from before at Franklin and after stripping a lot of the classrooms down the uh far lower right looks like everybody end's out there in the evening but that is a 7 a.m. concrete pour that's going on out there so uh and at one point we had three cranes on the site at the same time so there's a lot of activity going on on the site there's some progress in the new gym let's take a look at the next slide and uh here's over at Roosevelt we have our lower ramp and forming going in walls floors being poured walls going up you can see a structural steel on the deck there on the south classrooms and we are on track still to have our two first new buildings open up in August uh we roll over to Grant there's a picture and we're going to end with a video from the Grant openhouse and Community meetings and DS uh but what you also see on there is absolutely nothing on there but it's really good if you saw it yeah so anyway there was a layout there's a 3D rendering model of the building and you saw the new classroom additions on it there it is over on the upper left so the large two blue squares over there is the uh the new gymnasium and auxiliary gym and uh the uh other narrow rectangular areas are the uh ads uh to widening for collaboration space and classrooms and then the lower level one out by the field uh just to would be the right of the gym there is the new classroom Wing In addition closing that off creating a quad area that's part of the approved master plan that's being designed right now our grant uh cmgc RFP will be out in the street within weeks it's being finally has a lot of the new mwb and language and things of that nature in it it's working its way around through legal right now um um the uh the auditor wanted to take a look at it a number of people we're opening up we're getting eyes on it and it's going through the process it's going to hit the street and um I think with that we will end with the with the video and then oh I'm sorry here we are here's five and it's coming down it's all the way down now we actually have one of the Interior roads going into the campus we have monthly check-in meetings with con Cordia uh our partner on this and uh like I said with those permits arriving yesterday we we just feel great about having that out of the way and not being in that nervous area where we're starting to do activities and don't have our permits and next so where we're going next three months we're going to continue with uh Franklin and Roosevelt and um we are trying to achieve well we should be by Summer in the 40 40% 35 30% range on both projects what you heard BAC mention is true we're uh we were getting into the um Roosevelt existing buildings in September October uh anything we are learning from Franklin we're rolling over and having cross inter departmental meetings with our team so that Franklin is able to tell uh a grant for the upcoming proposal and contract and then tell Roosevelt be careful you might want to do more uh destructive testing this summer than what you're planning on doing to see if you hit what we hit so we're trying to share that wealth and information you know if bad news has to pop up we're trying to mitigate it to level insignificance and get it to other folks and and get it addressed so um and Grant continues with design and Des schematic and design development will go into the fall all the way into the fall those updates um five 's all the way down from the time we had to turn this in uh to the board and master plans are are underway uh we call them the dags were the first round because it was part of the design is as you may know this time around we're we're doing the master plan work only with this bond for vinon Madison and Lincoln we're not doing the design yet so they're called MPCs you'll see that language change it's a master plan Committee in said the dag the D and so uh they've been meeting I've I've attended just about all of them you get a puls of what's going on and um and things are going all right there and um IP IP projects we've got some good news you heard the VAC and this this is breaking news we got the email during the board meeting tonight from our lead
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architect on the summer projects that uh the advanced cost estimate plan review is actually coming in um less than what the preliminary one was so we're already starting to backfill some of the low contingency amounts that they're concerned about we're just kind of happy you know uh we're not static about it but we're happy and uh so it was good news to hear from her on that just got the email and like I said we're going to do 13 projects about 13.6 million this Summer that takes our commitment out to just about 60 of what we said we would do up to 63 in the bond and technically some of the sites we've touched twice so if you were to add them back in for their second scope of work were over 63 might be closer 6566 so we we've met that goal from what we said we were going to do and and and what we did we're we're there and then next is our video and our slide and Terry I know you're back there somewhere if you want to cue that up we had all sorts of different Community groups come in today we had um future parents we had alumni we had current parents we had students it ended up being an extremely productive uh workshop for us to have because we got opinions that are saying yes we need to keep Athletics and then we had people that are saying that we need to be performing art and so it was just a really good balance to understand where the community is because as a dag members we're supposed to represent the community today we were actually able to see what specific details they wanted I just want was mostly curious uh didn't have any strong views one way or the other about the design for the future of Grant but uh got quite excited as a result of the process today so I came up with a lot of ideas for the future grant that I was surprised that I came up with I think it was exciting to see a room full of people of many different kinds current parents neighbors uh a lot of energy uh different points of view and people freely exchanging their views and really very uh open discussion that generated uh and changed people's thinking about some of the key issues that we're here today it allows people to tell you know explain what's important to them and um hopefully we can go back to our neighborhoods and talk to our neighbor and S of explain what we learned and you know maybe encourage them to get involved in future meeting we were asking questions that some of the other people involved in the design may not have even considered yet um just both the peculiarities of how we use Brant High School um but also kind of like okay these peculiarities get in the way of Student Success what are we do about it's pretty interesting to be on the dag because you're you're kind of shaping the building that future kids will use and you're kind of Shing the fut it's going to be a complicated process not everybody's ideas are going to be be uh seen in the final product but I I think that the more people that can be involved uh the better for Grant the better for Port this only happens probably you know once in your lifetime that you get to actually put your input into the discussion of the new school for the students that are going to be here you know learning in the new school they need to know what is going to happen to their school and they need to be involved March 5th if can come out and join birthday it's March 5th if you can come out and join us and um and I will say that um one of the things that we are doing regarding Master plans is is is lessons learned from our our Franklin and Roosevelt is is through the martial a assessment a lot of that was rolled out during Grant we now have meetings every two weeks with the architect for the master plan for Benson for Lincoln for Madison Grant has been in there to do a transition on what we've learned or what we've done and we meet with those Architects all together in the same room so that we are understanding and putting something together forward how the individual MPCs take those issues as relate to their schools are different but on our we're trying to get some consistency in how we're doing what we're doing we're trying to learn from the processes from the past so um any questions that you have of us this evening how many gymnasium floors are we building the EDP calls for uh one full gym and an auxiliary gym one at Grant what at Roosevelt are we putting in a new floor uh yes I believe so Franklin I believe so new floor are we building them the way you're supposed to build a gym floor or we putting them on
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concrete oh gosh I sure hope they're on sleepers I've landed on concrete gym floors before no they should be they should be a hard one on sleepers should be I I can't speak that exactly right now but could somebody send me a thing right Justa do you think otherwise or no I I just just want to make sure just curious yeah sure okay did we did you and I had talked about the Grant High School staff being involved in certain ways did we are we doing any better there or when you called me it was regarding Benson not Grant well I'm Grant too been very involved okay I I know Grant's involved your question was about Benson and I spoke to yeah and uh so Benson was one but Grant also originally yeah and so I know Grant's very involved uh Benson we uh had a meeting with the principal last week and talked about that and I think what we need to do is have the architect roll out the schedule on when we're coming to the rest of the teachers uh in their own discipline and to talk to them I think maybe some of them didn't know if we were coming at all and if they're not on the MPC they probably weren't sure if we were coming so we probably could have done a better job on rolling that out and when we're coming to see them okay so we'll let them know great and we'll confirm but I can't imagine we're doing anything that's a concrete floor without putting what's called a riser or a sleeper in putting put floor is built with not with the little risers only I mean a good gym floor is built in a certain way yeah I know my guess is since that's more expensive that we're not building it in the best way I I would I want we may want to check I don't know I'm curious thank you beig glad to do it thank you okay all right so um Steve I was just gonna I'm on the grant dag so I thought you might like to know some of the things that we're doing with those teachers there so they've had I think four or five just staff meetings meetings on this and then um couple of months ago we had a um bus load of us about half teachers I don't were you there Katie half teachers half uh dag members and we went up to Seattle and looked at uh four different schools then we came back down here and looked at a school then um we also a group of us from the dag uh went to get uh out to breakfast with all the art teachers because they were very concerned about what might happen at the with the art situation there um and then teachers have been very active in coming to the dag meetings and then for our public Outreach we've had lots of teachers there and they've been very helpful with helping the public understand what we might be looking at especially when we were looking at things like um the gymnasiums and classroom spaces and which I'm I think when when all that comes to the board it'll be very exciting because there's some really great new ideas around classroom space that the teachers have been involved in putting that together so lots of lots in been really it's been very uh very fun having the teachers involved to let us know what's happening there you know regarding the tours just today uh Derek marov is coordinating with our project directors possible tours of things to see again the same group instead of running out kind of Starburst Theory everybody running into each other one so just our project directors met and going over from Madison and Benson and Lincoln what might be some of the sites some of the uh districts projects we want to go see what did we like this not this like from what we saw under Grant and uh and Franklin and Roosevelt so we don't repeat that so again trying to bring that effort together we'll take that in with the Architects our next meeting with all the Architects and through that back out to the mpc's on possible list and even get some of them on the same bus from the same team instead of different times going out so we're just trying to make that whole effort we're trying to take all that thing that looked and felt individualized before we're trying to learn from it and pull it all together I thought the just go on I thought the um bus tours to Seattle I had gone on one before we even went out for the first Bond years ago um but then going up with this one where you were with the dag with the teachers um with the Architects um it really built a lot of uh camaraderie in the group which I thought was very helpful with how we were able to um move the grant um design forward which I think is really phenomenal I'm very excited about it and I think the group is too um but I thought that was really good I know you said mixing them up a little bit but it really is great to build that camaraderie with the group when they're on the bus I mean you can't get away from everybody right great although the Architects kept us working all the time so it was it was good good anything else thank you very much all right thank you thank you all right I would like to welcome Laura Conroy the mesd public information officer and Dan Hicks mesd grants and risk manager to the speaker's table to
