2017-01-31 PPS School Board Work Session
| District | Portland Public Schools |
|---|---|
| Date | 2017-01-31 |
| Time | missing |
| Venue | missing |
| Meeting Type | work |
| Directors Present | missing |
Documents / Media
Notices/Agendas
Materials
Final Metrics Packet (265210b5c3793e88).pdf Meeting Materials
Minutes
Transcripts
Event 1: Board of Education - Work Session - 1/31/17
00h 00m 00s
um we are going to go through the
metrics and have discussion about that
uh and then get a short presentation
on um and we have a hard stop at
6:30 so Bo hit it all right I'll do my
best uh good evening board members and
members of the public thank you for
coming this evening I've been looking
forward to this moment for some time
because it gives uh you an opportunity
me an opportunity share with you with
everyone the work that's been been going
on in the short five months actually
just it just seems like it's longer but
it's only been five months um
essentially this is a status report of
progress made on board priorities the
point here is to provide context and
Clarity and transparency to District
work what I'm going to present tonight
represents a significant amount of work
on behalf of students in the community
by countless individuals uh the
employees of Portland Public Schools
plus contractors literally countless
individuals uh documents we will be
reviewing are the workflow document and
I have also I'm going to give you some
organizational charts so that you can
see what the organization what what the
organizational chart was when I arrived
what it is now and what I anticipate
that it will be in uh in July when I
leave and I will give you the
organizational Char as
[Music]
we
um and do everyone have a copy of the
doc the if you don't have be hard to
follow the
discussion let me let me talk a little
bit about what the the workflow doc it
is and then I'll I'll kind of start
going through it a little bit this is an
attempt to organize the work for this
year uh but it's also resulted in at
least organizing some work for the
future as well it's an articulation of
uh again work to be done in ensuing
years it's a simple means to keep track
of progress toward uh and Reporting
progress toward meaning board priorities
it's a way for each direct report to
understand the work of colleagues and
the way for board members and the
general public to understand the work
that's being done as well it's a road
map for us for you and for the new super
intendant um it it's intended to help
provide that person some sense of what's
happened right prior to his or her
arrival and what he or she may need to
attend to amongst other things once they
take the
position again it's an effort to provide
context Clarity and transparent
transparency to District work and most
of all it's a working document there you
know are going to be editorial changes
and U it is sort of a progression from
what what the workflow document that you
saw in the fall so let me talk about the
organization of the document if you have
it before you you can see that what
we've done in the fall when you received
this there was just a list of of
basically priorities and projects
basically all projects now what we've
done is place the board
priorities um on the top and the metrics
right below it the the priority is in uh
that sort of off red color and the
metrics in green and then the projects
are below it you'll see in some cases
that projects are listed in a couple of
different areas that's because some
projects overlap into different board
priorities you also see what we have
added to this is a status update in
brown so on the first page you can see
that the non-representative salary
schedule is
completed increased capacity hiring
staff is in process Talent acquisition
management system is completed benefit
Administration software is completed and
successful School survey is in process
and that is the same throughout the
document so you can see the status also
there's notes at the end that were taken
from each of the direct reports and I've
asked the direct reports to be here uh
if to answer questions you may have
so uh rather than take you line item by
line item through the document what I
what I intend to do here tonight because
I think that that would take more time
than is
necessary is I would uh like you to just
take a few minutes and kind of peruse
the document um and then what I want to
do is focus on five areas and then have
a little discussion after that about
some pieces of the document that
probably need to be refined a couple of
00h 05m 00s
Ed edits
and then um allow you to ask questions
you may have about the document so why
don't you take a few minutes and kind of
get used to what it looks like and if
you need a copy of of
here so I have one question just to sure
you don't have need to answer it right
away but just something for you to keep
in mind when you get back into it which
is um I don't see a timeline moving
forward that shows the interval at which
the intervals and the venues at which we
will check in on each of these these
metrics and so I think that's something
that we need to discuss and and lay out
in this conversation so that we're not
just getting a where we are now view but
we have a system we start to get a
system in place of how we're routinely
checking in on these metri and where
maybe You' all had a chance
I dispense with that okay all right then
then uh I'll move ahead and I'm going to
the the five areas that I want to talk
about I'm going to first of all talk
about reorganizational Central
administration because I think that's
one that that you all you know wanted me
to take a look at so let's talk about
that person and um I'll show you what my
thinking is about that and what we've
done so
take pass it
around so are you working so this is SE
problem yes this is a
different we need one more
so uh if you the first one is is the