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provide your report from the um Metropolitan Education Service District local service plan welcome thank you good evening uh chair constam not curler tonight and I looks like the superintendent has stepped out a minute U my name is Laura conr and as you introduced me correctly I'm the public information officer for the m Education Services district and with me tonight is Don Hicks our uh contracts and risk manager and on behalf of interim superintendent Scott Perry and our board leadership we are here tonight to ask for your approval of the local service plan just a quick update our board leadership and our interim superintendent along with our superintendent search committee is meeting tonight and for that reason they cannot be here to um select the semi-final for our next superintendent we received 17 applicants and tonight they're reviewing those applications and tomorrow afternoon we'll be announcing publicly the names of our semi-finalists great and we hope to have our new superintendent in place uh prior to the end of March um I hope my face is familiar to you we met in December when I was here with Vice chair badan presenting our accountability report that report shared with you how PPS had participated in the services that mesd um had to offer and tonight we're at the opposite end of that process where we are talking about the local service plan which I hope you have in your packets looks like this okay great the local service plan is a high level document that describes the regional core services that will be available to the component school districts in the mola Education Service District as you may correctly guess the component school districts are the districts in Moma County so that's Corbett Riverdale Gresham Barlo Park Rose Reynolds Centennial and of course David Douglas thank you and of course PPS I was hoping not to have to look at my list each year the representatives from the school districts including PPS work side by side with mesd staff to plan the types of services that are going to be available to these groups to this group of school districts to be clear not every school district accesses the menu of services available on the local service plan again it's merely the highlevel document that describes the list of services that a district could access to serve students Under Oregon law the local service plan must be approved by the school district boards and so we are before you tonight to seek that approval and I can take any questions you have do we have any questions or discussion regarding their service plan I got a question for the superintendent that pertains to this yes how do we go about making the decision within the district for the I assume that the superintendent is supporting this plan yes and actually it's a this is a conversation amongst the superintendents like that in terms of what's the menu that we have to choose from how do we go about making that decision inhouse if this is the plan we're supporting what's the process we do in house because we so we're working from what did we do last year but I'm going I'll let David walk you through because he goes through and meets with the various um budget holders I mean does he make the who no we're looking at it as a as a whole it's I'll let you make presentation then I'll yeah we're let David tell you talk to you so we um we essentially use for the the things we do with the EST essentially fall into four buckets if you would the school health services is a significant is the largest piece of those um there are some alternative education services like the ones that you saw on the business agenda um last week there is um outdoor school and then there are a number of things things um some of the funding for Synergy is funded through uh the ESD um and our online library system and things like that so there's really four major things that we use this year we use mesd dollars for so we meet with um uh each year as we're developing the budget um for the superintendent to propose to the board um we meet with folks and check on what are what we want to do for the following year and that list of service is is part of the proposed budget that
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the superintendent presents to you and and we also across the the six districts we generally have a meeting that's with the finance officers and the superintendents where we're looking at everybody's usage of services so that we have some read as a system of okay we've got heavy usage of this oh this is the only District left doing this does that really make sense anymore oh PPS is doing this in order to subsidize everybody else else is that makes sense I mean we have tons of like uh system issues that we look to try and make visible across the system uh some of the instructional things that the smaller districts do that we may not do um but David and I are part of that with ESD staff and the superintendents and business Managers from the other districts as well now do we include people like our head of our special head so ex Mary actually comes to that meeting with us because a bunch of the services are her what other of our major administrators do we include in the decisionmaking process we do Mary Anderson so um Mary Pearson from special education um Tammy Jackson is the director of student services who oversees the school health services part of it Josh Klein it Karina wolf and Karina wolf from alternative Ed because they're alternative aded slots that we use and again some of the um there are services that are more effective for us to if we have uh an irregular pattern of numbers of kids that may use the service it's more cost effective for us to have ESD keep the critical mass of the service available and we purchase slots rather than try and build a capacity here when we may have a small number of kids and then an in inflating deflating number of kids actually utilizing the service so then it becomes very coste effective for us to have six you know multiple districts sharing the service and the the other thing I would add just real fast is there are um as as you heard there's a menu of services here a number of which we do not subscribe to because it doesn't make sense for us and there's also some for example on Synergy which is purchased through a multid um Cooperative uh mesd offers two levels of service um one of which involves more support and we don't we we we take the lower tier because we've got the capacity internally to provide that level of support ourselves so so so sometimes we'll negotiate a a multi-tier pricing system because it makes more sense for us to participate in a different way than perhaps it does for the other smaller districts who don't have the capacity internally to support some of these things so we um part of the conversations you heard the superintendent talk about when we are talking collectively with the other districts and with the mesd that's one of the things that we're looking at as well about whether or not it makes sense to have a differentiated level of service thank you thank you uh and I had a question which you may have answered or at least partially but when we are budgeting for um what we want to opt into among that menu of services are most of those Services then um uh do we Budget on a per student basis um in terms of of designating how many students we think we will have using such a service or to some of the things on the menu of services are you're either in or you're out and you pay a certain amount yes to both so some of the things outdoor school is a per student thing the um Synergy is you're in or you're out but it is also um that is also actually on a per student basis um the school health services are not on a per student basis they're on a per per nurse or po per per um health assistant basis and the alternative educ ation and special education things are we uh commit to a certain number of slots minimum number of of of placements so we um we estimate that we may have you know 11 students placed in a particular program and we have the flex we can go up and down from that um if we have funding available within the allocation but we give an indication so that the MSD can staff things so it's really um there's sort of three different ways there's per student in some cases there is in or out in some things and then in other things like the health services we're Contracting for certain staff from them to be working in our schools or with our students thank you I just have a question about the um School psych services for example because I know that we have one bilingual Psych in the district and with the multiple languages that we have uh can we contract with you for um like special ed Assessments in different languages
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or I'm looking at superintendent Smith and I'm looking back at you although I'm going to say a number of times es uses our translation services frequently when we're anyways I don't know the real we don't currently contract with the ESD for psychologists no no we don't currently but can we I don't know my I guess my question is what's available for other languages sure um I know I again we have one bilingual site in Spanish bilingual and I recall that at the accountability report you asked the question whether the ESD uh provided El services and I have an answer for you which is that within our programs yes so if you have students that are enrolled in our programs then yes we have vll Services um if the question is more expansive perhaps you and I can talk after the meeting no um actually that's fine okay I wanted to make sure that we followed up with you thank you great um I think the answer to whether the district could contract with the ESD is the ESD is of course always here to serve you and we were always interested in having conversations including the possibility of contracts that could support you and the service of students but my I guess my question is do you have Personnel available for um in other languages for like School psych Services I'd have to ask I'd have to ask our director of uh our director of instruction Services Katherine schemas but I can certainly do that and I will follow up with you thank you and you're right that if in fact there was a conversation amongst the superintendents that we all need ex service that we aren't currently doing that would we can create new categories of service that we then decide we want to do together because it would serve a need so I mean that's part of what the ESD is about is figuring out how it's of service to the member districts so yeah and I think as we continue to diversify and our our languages and we have concerns about students needing evaluations for special education that we certainly have to consider their need for native language assessments along with English assessments and the personnel and it um might be a good service for something like an ESD it is an example um of the kind of service where it might be it would probably be hard for any one District except for Portland perhaps to justify to be able to justify having that person on their own staff but for um the other seven districts who might need access to that some of the time it is it is an example I mean that is those are the kind of conversations that we want to have um with the ESD and and I will say um certainly with the interim superintendent and and the staff who we've been working with more recently um there's there's been a a new flavor of um collaboration and possibility which is encouraging that's great all right the board will now consider resolution number 5213 annual M Education Service District resolution process do I have a motion I move second director bars of around moves and director Anthony seconds the motion to adopt resolution 5213 Miss Houston is there any public comment on this resolution is there any board discussion on this resolution resolution seeing none the board will now vote on resolution 5213 all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any abstentions resolution 5213 is app is approved by a vote of 6 to zero was student representative Davidson voting yes great all right thank you very much thank you okay we come now to our grades 6 through 12 language arts adoption superintendent Smith would you like to introduce this item I would and I'm going to ask um assistant superintendent of teaching and learning Chris Russo to come on up and introduce um the 612 language adoption and introduce the rest of the team who will be doing the presentation tonight good evening members of the ward superintendent Smith it's with great pleasure and on behalf of all of OTL the office of teaching and learning and especially these folks back here um we are here to present the 612 uh language arts adoption and please note what we
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are about to present or the group behind me specifically is a collaboration of two years of hard work and that spanned all levels of the organization so Andrea or could you come on up please like to introduce Andrea Locker who has been at the Forefront of of this uh this recommendation this adoption and I'll go ahead and let her introduce her team good evening thanks for the opportunity to speak with you about this tonight I'd like to introduce my the rest of my assistant directors uh in Partnership so we have Michael bacon from the Department of dual language and Tanya MDI from the uh Department of the english's a second language and before we start our presentation we actually want to invite some teachers or two teachers specifically um to offer some testimony about their experience with the process and the curriculum we're about to put forward so I'd like to call Lisa Beck first okay you want me to just jump in no go for it okay great hi um good evening I'm so not used to sitting down and addressing anyone so it's like I should stand up um so what I want to talk with you about tonight is the inquiry by Design um curricul that I piloted with my sixth with my seventh and eighth grade students at beach K8 in North Portland so as you know Beach K8 is a dual language immersion school I teach on what is referred to as the community or the English side but I also teach one group of eighth grade dual language immersion students so I want to come to you as someone who is working with both of these important groups of students so when I first was looking at the inquiry by Design work I'll be honest with you I was a little bit concerned because it's extremely rigorous it's very very challeng I if you had a chance to look at it and one of the things that I found so powerful is the paradigm shift that inquiry by Design encourages and teachers instead of having a teacher where everything is pinging off of us inquiry by Design turns that on its head and asks the students to utilize these really important 21st century skills and to engage in conversation with each other in a collaborative community that is something that I had hoped for my students but inquiry by Design demands it and so I was wondering how my stud students would respond to this really strong paradigmatic shift and I was thrilled to see that across all of my classes I have a very broad spectrum of students broad skill level broad socioeconomic status and a really strong racial diversity every student in my classes was successful with this curriculum and what and not just successful like yeah it's okay Miss back um I had students who were on fire with this curriculum we inv invited Brian Doyle the man who wrote the ESS that is featured in the inquiry by Design US unit that we piloted and some of my students who previously were like I don't know whatever um they brought their units to Brian Doyle's presentation greeted him like a rockstar and asked him to sign their units so this and I'm not making this stuff up so not only are there these little anecdotal elements but I had students who said to me wow Miss Beck I feel so smart reading this essay and as they were researching their own information because of course inquiry by Design invites students to inquiry and they find their own ways into these really rigorous and complex texts so they were researching their own questions and they said to me did you know that people in college are reading this essay I was like wow I didn't and they're like well I'm only in seventh grade but I'm already reading it and I feel so smart and how powerful for me as a teacher to have my students come to me and announce that they feel smart particular particularly when so many of our students do not experience that unfortunately on a regular basis when they're interacting with our curriculum and I know that some people looking at this curriculum might wonder how is it going to fit our vision of equity as a district for me as a teacher in a predominantly students of in a classroom with predominately students of color that is absolutely at the Forefront of my consideration I want my students to feel like they can access curriculum and I feel that that is a successful element of inquiry by Design I piloted one unit however inquiry by Design is set up such that it has multiple units and as a group we can pick and choose which units we choose to work with and I was really thrilled to see that almost all of the units have really strong engaging pieces of writing from authors of color so there are really there are powerful Pieces by Cho authors there are powerful Pieces by African-American authors by Asian-American authors it's something that I think is really going to tap into and welcome all of our students to feel like they see themselves reflected in the text and
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also that they can feel challenged to expand their viewpoints so I heartedly recommend that you that you support our suggestion in the adoption and I'll say to you what I said to the other teachers when we were talking about this it is a paradigm shift it is going to look scary teachers are going to need support but I think in adopting this we are voting Our Hope and not our fear our students can do this did do this and we need to have the strength and confidence that every one of our students can rise to this occasion so I hope that I hope that you'll agree with that thank you abolutely thank you thank you it was great to hear the student earlier testify about inquiry by Design and we also have Hannah bourier with us today I'm sorry um so I also um I piloted actually both of the curriculums um and I was really happy that um we made a decision to adop adopt the inquiry by Design um for the same reasons that um my colleague talked about um I I work at Lincoln High School sorry Lincoln High School Lincoln yeah so um and I also found it to be uh very powerful for the same reasons I I felt that the kids were very engaged they really enjoyed working with each other um they enjoyed um being the experts themselves looking things up themselves and and creating knowledge um on their own without being led by the teacher um but I also do want to follow up um that I think we do need more training for teachers I think it's excellent curriculum I love that they're micro unit so teachers get to keep their um the curriculum that they love but then they can rather than having to adopt a whole new curriculum they can do pieces and slowly adopt it because since it is such a a change as a teacher um it's nice not to have to do it all at once um but I think it's really really crucial one of the things that we requested was to have extra um professional development both by the company inquiry by Design but also to meet with each other and to see how how is it going what are you doing what's working um and then there's also of course a few elements that are that are missing um that I think as a group as of teachers we can come up with Solutions but of course we need um time to be able to do that so thank you very much thank you I'd also like to say a big thank you to our teachers who testified tonight um because they have taken time out of their schedules to be here and it really speaks to their dedication not only to their craft but also to their students and our [Applause] students thank you so as uh assistant superintendent Russo was talking about earlier this is truly a representation of a collaborative effort that rep we represent teams of people who worked on this um and I think that that speaks well to the folks who just testified for us tonight in terms of uh their collaboration with us throughout the pilot it's really important to understand the why of the work so when we're looking to see data and looking for evidence of the opportunity Gap we can find it um these are our second quarter uh grades so what you're looking at are percentages of students who earned satisfactory marks which are defined as C or better wait can you go back in I have it in front of me I'm sure I need it big okay thank you so understanding the big picture of an adoption especially one that's taken two years in process is it's really important to kind of back it up and understand what the history looked like so in two in the year 2014 195 CAC was formed it included all three of our departments represented here this evening uh the first vision and guiding principles were developed in order to help inform the work then the Common Core State Standards were prioritized by each grade level there was initial Community engagement through open houses then selection of pilot materials invitation to teachers to join the pilot groups and also the novel committee which I'll talk about in a moment and solic solicitation for recommended titles for them novel committee so 20156 is the pilot year that's the one that we're currently in um there were four curricula that were piloted to digital and two text based the two digital Pilots that that occurred were light s and new Zella and the two Tex based Pilots were springboard and inquiry by Design the novel committee which operated as a parallel process helped to identify titles that they would recommend to add to the core Works list so when we look at this adoption this adoption is actually operating a little differently than past adoptions in past
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adoptions you look for a comprehensive core and at the secondary level it really takes the form of a textbook and this adoption is really looking at much more of a balanced approach so understanding and acknowledging that the text based curriculum that were that was piloted is really a piece of the materials it allows Educators to be able to differentiate far better for their students than by using just a one- siiz fits-all comprehensive core so once the pilots occurred there was uh more more consensus meetings offered feedback to the CAC the overall CAC committee and then we had a community engagement phase two where we actually invited parents of the students who were involved in the Pilot in to offer feedback CAC finalized the recommendation and here we are but the work is not done so as Hannah so beautifully put earlier this is not um a finished process by any means what we started with the prioritization of the standards needs to continue in terms of Standards development so what you see on represented on this slide is really the subcommittee work that is left to happen uh and this speaks directly to the needs that were articulated by teachers involved in the pilot so as we were getting feedback we wanted to make sure that we were honoring that feedback by identifying the work that still needed to be done as we know in education this is an iterative process we are reflective lifelong Learners and that includes Educators as well so we are constantly revisiting and reflecting on the work that we do so as we talked about a little bit earlier this isn't just an adoption we're thinking about standards resources for those standards building Core Curriculum materials for dual language immersion programs and developing essential standards-based resources for teaching and assessing those standards sounds like a lot of moving pieces and that would be accurate uh there are multiple content areas represented here digital versus print balanced approach to curriculum and of course the novel committee fits into that balanced approach and when we think about the digital component we also think about what it means to equip a 21st century classroom so when we think about infrastructure device allocation uh being able to support the infrastructure once it's been put into place those are all parts of those moving pieces so there's a big question about who helped make this decision we had a lot of collaboration which we talked about a little bit earlier with teachers and community members our community involvement included CAC District Representatives CAC Community Representatives the novel committee and then we also had a very strong collaboration with special education and talented and gifted programming what we really set out to do was to identify not just what we needed through a language arts adoption lens but we know that we have special groups in our classrooms that need other things and we wanted to be proactive in identifying what those other things were extra scaffolds enrichment what does that look like within this context and it's work that is not going to end after this process is over it work that that collaboration will continue so that we make sure that we are serving our kids so our CAC this is our CAC absent our district Representatives so 12 Middle School representatives in you can see administrators are represented dual language immersion English English as the second language and English language arts teachers similarly for high school and we also had a library media specialist so when we think about the facilitators when we talk about the team that the three of us represent you're looking at the team by these 11 facilitators we helped to facilitate a discussion uh and a discussion in thinking but we did not when we think about our role this is really as facilitators not as people who influenced or Weeden our curriculum evaluation tool had eight major categories that you see represented here attachment a includes the full tool with all of the criteria listed this is a screenshot of what just one of the indicators or one of the criteria had so that tool when we actually looked at the data this particular graph represent presents an overall kind of big picture snapshot so when we look at the 612 glance you can see that springboard is represented by the blue the checkerboard pattern is inquiry by Design and then each one of those represents the categories that are on the tool itself starting with Equity Reading Writing speaking and listening language instructional supports and assessment and the line that's at the top represents the maximum for each of those categories the other thing to note is