organizational chart when I arrived and
as you can see uh there were if you
count them up there were 13 direct
reports at that time uh the chief of
staff General councils goodsman and then
all of the folks that are down on the
line below that that that was the org
organizational chart when I arrived uh I
felt just looking at this it's actually
before I was even put on the payroll
that that was too much for the
superintendent to monitor by
himself and it seemed to me that um we
needed to combine some things and the
first obvious one was to combine some of
the operations so if you would move to
the second one this is in
January second one is in January 2017
this has in the uh upper leand corner
and I started by uh
basically placing most most of the
operations under uh the deput deputy
chief executive officer that would be
youf I moved his position elevated his
position one notch and at that time I I
had all of those items that are under
him in January except for uh human
resources and system planning and
performance and so I've added those two
as of
January um I will just make a comment
about the uh Human
Resources uh depending on how this was
all set up with the idea in mind not
only to be operational this year but to
leave options for the person coming in
some choices that they could think about
about how they want to organize and do
their job and it's it's can be argued as
I've looked at organizational charts
from other districts that there is no
really one perfect system some are flat
some are more vertical it just sort of
depends on the needs of the time okay uh
and it could be argued for example that
because Chief because Human Resources is
the or is your department that hires all
your professional staff that they might
be on the other side of the aisle if you
were to have say a chief academic
officer which does not appear on any of
these charts but is an option for the
person that that comes next that could
be an argument uh by the same token it
could be argued that it's under
operation so that's a choice that
someone could make systems planning
performance uh that would be Sarah
singer's Department that too could be
under the academic side or the
operations side I'm putting it under
operations for the moment but that's one
that could be moved around in my mind's
eye and you can see uh if you if you
count the number of direct reports that
right now I have eight direct reports so
we've gone from 13 to eight in a very
short five month period okay um and it
just made sense to me that if you're
going to have the degree of school
00h 10m 00s
modernization and uh the issues with
regard to uh to um the Chief Operating
Officer dealing with health and safety
and and it's all tied up in in in
financial issues that it all ought to be
sort of under the same under the same
department and it just made logical
Sense on the other side of the aisle
it's um a little it was a little less
clear to me um you know could be again
argued that a chief academic officer
should do the academic side deciding
what to do about about that and and
whether to have that depends a little
bit on the superintendent you hire in my
mind's eye and what that person wants to
do and if you can find if you believe
you have someone or you can find someone
that can be really effective as a chief
academic officer in my mind's eye that
particular side of the aisle uh you know
needs needs some clarity throughout the
district significant Clarity throughout
the district and that's not something
that one can do in one year but I'm
abundantly aware of it in my Bri period
of time here so that's how it stands at
the moment now if you move to the next
one um I I will say I will
interject that
um that the next one is um partly a
result of my thinking about this when I
first sat down I felt like you know I
did not I don't didn't really need three
assistant superintendant and I want to
stop for a moment and uh talk about Hara
D who has served this District since
1969 she has uh served countlessly I
mean hundreds of thousands of students
have been influenced by the work that
that she has done she is choosing to
retire she'll be retiring as of uh the
end of the school
year um I want to talk a little bit
about some of the things that I know
that that she has done and I'm sure
there's a lot more that I don't know
that she's done among the things that
I've heard since I've arrived here in my
brief period of time is that she has is
a person who has helped nurture our our
administrators of color has helped uh
encourage them into the profession and
nurture them and and that's a huge a
huge thing for us she is also deeply uh
connected to preschool and all of the
work that needs to be done there to
provide our students being ready for for
school uh she has a a a love for that
that we have talked about and it's it's
very very impressive work that's been
done there also and more recently I know
that gar Withers uh from Concordia has
been has sung her Praises with regard to
the three the PHD program and these are
just the pieces that I've seen since
I've been here I I mean I can can only
imagine all of the work that she has
done and all of the thanks that are owed
to her I cannot har has it been 43 years
how many
years
47 47 years think about that so I I
would like to extend to her Round of
Applause for a moment because I just
really
appreciate I I want to add that she has
been valuable with her institutional
knowledge there have been times when I
thought about doing some things and
she's given me some very good reasons
why it would would or wouldn't work and
is deeply invested in the history how
things came to to be in P of public
schools so with that in mind this uh
particular flow chart shows seven direct
reports um again it could be uh this
could be a situation where the the the
three officers that are left on the
academic side are under a chief academic
officer but if depends on the