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that we didn't want to just rely on quantitative data like through what's on represented on that graph also in your informational packets you have qualitative data which came from that that tool that you were looking at there was a commentary side because what we felt as a team it was really important to capture is as you go through the experience of piloting a curriculum sometimes when you go back to reflect on what the experience was like some things you may forget or leave out and we wanted to try and as best we could capture what that experience was so we had a very well-rounded and complete picture based on those processes for the English language arts pilot and committee work this is our recommendation inquiry by Design which is the text based curricula newella which is the digital and for high school as Hannah actually mentioned earlier it's really important to call out only as part of this larger context so when we are thinking about the work that still needs to be done in a balanced approach to curriculum this is what was captured in that discussion so partnering with teachers to develop an equity toolkit and professional development for language arts professional development and support from the vendor understanding what that uh curriculum looks like from a student's lens specific strategies and Scaffolding for how to facilitate and participate in Rich student Le discussions and then looking at at continuous embedded supports a big part of this work is standards mapping and deconstruction and being able to build rubrics and assessments around those deconstructed standards it is one thing to read the standard to prioritize it and is another thing to deeply understand what it means for outcomes for our students so that work is absolutely essential in being able to develop and deliver a balanced curriculum so that list is represented by these four major categories standards development work assessments professional development and Scaffolding and support resources so we're going to take a closer look very briefly at each one standards development work includes deconstructing and mapping also building rubrics and assessments based on the understanding that was and the the meaning making that was done in the deconstruction process understanding professional development is a bridge to implementation we know that when we when we do a work only Workshop style professional development we really see rates of 10% implementation understanding how embedded professional development Works teachers helping teachers and then also looking at how do how do we create those learning communities so that we share that learning again like Hannah was talking about earlier so when we think about not only respons responsive vendor provided professional development we're also looking at well how are we providing embedded professional development as people learn how to Implement curriculum and particularly this really um discussion Rich style of teaching that is very student centered taking a learning temperature is really assessing for learning so when we think about how do we assess for learning we look at teacher developed formative and summative assessments things that are standards based connecting it to that inquiry based pedagogy that we talk about if that's included inquiry by Design and then really looking at reading intervention an assessment for the secondary level one of the biggest gaps that was identified throughout this process is that we very much and this is a national issue it's not unique to PPS or Oregon that we have a lack of secondary intervention and assessment that we can see really working for kids so it's working it's working with teachers collaborating with teachers helping them with the tools and supporting them and developing that work to be really responsive to our kids and not just looking at it from one program or one way of addressing the need but really being responsive in that way scaffolding the learning is also a really big piece so looking at before I talked a little bit about special education collaboration and tag collaboration and also collaborating with English as a second language the department um to really identify where our students going to need support and building those supports ahead of time we're trying to be as proactive as possible and supporting our students with being successful with the curriculum and also identifying the assets and the strengths that they bring to the classroom to be able to call those out as well so I talked a little bit earlier about the English language arts novel committee parallel process so if you're interested in the timeline the goal again was to add novel titles to the core Works list and then we have the timeline here so it started in May 28th of 2015 and invitation for folks to participate in both the pilot and the novel committee on June 12th 2015 committee members are invited to recommend titles and then September 11th that invitation was actually expanded to all ELA teachers the first committee convening was October 7th where they finalized the list of considered titles and then began
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the reading and evaluation process in December on December 1st 2015 we actually had the final novel committee meeting as well we tried to include student voice as much as possible in this process so when we think about even the pilot evaluations there were pilot uh student surveys that were involved in that and also in the novel committee context itself we actually invited uh students to offer what they enjoyed reading and invited students to read some of the titles that were on the recommended list and with that I will turn it over to my colleague Michael bacon good evening so this is a slide I often put up here and share when I'm making presentations about what it dual language immersion it's a long journey to BU literacy it's not something that ends at K5 K8 it's really a lifetime journey and and therefore if our commitment is and our goal and DLI is that is the same as the district and it's about closing the achievement Gap the opportunity Gap that we have especially for our emerging bilingual children um our strategy is through this long journey this bil going towards bilingualism by literacy we know it's research-based we've even presented in front of all of you um actually our most recent results here in our own District so we know it's not just something in another District or another state or somewhere else we know it happens here as well and the impact that it has but it really takes that long-term commitment um and I have to say um I've been in this District 20 years and I'm incredibly excited and thrilled um because I see a huge paradigm shift and in this process here that we're presenting today and I credit that to some Visionary leadership um our senior director of IC Yan broy stating that this is not an English language Arts adoption this is a language arts adoption for all the languages we teach in all six of the languages we teach in so to me um that is equity in action and I'm really excited and it's not just you and there's a lot of folks people sitting next to me and others the teachers our tosas um and the other leadership that's in the district is that part of that um that it is inclusive of all the partner languages and it's not just inclusion but also differentiating both in the resources and in the process that we had to take to make this happen and be inclusive um we're not an afterthought we're in there in the beginning so I'm going to share a quote we have a I have a colleague over here Mar Soul kzer um often getting old I have to put my glasses on now um but said that um this work in the CMAC has been the most challenging work to date for me in DLI but it's also been the most inclusive experience I've had in my 16 years in PPS oops I changed mine oh sorry so um we were fortunate to begin um we had subcommittees for each of our partner languages Spanish Chinese Japanese and Russian we also have Vietnamese in the district but we're only at first grade now so we aren't going to have them at the 612 for a while um we had to differentiate um unlike the English language arts what they had Middle School and High School operating separately we had to have them together because often our colleagues are isolated and they needed to have partnership collaboration with peers their peers were often in that vertical alignment so a Russian one teacher at middle school is hard to collaborate with um other colleagues so um we at our tosas in the Dual language immersion in I really collaborating with me um our goal was a little bit different in some ways because um we can't ask a bunch of vendors to show up with different options that we can pick from we actually really had to go with the idea we needed to find linguistically and developmentally appropriate core materials um we really had to go after that was our goal not necessarily to do the picking but to really find those materials um which then sets us up in this position where it's a little hard to Pilot because we're not getting to pick and choose we're having to find what works and really see if we can bring something together so limited to piloting in that process um then what we did is we really talked about what would be our common framework where were we going to have to land what are going to be the things that are going to be the same that we can really work together with our the English language art component or are there pieces that we need to have separate so um as many of you know that this year we move into full implementation of the Oregon seal of biliteracy um and as a part of that we have to simultaneously be looking at and measuring what we picking that our students are getting towards the rigorous standards um The Common Core State Standards as well as the actual
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proficiency guidelines which are the nationally accepted World Language Prof uh standards and we have to there is crossover between those two but we really had to look for both of those so that we move our kids all of our kids towards the Oregon seal of my literacy we also have IB and AP alignment that plays into this so we had to look for materials that help support that in the partner languages um we know that simultaneously we are we have a to support our EBS as well as our English only students and that we had to find linguistic culturally and developmentally appropriate um materials and that's not always easy um to find them to be um appropriate um we also really carefully looked at our English side and are very excited about the IBD for the very reasons that have been presented already and I won't go into all those again oh I'm sorry inquiry by Design I know we throw out so many acronyms confusing um but we see that as an incredible and I heard um was it Hannah talk about the ability to plug in and the access and I think we're incredibly excited in that in this 612 there's a pedagogical framework that's being chose or being recommended that allows all of our students all of our students including those in DLI and EBS to be able to plug into a pedagogical framework that works across those different languages so that balanced with the specific needs for the partner language so in our in general our recommendations for the partner language in this process is also around inquiry by Design IBD unit development now the company doesn't provide all the units or any of the units in the other languages it's going to require us this is where we differentiate this is going to be the unit development and we need to couple it with a really high quality approach to language instruction and academic instruction which is through the qel as a baseline training for example using National Geographic as a starting point which is we're recommending is something that is published in all those languages and has high quality rigorous um informational text with lots of wonderful visuals and and opportunities to plug in and we use that as a potential article that we can collaborate across our partner languages using the IBD unit development um so then we have in the recommendation we also have partner language specific textbooks to meet all those specific needs as I mentioned in the previous slide and then of course in the novels um per two per grade level with a little bit of variation for per part and language um in how we address the needs of the students so we see as the essential supports to make this happen um the IBD and qel training coming together with the partner language unit development um we have dli's specific writing instruction that's going to need a separate subcommittee but all the other subcommittee work would be aligned with what was already presented by Andrea and then um that's the next two slides I'm not going to spend any time because I can't even read all of them um but these are are the the core some of the core pieces that uh the subcommittee is recommending in the different languages I think English is at the bottom yes all right so there we have it equity and action I'm really excited um that this day has come good evening um so as my colleagues have mentioned um we have really been collaborative in this process and so um as part of this we have um involved our teachers similarly to the D DLI model so we had had our ESL teachers come together um 6 through 12 um also to collaborate around the adoption process also involved in the CAC as well so it was really great for our ESL teachers to be involved in the prioritization of the ELA standards so there was this kind of blending and morphing of understanding not only um having our teachers exposed to the ELA standards but also we have new English language proficiency standards as well which um impact this work and our ELA teachers and our DLI teachers so it was a truly a collaborative process um our teachers um recommended piloting s gagee or National Geographic publishing um inside and Edge so inside is the 68 curriculum and Edge is the 912 curriculum um and we also used new Zella as the digital