superintendent what that person wants to
do if they're strong in curriculum and
instruction they want may want to fill
that role themselves directly because
there's lot work to be done there and
you know I'm I'm doing that myself at
this point in time five months here I
meet with uh my my three folks uh once a
week right now some of the things we're
working on are the middle school project
um you know just a whole raft of other
things trying to break down the silos so
that the three groups three the three
organizations will will flow together
more more smoothly you can see to be
determined in the lower left hand corner
those are some items that will have to
uh placed in other departments a lot to
determine what we're going to do with it
this leaves the incoming superintendent
with some options about how they choose
to structure the district it also uh
creates an organization that is easier
and more streamlined for me to work with
at at this point in time for the of my
tenure again this is a vertical
structure and I can see it turning more
horizontal at some point in the future
depending on the needs of the district
and the the skill set of the people that
00h 15m 00s
that you have here we are uh very
fortunate to have uh some very skilled
skilled people now and I'm hopeful that
we'll be able to continue to do that so
um that's the first item that I wanted
to talk about uh that is for the record
um on page 14 of the greater the larger
document it is referenced um rebuild and
reorganize management structure that's
that's what that's the one that it
refers to there so um the first piece
and you know one of the things that is a
little concerning to me about this
tonight is that um there's a lot of
information in a short period of time
but I do want to pause for questions
that you may have at critical times and
I think this is one of them yes the
board office is under Sasha par and
Chief of Staff but in actuality under
board policy the board office is under
the chairman of the
board yeah that's may want
to thank you
for the last two years the board office
has reported the the staff in the board
office has reported to the yeah well
nothing wrong with them reporting and
stuff but it's not under them U it's
under the chairman of the board it's
clear policy and states are right out
there I check until and I've always
pointed that out to him that really in
this case the board office is under Mr
kler if he wants that put him around
under s par
but in the one in the final say that's
who tells the board office what to do if
there's a
discrepancy they can change the policy
if they
want yeah I mean I'm speaking of you as
they we have enough double speak around
this any other any other questions on on
what we've done
but what what were you talking about
when that you said referred to um the
organizational restructuring as a stated
PRI yeah it's uh on page
14 of the greater document and it's
basically stated as rebuild and
reorganized management
structure oh so this is under other yes
the many things that we are working on
that are not specifically called out in
our board PR right yeah so Bob I mean I
just I would say that this this is a
huge amount of work um and
progress and it is
streamlined um and I think that um that
the that it's going to make everybody
work from the top to the bottom easier
uh and I appreciate also the the
flexibility that's still built in as a
new
superintendent Ares yeah and and again
all of this work has done with the eye
toward the future to try to set the
table for that person so that the
transition can be smooth for them and
that includes that includes the workflow
document I will say that that there's
continues to be work under the top tiers
to try to you know find some how how we
work through and make things work more
smoothly the community outreach
specialist is something we're looking at
right now of asked for an individual is
doing an assessment and next week we'll
be looking at that particular group of
people and trying to begin to make some
decisions about what we do there because
they report to a number of different
departments so that's a conversation for
example that that we'll have to have and
it's not the only one and I don't expect
all those conversations to be completed
in the next five months I think that
there's there will continue to be some
uh you know work to be done after after
my term is
finished but you know breaking we we
heard from numerous
fronts and acknowled ourselves breaking
down is really really
important and this this work is it's a
step in that direction St that more work
to be done but that's definitely the
attemp thank any other comments
questions on this one I just want to
make sure because this is new
information for all you want to just
provide a brief update relative to this
chart on um filling roles with people
uh you know that is referred to in here
but I will talk about that a little bit
we've
retired I think it our I can't recall at
our high water mark in terms of central
office people we were down like what was
it
57 and we're now at 42 and there's been
a number of people leave in the meantime
so we're filling in faster than we're
losing and we may or may not choose to
fill all those positions so that's the
first piece the second piece is that uh
We've retained the services of a
00h 20m 00s
consulting firm and they're in the
process right now of of looking helping
us find a a chief counsel general
counsel um and in terms of the
communications department and that's
actually another important piece of this
because while it's not standing alone
right now I mean it could be again that
could be a choice uh and we're in the
process right now of interviewing folks
for that not the top level but you know
people for that we were had a different
View at one point in time to hire the
top person and then that fill in but I I
have found that given my interim status