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component of the pilot there was also we also piloted it's not up there but step up to writing um so we took a look at these materials as resources so instead of um kind of looking at a comprehensive kind of box set of materials we wanted to make sure that our teachers were equipped um to look at these materials as um as resources to meet our students needs and the standards that they need to attain attain so for example um we we really took a look at designing or using a unit plan template um so that our high school teachers had used um a couple of years ago and had created using a backwards design approach which really means that you're taking a look at what is ultimately the skill um and the knowledge that I want my students to learn and then how do we backwards plan from there so how can we use this assessment so so our teachers designed an assessment based on this approach and then they use the materials to complement that because we know that the needs of our students change and we can't guarantee that chapter one or chapter three is going to meet every student's needs and a lot of times in these comprehensive um programs there's just way too much stuff too so we really need to weed out what's important and what's not and so that was our approach um we at the end of the process the teachers recommended that we um adopt these three components um they also recommend having the professional development aligned to um Quality teaching of English Learners the qel that Michael had mentioned and um basically it's a pedagogical approach based on sociocultural Theory so understanding practice and how um how it relates within a larger framework um so having said that the new ELP standards understanding the ELA common core standards understanding all these materials will will definitely take um some professional development and so we will be involved in a lot of the process with the ELA subcommittees that have been recommended so our teachers the DLI teachers as well um but we are also recommending a subcommittee for our ELD teachers to meet on a monthly basis so that they do have have the skills in order to plan not just teaching Pages 1 to 10 10 to 20 but kind of looking at these materials as a guide um and then of course we'll be working alongside our vendors um in that process thanks thank you so as I talked about a little bit earlier around the technology considerations for the 21st century classroom and being able to deliver digital curriculum you heard that newella is our digital component so we think about well what does that actually mean when we talk about being able to deliver it and in in partnership with um Our IT department we came up with a A list of some things to just consider um so current classroom coverage designed over seven years ago which we talked about and that really comes down to infrastructure so when we're looking at this list the three things that this list really includes are the infrastructure that we have in our buildings when we when we think about device ratios that's included at the top of the second column and when we think about being able to maintain that level of support um that's the third major consideration when we think about what's represented really in this list so when we think about identified next steps we talked a lot up here about collaboration within this process but we again that's not a collaboration or a collaborative collaborative effort that we want to end we actually want to expand it we really do are very sincere about including special education um talented and gifted Ed and making sure that we have Folks at the table who are really going to help us develop things to be responsive to our students um so knowing that and moving forward we we will plan on strategically um delivering professional development for the selected material with the stated goal of impacting instructional practice and learning outcomes and again it's a reflective process it is not a oneandone kind of thing because we're constantly learning and having to go back and think about okay how did that go what do we need to do differently questions Mike yeah I had a couple of questions going back to what the what yes we are um going back to what the teachers were saying that um you know teacher supports are critical and it seemed like one of the big teacher supports is professional development and this seems like an enormous undertaking
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um so what is the how do you budget for that I'm trying to figure out what the you've gone through the piloting so now it's going to roll and so um it just it seems like there will be a a significant budget impact and I'm wondering how you're balancing that with um you know with the teachers said which they need support's going to be a big deal are you going to be able to provide what they need I mean I'm just short answer yes well so be so that's good um and I guess so then maybe I'll ask how do you know is it a yes because it's just a manageable investment and or we have less cost somewhere else and this isn't a significant cost so what I what I'm going to do is I I am going to dance a little bit around cost because um should the board see fit to uh approve this recommendation we would immediately go into negotiations and we don't want to uh compromise that so what I could tell you is we have um allocations for the purchase and support professional development specifically for this adoption and there will be ongoing pieces that we will uh prudently budget for and for next year and and subsequent years so we have an idea of what it will cost and how we will manage that and develop it so just can I ask a clarifying question how how much of that professional development uh will come through the vendor well that's that's again a component of the negotiation piece we will rigorously negotiate with the vendor and extract as much professional development as it pertains to specific components or the development of those components uh as appropriate so just to clarify the negotiation is it isn't this isn't this is a negotiation with a vendor it's not a union issue in terms of what the teachers want and what you need to provide no it's with the vendor it would be with the vendor upon approval um I'm just really thrilled to to see it and it was great to hear the teachers and the students earlier talk about the excitement for it which of course we all know that once you offer challenging curriculum to all kids and you scaffold it they can all rise to that right um I I'm just so I'm glad to hear elel and DLI here too I'd like to hear more about how special ed will be integrated with the process um thinking about you know co- teing models um kind of what's the plan how how will you go forward ensuring that kids will have access particularly struggling readers and so in our preliminary conversations um with uh special education Representatives that was the other thing um we wanted to at least get an idea proactively of what it is we're looking at to consider now that um provided um the approval moves forward then we can actually really start digging into that collaboration of work specifically around things like Universal Design for Learning um so when we think about the different components that go into Universal Design for Learning um one of the things that we had talked about um with our special education tosa that we were collaborating with um was around the the different access points and the different ways to communicate out things like assessment so um when we think about how that weaves into our structure we're trying to be very intentional that we do a lot of meaning making up up front so that it doesn't fall to the teachers on the back end to try and figure out how does Universal Design for Learning work with qel work with this and work with that um it's really trying to figure out how where are those connections and be proactive about those connections so that we can be as effective as possible for our kids and can you talk a little more about the assessment pieces to this so what does that look like that's a great question and it's also one that's on the road map so when we think about um assessment specifically and being able to develop collaboratively with teachers formative assessments it's going to be very heavily based on that deconstruction of Standards work that's going to happen with that's again on the road mapap so I guess my question is I mean that must be a component of the curriculum anyway so you're saying that it still needs to be built out and developed to meet our needs or it's not a strong component of this uh curriculum or so I think with a balanced approach like if we were to look at any curriculum that's a comprehensive core one siiz fits-all it's going to give you everything we need you know there's a little bit of a healthy amount of
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skepticism to that um so it's identifying what assessment options and components are built into the inquiry by Design in new Zella um programs but it's also identifying where are the gaps and being able to fill in those gaps okay great as Andrea said it's intended to be an it iterative uh process so as we deploy and and utilize the curriculum going to realize what we need so we constantly reflect just like good teaching and build those components out great again I am really excited to see it when was the last time we had a 612 uh curriculum adoption I believe it was 2007 hi time so so I'm still wondering how long it takes to get to full utilization I mean it sounds like you're going to start to roll it out you're going to learn from that but is I I'm wondering like does it like in five years everything the whole thing's going to be online and then how much of it depends on the money that's available to invest in it I still don't quite understand what the roll out is and how much it costs or I think are we um authorizing investment in the full curriculum materials up front right for next year and then when you talk about a work in progress you're speaking more to the approach among the teachers as the professional development and how we grow into the new framework but our teachers can expect that they will have the materials and the technology supports that they need at at the get- go right the fall in the fall pardon me yeah that's when the implementation would be so what I can tell you in what it's not going to be um it's not going to be a purchase of a material just a material and a delivery of that material to the teacher and then we forget about it right um what we intend on doing is purchasing delivering develop and reflecting and we have um put together a budget to uh anticipate all those aspects and and again them overly simplifying so I had another question um I was trying to understand the equity component of this so there was there was discussion somewhere in there about an equity toolkit Equity based conversations in the classroom and there's a lot of discussion now about culturally specific curriculum so I'm just I want to understand better is when you talk about Equity are you talking about culturally specific curriculum what is you know where does that all how does that all fit together what are the components a great question because this idea actually emerged from a conversation with teachers at that um the pilot consensus meeting there was a very strongly articulated need around developing support resources for teachers to facilitate conversation Equity based conversations about race in the classroom and knowing that there was a gap in support resources to be able to facilitate that conversation so the work that that idea emerged actually directly out of that conversation in order to say hey we heard your need we understand how important this is not only to talk about it on an organizational level but also talking about it being able to discuss it on a classroom level as well so in terms of it being culturally spe specific um I wouldn't speak to the fact of it being culturally specific it's it's the resources intended to have that conversation where where students can feel comfortable entering into it and teachers can feel comfortable navigating um or at least feel um supported in navigating and facilitating that conversation and that's where I'm oh go ahead well that's what I'm I mean I I'm trying to distinguish between having um more inclusive dialogues among all the cultures in the room but then that aspect of um you know which I keep hearing about from students you know what we're reading what we're learning about doesn't reflect my culture and so when you say you're going to have a new 612 language arts um curriculum I'm wondering how much of that is you know really different materials I I'm not just talking about in a language immersion program what component of that