U that it's not the easiest thing in the
world to hire people for the very top
positions and so we can't can no longer
wait and have a Communications
Department that is not more effective
and we've had had people do some really
good work I you know Courtney has been
amazing um and you know done way more
than the person should be asked to do um
and and well
we could make yes I'm I'm not going
there uh but uh in addition to that
we've had some Consulting from outside
and in the person of Anna Rick Taylor
Who's just done a marvelous job as well
in the last short period of time um and
will help us through until the end of
the year so
um that I think that answers a big big
part of the
question any other comments or questions
on
yeah just as a comment I would say I
think you're thinking on how to hire in
the face of reluctance to sign on at the
top level is very sound I think that's
exactly okay without uh further Ado I'm
going to move along I've been told that
my weight time is in particularly good
in the best of circumstances so this is
about as good as a guess so that was
your chance that's question
uh all right the second one that I would
like to talk about is completing the
2012 Bond and uh for that you can turn
to page 10
initially and then eventually U uh 15 I
think as well I you know page 10 is
really the one that captures it best
it's impressive to me and I I don't want
to be taking credit for what credit for
for credit of others Jerry and and
Yousef and folks and and Courtney I mean
these folks have done marvelous work you
know it I know it um and we're just
documenting it here basically this whole
document rep represents really the work
of everybody else and all I've done is
just kind of pull it together and direct
a little traffic um and if you haven't
had the opportunity as I have to go
through for example Franklin um it's
just breathtaking the work that's going
on out there I I just I'm just so
excited I think I you know I I'll say
this much I don't do anything on
Facebook I've taken this job at all for
my own personal reasons but I did take
some pictures when I was out at Franklin
and I put them on there and I made the
comment that I feel humbled to be a very
small part of something very special and
uh that is the same for Roosevelt Fabian
Fabian is coming along now I was out
there the other day and it's starting to
really take shape um and uh you know I
actually have a colleague uh in Missoula
who was a graduate of of Franklin so she
saw that on there she had no IDE what I
was doing it was St to learn that her
former teaching colleague was inter
superintendent from Mor public schools
which was kind of using its own right
but nonetheless it's really good work
it's fabulous stuff and it's reflected
here um and I won't prate over that I'm
just sharing with you you know where it
is I think I referred to page 15 as well
I'm not sure what piece is on page 15 oh
this is these are board areas of focus
and it's on there as well this is just
sort of a a different page here we
actually threw something in there that
was a heat chart from some time back
about the months the red represents the
months of heavy duty work by the board
so it's on that one as
well uh any question about that um I
direct to uh my colleagues in the room
you have any questions about about the
2012 Bond and where it's
told um well I have a question about our
metric so this in pink is Jerry's
proposed language different than what
our metric was right I have a proposed
um language change for the phase the
bond is in right now and how we're
performing that and as far as the green
metrics um I imposed three more on
ourselves than you did last year from
accountability standpoint because of
where the bond is right now so I'm you
know we're hold us accountable for seven
methods of measurement right now instead
of four and in the pink um I think where
00h 25m 00s
the bond is at right now the
main to me it's the board can do it they
want of course but to me um a goal has
to be um for us do to be controllable
and we look for example like with what
the weather has done for the on time and
the 3 weeks and uh and we look for the
where the um cost escalation factors
when we are going I I think it's
important we always look at time and
look at money when we're doing our
individual projects I think the key is
to make sure we're not leaving program
on the table doing work whether it's
value engineering or constructing we
have to deliver the educational program
and in my mind I thought that needed to
be brought up but completely up to you
guys to on any of this Amanda can you
tell us what the that language was
before yeah it
out Jerry you've got one on here twice
is that am I reading that wrong the very
last one on public Improvement project
Etc that's also number five I think 1
two three four yeah so put on twice
these update we heading six the language
before says to ensure that the school
building Improvement bond continues
tracking on time on budget delivers
Innovative 21st century schools so what
we're doing with with the proposed here
is um managing these projects this bond
in order to maximize instructional
programming and the stakeholder input
and then also of course to the 21st
century school so it's just a suggestion
anything else on the
2012 that's what he read so it's ensured
that the school building Improvement
bond continues tracking on time and on
budget and delivers Innovative 21st
century
schools
um and so Jerry what you were trying to
capture that wasn't
included in that is the ongoing project
management no so so to Maxim
instructional programming that we're not
cutting out as you're Landing the bond
and looking at from this day forward as
we land this summer if you looking at
Grant money's contingencies Bond very
natural right now to be where it's at
it's important that we are delivering as
much of this educational program for the