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is culturally specific so I'm I'm going to go back to Lara Beck's testimony uh at the beginning she had actually spoken to the A diversity of authorship represented in the different inquiry by Design units and we know that it's not all inclusive the idea also is through professional development to support teachers and being able to identify complex texts that are also responsive to their kids because not any one curriculum is going to offer something that's relevant to all kids so supporting teachers and being able to identify not just relevant texts but also complex texts that are rigorous thanks so the novels that were included though aren't they also an attempt to represent the cultures of our children and I really encourage where did I read someplace that they were two novels or two novels per grade level per grade level um um so I know that uh Washington DC schools has done a really interesting kind of um they have anchor novels for I think secondary um that are really reflective looking taking their body of students their cultures and languages and then looking for representative novels if novels weren't available then smaller you know pieces of text that dealt with a smaller group um and I think that that's what has that the start here with those two novels and I would encourage us to expand upon those again um to to really be representative of the body of our kids um I have a list from the DC schools it just uh really interesting yeah it's they've done some really great work there awesome you I have one last question since you were talking about novels and some of the challenges we had this year so this all factors in um you know all the new books we're going to need to buy for all the students I mean that's all part of the package every student has a textbook there's enough choices to go around we're going to maintain that volume of book so that we don't have shortages so that I can speak a little bit to the novel committee piece of it so the novels are being purchased and held centrally so as class sets get checked out it'll be done on a class set basis as as opposed to every school has their own copy for their own student does that answer Steve we got some questions save M then first of all I think it's wonderful we had a great presentation and really appreciated the teaching and learning committee was really really set the foundation for what we're talking about tonight help me understand this a lot better uh I realize we're in here with flags and balloons and shooting up fireworks because this is kind of getting down to the end but I do have some questions which I think are questions that people in the public would ask and maybe even some of our teachers ask I don't want you to take them as a negative thing I'm just want I think we just could have answers on these things and you have answers or you don't I guess because I have great faith in Mr Russo's abilities here and his attitude which is excellent and so and his educational philosophy which I think is excellent uh question one is do we need in the high school a new Adoption and why do why do we think we do and and uh what about teachers who use their own resources are we adopting for them and the book's going to sit on the shelves we're going to pay for them how are we approaching that particular question speak to the sure so balanced a balanced uh curriculum approach when we think about how do those resources that teachers have used in the past factor into this equation I think that was one of the big things that when we think about inquiry by Design is providing a piece of the materials and a piece of the curriculum it doesn't provide all of it as a comprehensive core and when we think about um the new expectations for students with the new standards and we think about the high level of rigor and also the speaking the very um strong emphasis on speaking and listening when we're looking for a resource that's going to help support students in that um and those outcomes inquiry by Design is one of those things and that was one of the things actually for the criteria that they were looking for uh overall when they were looking for uh curricula to Pilot was looking for speaking and listening supports so what particular uh if I'm a sophomore English teacher teaching AP English or teaching regular English I guess I don't know what they call it what pieces am I going to have new next year available to me
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for my students it's it's contained in your presentation the specific materials what pieces will I have so when we're looking at the curriculum itself in terms of the PE how that how the curriculum is structured we're looking at a teacher's guide so it actually contains um different ideas of how to structure instruction um and then it also includes student books so when we're looking at student text in order to help support students in annotating and marking up text which is also another very large emphasis in the new student outcomes and standards um so that will be included as well so when we think about uh again it's a piece and that's like that's just the text piece there's also the digital piece with newella so when we think about the emphasis on informational text that's also been a pretty large gap in a and a lot lot of different places not just PPS so when we think about being able to support teachers in with with specifically informational text resources that's another piece that's added into that balanced so if I'm a sophomore English teacher I'm going to receive a text and I'm going to receive an instruction booklet so it'll be a guide a teacher's guide guide okay a guide to the things in the text to or a guide Beyond things in the text it's how to structure the student-led discussion around the text text so in a traditional textbook what you would normally find are things like an activity five questions at the end of a chapter you might have some sidebar things to add extra information really when you're looking at the student text you're looking at text and students are creating the meaning around that text the teachers guide helps to support and walk teachers through leading students through that learning about what percentage of your class your 180 days say it's not that many but that's just it's always an easy figure to work with uh what percentage of those days would I be in if I was had a 50 minute sophomore English class what percentage of my days would I be in discussion mode it's a really great question and I think it's one that's probably best answered by our teachers in the classroom because there might be some classes even as the same teacher of the same prep in the same building I might have classes that are moving at a quicker pace and some classes at a at a slower Pace I mean it what what do we anticipate a teacher spending how much of their 180 days what percentage of their time would they spend in uh inquiry by Design mode so when we think about percentages about how it would break down in terms of instruction it also depends on some of the other pieces that teachers are using to to build their balanced approach so if in within inquiry by Design again we won't know um the number like when we talk about if you're asking asking specifically number of units we won't know that until after the negotiation how many we have access to but when we think about um how does that play out in a balanced approach it'll be partly the literature and the non-fiction that's included in inquiry by Design partly coming from new Zella partly coming from another resource that a teacher may have been using in the past um so in terms of an exact percentage it's um It's A Hard number to kind of land on because it really depends on the kids the teacher in the setting what uh you you when you're tired of me questioning then you can come back to me later because I still have quite a few and I think they need to be asked in public over this very very important topic what about the first paradigm shift that I went through was in 1969 for modals modals were interesting anybody remember modals nobody's that old are you know modals that were the Paradigm Shift of 196 9 and it always has scared me ever since when I hear paradigm shift for instance let's take a look at uh my second question which is grammar how do we plan to teach grammar in the sixth grade with this particular what's the plan for teaching grammar to children in the sixth grade because we know if you look at it you guys probably more way familiar more familiar with the Common Core State Standards than I am they're pretty bad in the sixth grade the the standards surrounding uh uh grammar I mean they're horrible they're terrible they don't have any idea what they're doing and they they lump the whole thing everything that went before you're supposed to teach everything they went before how do we tell what's our plan for teaching grammar in the sixth grade or seventh or eighth say so I think that when we look at the language standards specifically and the writing standards and we look to see where grammar and conventions live it lives in those two particular categories when we think about the instruction that surrounds that we've identified that as a need that teacher need support with so
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there is a subcommittee a work group that's on the road map to develop resources around writing instruction including those language and writing standards we have a grammar section in these uh in this adoption there a grammar section in the adoption and other words we have a te a textbook that teacher that has grammar structure in it that we can teach that our teachers can teach from uh no there is not a grammar book that's but it would be it would be going off of the common core standards at each level the deconstruction of that and then the meaning making and the process that directed by the common course standards from each grade level and student centered in terms of being responsive to what St what Gap students come in with because that's the other thing to so we have a grammar assessment we're planning to use so I'm sorry the writing so when we think about the writing instructional support resources and the assessment workg group those are two different work groups that we're looking at and also considering where does assessment live in those two places so we have formative assessment which will also include formative assessment around writing and then the writing instructional support resources which would hopefully also include some formative assessment in there as well and it's not just thinking about writing um from a diagnostic fashion although that when we think about okay ident looking at student waining and identifying strengths yeah okay so we have a something we have some structure within this that deals with grammar so kids can edit their work according to uh grammar structure yeah and that's uh one of the big pieces is part of the professional development um because one of the things with inquiry by Design as well is studying student work so when we think about when you look at a students writing and you're able to identify the areas of strength starting with the areas of strength and then identifying perhaps two Focus areas that you would really um help students improve and grow in how do they get if you're looking if you're teaching grammar off to student work which I know a lot of teachers try to do how do you how does our how do our students get a systematized understanding of grammar which is a system it's very much like fractions or mathematical basic mathematical things how would they get a a systemized understanding of of grammar from the own work I mean they don't they're not going to a have that much work I mean you have 30 if you get 30 pieces of students work in a year it's an incredibly large amount of student work in a year I mean unbelievable writing if you go through we know that we know how it all works uh over 30 pieces of writing you're not going to have a systematized structure of grammar a lot of the times so are you talking like a scope and sequence of so maybe where you're going I'm talking about uh that how we're guaranteeing yeah that we're teaching systemic grammar since it's not done in the Common Core well it's done very poorly if you look at sixth grade I mean you're talking about possessive possessive pronouns and a couple other deals I I'm just trying you know where I'm going Chris knows where I'm going I'm just trying to see if we good question if we put it into if we put it into our thinking around the this this particular quiry by Design what it won't be is a separate grammar book with activities um I know what you're referring to so I can tell you explicitly it will not be that um I'm going to refer back to the to the subcommittee a lot of it is going to be delivered through the writing instruction and there will be moments as they are inquiring for the teacher and the child to to explore grammar piece but to map it out or to talk about how we're going to support it we're going to refer that back to the to the subcommittee group and how we pull that out in Reading in the inquiry part but also in the writing but there is no separate grammar book Julie is there se but there's really no second Steve what was what I was going to say is um I agree that there doesn't need to be a separate grammar piece little bit of of I agree too with what Steve saying it hearkens back to remembering the um whole language time and that when we had those what were they mini lessons that would um be kind of birthed from what you saw in student work but having children that went through that process know that there were big gaps um so just care we've done this before we've been here before um and making sure that we're really carefully watching for that so that it's not just hit and miss depending on as you say evaluating you know massive pieces of work to see what our next mini lesson's going to be it just understood yeah did you have a
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question Pam I don't have a question I have so um just thinking back um to one of the questions that Steve had around what teachers were going to have I'm wondering if as you're putting this all together and as you've rolled it out to the people who are working on the pilot um if some of them have found that that you know they've been working with certain texts or books for a certain period of time and I understand that um but would would this not provide us an opportunity to help diversify especially culturally diversify some of the materials that the teachers who have been teaching for a long time and using the same stuff so they have an opportunity to to expand and find and find new things and of new interest and and uh hopefully more culturally diverse materials is that with that also are you anticipating that as well yes especially with the professional development piece around identifying complex texts it acknowledges the fact that there will need to be other texts that are brought in and supporting teachers and being able to do that um effective effectively and efficiently because um speaking from experience as a high school English language arts teacher it can take hours to find the perfect text so figuring out how do we make that effective and efficient great thank you Steve did you have some more questions one yeah I'm on number three uh what about what about uh kids who are behind in like the sixth grade say there a couple three four grade levels behind in reading and one of the things some of them need basically I mean hate to say it but some of them just messed up on their phonics never got them can't make out words certain words they don't and it it makes it so difficult for them to read to some degree that they don't so what do we got in what's our plan here to approach to do we have an A phonics assessment in this adoption do we what's our plan for those kids that are two or more three grade levels behind in Reading sorry that also comes down to the work group in the subcommittee around reading intervention and assessment so and we've identified that as a definite need so when we look take a step back and kind of look at a secondary level what's what's needed at a secondary level and how do we target that intervention and instruction so that's it's effective for students uh first it needs to come down to the assessment piece so when we look at using assessments for the correct purposes using screeners as screeners Diagnostics as Diagnostics and then being able to make a a decision based on that information how to best serve those students um also looking at uh we've actually started a conversation with our bilingual speech pathologist to talk about how um when you're acquiring another language how does that play a role in in reading and how those Diagnostics uh function so we're hoping to expand that conversation as well what we wanted to hesitate from doing because there's a lot of good thinking and work that's been started around this already at the secondary level we really want to support the teachers who have started that work and building out a framework for them to be able to operate with inside inside of that framework um rather than trying to impose a structure on top of that well I don't mean imposing a structure so much as making the structure available if the teacher wants it do we have a struct do we have a assessments that are going to help assess the actual reading uh difficulties of sixth and seventh and often eighth grade kids and and then do we have something that we give cuz that's where that's where I know that we're going very intelligently in the cap 5 we're building that structure in so is how is it build in here so we're working to identify which assessments would best serve which purpose right now an example of some of the assessments that we have available include the ecbm as a screener only one language though exactly and so that's why that's one that's available right now so figuring out how do we expand that and seeing what other tools are available um as and similarly with the Diagnostics so that like starting that conversation with those in mind as in terms of the function that they serve but knowing that that can't really be the only assessment when we're thinking about other assessing in other languages do we have any assessments Steve I think Paul has a question oh you're jumping around okay sorry thank you uh I think this is just wonderful I do have one question about budgeting many things in here about digital delivery do we need any investment in technology in order to be able to implement this I
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do so to to meet the needs of our of this curriculum and what and what our kids need to do with this curriculum there constantly needs to be an evaluation where we are with technology and uh subsequent upgrades so are we at that aspirational level no um do we know what that needs to be yes as Josh uh clearly told me have we been talking about it extensively yes thank you is it in the is it in your budget request for this year the aspirational pace no but building blocks to yes so it has so in what you gave us it talks about it but you're not including it in your budget request so the adoption itself Does it include it components beyond the like nuella and those digital component are you talking about infrastructure and Hardware like uh yes yes I don't believe in I don't believe so there's something in here about no not those those key um foundational pieces no you highlighted it as a need so there's a there's a comment in here about fixed labs and not classroom embedded equipment to support Core Curriculum yeah is that am I thinking of are you thinking of something else no Josh would you like the come on yeah this has been an ongoing discussion I think it's really important because we we hear constantly about the inadequate um computer computers that we have lack of computer labs computer just all around computers so go for it Josh good evening Josh Klein Chief Information officer this could turn into a pretty lengthy discussion but in in short there were some um there's been ongoing conversations some very detailed conversations about what we need to do to our technology infrastructure to make this successful in the long term um those conversations are are ongoing there was a slide in this present ation that listed some of the concerns that we we currently have um our in our wireless infrastructure was was not designed to support onetoone Computing um with that said this new zelop product is not doesn't stream video you know so it's not an extremely um it doesn't require a lot of bandwidth uh so we have I think still some more learning to do about what we really need to do to accommodate this tool at scale um there's that piece and then there's also the piece of how we're going to get devices in the hands of students um to actually use the tool and and that will um we have some pretty high density of equipment in certain in certain places and not in others so this there is a a significant investment that needs to be made to do this right um but we don't necessarily have to get there immediately um but we would have to get there for every teacher we're asking to do this work correct correct all right Steve did you have some other questions yes I do well I have the same one I just asked which isn't an ID question thank you Josh appreciate it though Josh uh going back to do we have a te I understand that there's different parts of reading that are all critically important but I want to go back to the phonics part do we have a test where we find the holes and kids phonics for all our children sixth seventh or eighth grade so Diagnostics that test for decoding influency are I believe the Diagnostics that you're referring to when it comes to F decoding would be the one so an example of a diagnostic that we have access to but again it's English only uh is the San Diego quick do we you do we plan to use that like with all our sixth graders and seventh graders particularly in those schools that are 200 have 200 kids that are two or more gr levels behind so in the preliminary data analysis that we've been doing with our research and evaluation Department um we've identified actually um the that the numbers in terms of the need for decoding influency like who's scoring at risk or some risk on the easycbm are actually lower than what we had originally thought so when we think about being able to to test students using a diagnostic after they've been identified using a screener um that's what one of the processes or flow workflows that we're looking at right
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now but again that would be decided within the context of the reading assessment and intervention um work group The subcommittee that's just an example of the workflow this next comment is a comment not a question keep a break please the uh we basic libraries play a big huge huge role in this 6th through 12th grade reading particularly 6 through 8 huge role so I'm going to put in a plug again for having for In The Name Of Heaven we get new library books into libraries which haven't had new books in some cases until that little amount we put in there last year haven't had it for nine or 10 years we need to have decent libraries for children to get to and read That's the comment okay let's go back to the question then uh the next question is how does this deal with writing in other words how does this particular deal with I don't mean handwriting I mean writing things children write things out and teachers read them and talk about them and comment on them and they read them to each other they're writing how does this so written student assessment no written period how much writing can we expect teachers to do teaching writing how much teaching of writing can we expect is it daily in this program do you think uh the kids write daily do the kids write once a week do they write long things do they write short things how much of that is a teacher going to correct if if you ran the program that you're talking about here in an average way so I think that there is a couple things to consider one of the things is assessment for Learning and what form that takes and that could take a written form so if we're if we are assessing a reading standard in a written form that is one way speaking and listening is another way so in terms of the variety of Assessments I think that writing definitely I don't mean assessment I I I'm sorry uh I mean the actual teaching of how to kids write how much are they going to write are we going to write more in this because a lot of times what's happened in a lot of our classrooms no offense to those teachers who do it but we're not writing enough we're nowhere near writing enough you know because what happens when you write then you and you know this when you write and you have your kids write you got to do something with it which takes your time so a good way to save your own personal time who where we have all these overloaded teachers is to not have children write that much but children need to be writing a lot so does this address that so in terms of specific um writing explicit writing instruction there are pieces um with embedded within the curriculum that do offer that as well as the writing instruction subcommittee that will be developing work around that um and also that is writing for the purpose of evaluating and learning to write there is also writing to learn and evaluate in other context such as the reading standards as well so just kind of understanding when we think about writing it serves multiple purposes and being kind of clear about that okay Steve I'd like to get to our resolution here in the next few minutes because we have another big issue tonight to still consider that's nice but I should I have couple you have another question I have more than a another question that I plan to ask if we want to fight about it we can fight about it I just soon go and ask the questions in this particular Forum with these particular people proceed but let's quickly so we can get to moment transfer be nice if we would Shuffle it but I don't think we need to uh reading teachers do we have anything in budget for reading teachers do we need any more reading teachers out in those classrooms where we have 200 kids two or more grade levels behind is there anything obviously it's not in this proposal but suppose you put two reading teachers out of one of the middle schools with a lot of kids Behind is this are they able to use this prop to to do that type of work if we put in some reading teachers down here part of the development that we're looking at with the reading intervention intervention and assessment sub committee and work group is actually around being able to embed supports structures and instruction within a general Ed context so when we look at a tier one tier 2 tier three student tier three being needing Advanced phonics instruction and support identifying what materials we have available to us to possibly embed the instruction and then looking at other Alternatives should that not be the case to respond to student need so is that a reading teacher answer was that a yes or not a reading teacher no um not within the the context of a specialist per se but being able to support teachers through professional development and resources in that endeavor thank you for that
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answer next question is the when you when I looked at your charts inquiry by Design was uh was rated lower in writing and springboard was rated higher in in I mean lower in instructional supports and that seemed to be about the only two differences so how did you weigh off what is the lack of instructional supports in the inquiry by Design let's just leave to that I guess so when we think about the different scaffolds that are needed um that was one of the conversations that stood out which is why there is a subcommittee working on scaffolding and support resources because that was an identified need as based on the data and also on the qualitative data as well around the commentary that was uh included on the evaluation sheet um in addition when we when we think about um any curriculum claiming to be a perfect curriculum and then the reason why we pilot it is to identify where those gaps are so that we can address them and that's why those subcommittees were are proposed so that we can actually address them was my last question was there much of a Bandstand effect on the uh on this particular uh um choice you know the Band Stand effect where people somebody gets on it early and then everybody jumps on to the band stand to go around and you don't get the real solid questioning of what's the difference because everybody's pushing for the one what did you see much of that in your um there was a very indepth and intense discussion in our final CAC meeting and the recommendation package that you see before you is actually the culmination of hours of discussion and work and identifying what work still needs to be done in order to have a true responsive uh curriculum for our students thank you thank you very very much I'm very excited about the directions we're going here I think it's wonderful does anyone have any further questions even if my friends on the school board don't appreciate the questions I thought we had a we had them in the committee we did have a very answer robust discussion in our teaching and learning committee which was great uh the board say you guys did a great job presenting here tonight and having multiple voices represent the process it was really exciting so thank you great presentation yeah thanks for your patience appreciate it and also that it's not to be taken for granted that you are all United in in bringing your different spheres together in this effort that's pretty exciting uh the board will now consider resolution 5214 grades 6- 12 language arts curriculum materials and adoption do I have a motion so moved second director Anthony moves director spara Brown seconds the motion to adopt resolution 5214 Miss Houston is there any public comment is there any board discussion seeing none the board will now vote on resolution 5214 all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any extensions resolution 5214 is approved by a vote of 6 to1 with student representative Davidson voting yes all right thank you all very [Applause] much all right we will now consider open enrollment and interdistrict transfers superintendent Smith would you like to introduce this issue Tony magliano who's our chief operating officer and Judy Brennan our director of enrollment and transfer will present this report thank you good evening members of the board superintendent Smith uh in your board packages you to have a staff report and resolution on open enrollment and as you're probably aware by March 1st of each year the Board needs to declare whether we're going to participate in the program and allow students from outside our district boundaries to transfer in and Judy Brennan our director of enrollment and transfer is going to walk you through that that process and um present our recommendation thank you good evening um I was almost inspired to sing from an earlier presentation which was was a while ago but it was as a boundary director you don't get that very often so but um since I have a cold I'll just speak it swiftly and um that is that typically Portland Public Schools has opted out of the Open Enrollment process we have other robust forms of transfers for our students here in PPS we have last year a um a new set of policy changes regarding transfers that made it more explicit the reasons for transferring between neighborhood
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schools for our resident students so the Open Enrollment process um actually would work outside of such a system and and present a really different standard for transfers so it's something that we haven't participated in in the past however we do think this year is a great opportunity to to um participate in open enrollment in a very limited way and that is to reinforce enrollment at two of our immersion programs that are in um East Portland in Northeast and Southeast Portland that both have um a small amount of room for non-resident students that have strong interests from non-resident students and where we have seen in the past families who live in other districts interested in the programs who haven't been able to work their way through the very complicated state standard interdistrict process so for all these reasons we think that open enrollment um would be a good choice for Portland Public Schools for the 16 17 school year and with your permission we would like to open uh 20 kindergarten slots for uh Vietnamese immersion which is at Roseway Heights as well as 10 open enrollment slots for their first grade program and then we'd also like to open excuse me we'd also like to open 20 kindergarten slots for the Russian dual language immersion which is at the Kelly school and um five first grade slots for that program as well so that's our request for you tonight we're happy to answer um let me just say really quickly um to reinforce that with your approval we would open a process next week non-resident families would have a month to apply we would work with Community Partners especially those who work very specifically with um families um who speak these languages at home to try and draw interest and make the application process as simple as possible we would receive applications um by the 1 of April and process those after we finish our resident Lottery which is right now open to our PPS um resident students so non-resident students wouldn't be placed above resident students and then probably in the next four to six weeks we will be back to you with more information about how we intend to have our standard um interdistrict transfer process which will happen after open enrollment do we have any questions Paul I would just like to make a comment Miss Brennan previously came and presented on this to the uh business and operations committee answered a great many questions there very thoroughly uh we were completely satisfied and recommended it to the the board unanimously and thank you very much great thank you any other Steve how how do we come up with the numbers they seem pretty randomized 10 5 20 they are rounded to make it easier to describe to the people out there who are interested but they are based on what the current enrollment is um in the kindergarten classes at Vietnamese immersion and at Russian immersion so we looked at how many kids are there and we um look to see how many it would take to um make our best possible use of those teachers so none of these slots would require additional teachers than what we would allocate for the programs anyway they just allow the classrooms to be a little more full are are there any children that live within our school district who won't be allowed to go to these programs based on people kids coming in from the outside no okay thank you questions uh Pam good evening good evening um um just a couple of questions about these Judy the uh Vietnamese dual language immersion program is that doubling that program then I mean is that we're trying to so it it currently has one strand per what what has it got no ma'am it's currently two strands two strands at each grade level um it's a new program and as you know um it's a program that may be relocating um as part of our enrollment balancing in the next year to two years so we know that there's some families out there who are interested but haven't made the commitment because they're not sure where it's going to be however at the same time we have non-resident families who would be driving to the program wherever it's located right yeah so this isn't adding teachers or sections it's simply I got yeah so I guess I'm I'm surprised as all when I saw it on the list because the community demand for this was so huge and I can't figure I'm I'm surprised that we're trying to fill 20 slots that's a lot in a program that people were demanding so I I hope we're reaching out to those Partners who were in here telling us how much they wanted the program so that would be great um
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and then the other one question I had was um with regard to Kelly what's the percentage of nonresident uh people in that program now it's approximately 2third at this time is non-resident that's correct um the new principal at Kelly has a strong commitment right now to recruiting across Ross her region um as we know with both of these programs the populations that have the strongest interest in it because of their um own Heritage culture and language have shifted pretty dramatically as part of gentrification so uh when the Russian program was cited there several years back it was at a time when the uh Russian Ukrainian Community was commuting was moving further out and we see the same remember um you heard a speaker earlier tonight with concerns about loss in population at Woodmere and W Whitman and Woodmere similar populations to those that would be probably interested in this program but may now be moving across District Lines yeah it it just concerns me and it has for a couple of years because I've seen that number going up up up of non-resident students in the program at the same time when we have space constraints at Kelly for the neighborhood program so um I'm wondering if it might be more to our benefit to uh find our colleagues and other school districts where these people are actually living and and encouraging them to build a program so that I mean if if the people aren't living here anymore it doesn't doesn't make sense to me that we continue to support the program it's a good discussion yep and I think it's yeah thank you Tony I think it's worth discussion did you that's all for me thank you any other questions uh the board will now consider resolution 5215 open enrollment transfers for 201617 school year do I have a motion so move director Anthony move oh do I have a second I will director Anthony moves and director n seconds the motion to adopt resolution 5215 is there any discussion Miss Houston is there any public comment is there any board discussion on this resolution did you uh want to make any kind of amendment or proceed with this plan for I I just think that we need to get into a discussion about the Russian program and we need to figure out why our community is not coming forward for the Vietnamese program and I'm sure the staff will do a great job at that the board will now vote on resolution 5215 all in favor please indicate by saying yes yes all oppos please indicate by saying no I forgot to say yes uh are there any extensions resolution 5215 is approved by a vote of 6 to Zer with student representative Davidson voting yes all right thank you thank you very much uh the board will now consider the remainder of the business agenda already having voted on resolutions 5213 and 5215 board members are there any items you would like to pull for a separate discussion and vote no Miss Houston are there any changes to the business agenda do I have a motion and a second to adopt the business agenda so move second director Anthony moves and director nol seconds the adoption of the business agenda Miss Houston is there any public comment on the business agenda no seeing none the board will now vote on the business agenda all in favor please indicate by saying yes yes yes all oppos please indicate by saying no are there any extensions the business agenda is approved by a vote of 6 to Zer with student representative David in voting yes all right um all right this meeting this meeting is adjourned the next meeting of the board will be Tuesday March 8th thank you thank you nice

Sources

PPS Board of Education, Archive 2015-2016, https://www.pps.net/Page/7356 (accessed: 2022-03-24T00:57:52.304471Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)

2016-02-23 PPS School Board Regular Meeting

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Event 1: Board of Education - Regular Meeting - February 23, 2016

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