Grant High School and to finish up these
three this summer with the educational
program so that's typically what I've
recommended at this phase of of a of a
bond measure but and then also the on
time budget uh or at least the insure uh
ures to itself I I can't Ure uh anything
when I lose over three weeks of weather
delay and um you know
andal are youing we're going to have
more weather delays this week well I
heard Thursday already doesn't look good
again I Haven made up my mind yet yeah
anyway suggestion and then yes we added
two more metrics um um the apply Lessons
Learned and the update the PMP these are
things that are either direct
accountability feedback from performance
auditor and or Bond accountability
committee uh and or you know apply
Lessons Learned is just the natural
thing to do so um and the Lessons
Learned goes into our original um
project management plan from when we
started the bond and we update it tweak
it refine it for greater accountability
so I'm putting two more metrics upon us
and and and I think they're do
it so I um I like adding the
instructional programming part Jerry but
I'd be opposed to taking anything out
regarding on time and on budget I think
the public expects us to be on time and
on budget we need to make sure that we
at least are saying that that's our
goal that's
fine and also
um just it was important to us in
creating these priorities that they they
all Express an end that we're looking
for rather than a means so sort of the
beginning of this is to provide
Direction in management is a means so I
don't know what our process is for
actually changing a
priority just you got you had them
through discussion so that's
fine um just just leave it the way it
was but add maximize instructional
programming and
stakeholder input to deliver
C right there we
go other questions on the
2012 no um except that you know the
metrics that we are liky enough to just
get delivered to us from the bond of
accountability committee are really
incredible and they do an amazing job of
00h 30m 00s
tracking them and they do all that work
for for us in this area so we're
fortunate I think it's impressive work
it really
is you know of a cost overrun in another
District on a high school it's rather
interesting and I think about us in that
regard and I feel very forunate so all
right well I'm going to uh move along
and talk about uh responding to health
and safety and preparing for the 2017
Bond because they're kind of woven in a
way that's on page 12 uh and this
represents just a huge amount of work as
you well know not only from the
standpoint of uh uh Yousef Jerry's and
uh uh Courtney's shops in terms of
preparing the information but also from
Amanda and you know other folks who are
putting it together in the form of of a
way to put it out for a bond when that
time comes and you had a presentation
the other night and I'm not going to uh
try to replicate any of it because the
people that did it did a far better job
of it than I could um you know I'll just
pause for I'm just acknowledging it but
if you have any questions about where we
are on it the folks are right here in
the room and we can certainly answer
them no other than to acknowledge
tremendous amount of work that's been
done
um when I when I think about where the
district was was the a safety and where
it is now I mean that that's that's
incredible in its own right and uh and
the bond work and I I guess I'll put out
put put this out when I I when I first
my third day here we had an incident
where some people were protesting that
we didn't put the bond on the fall
ballot as you may recall and I knew in
my own mind that it was the package
wasn't ready the package is now ready
and I think it's going to speak loudly
to the to the voters
yeah I think that's that's major U major
accomplishment we also we also
hired
yes um on uh page 12 Also it talks about
our labor
contracts and um we are in the process
of Interest based
bargaining uh and you can see when the
other contracts are up and so we have a
a a human resources department
uh that's definitely going to have going
to have its hands full U with the
various contracts and um uh Sean would
you like to make any comments about the
the P work and with I and progress where
we are at this point in
time I didn't warn you
so po all right so in regards to P
contract negotiations we're still uh
doing
aring uh we have broken up into two
teams and we're addressing all of the
issues if you recall uh the union had a
number of issues we're still looking at
some of the issues that are left on the
table we will be bringing to the board a
number of tenative agreements that we
have entered into p is going through the
ratification process and as it gets
closer to finalizing that process will
be bringing the tenative agents to board
consideration in the we've
identified April early April as a place
to try to look at finalizing the
bargaining any comments on the
other does that mean does early April
mean you're hoping to have a contract
for us to vs early April well I mean
that's what we have tended we plan yes
however um we will be nearing the end of
negotiations and hopefully we'll be able
to reach an agreement
place and uh Steve and Julie
participated early
on thank you and Paul Amy are doing a
lot of
work a lot from a board perspective do
you guys want to say
anything I just
think um I just think that we did all
this work
process and um we've really been true to
it and it's been really
um constructive and helpful in terms of
listening to one another and hearing one
another and I don't have anything to
compare it but um it seems to me like at
this point we are seeing the benefits of
that
approach I I sat through the first two
00h 35m 00s
days and then sub
meeting uh and uh you know we just never
know where things are going to get
become more difficult because we do have
some points of disagreement but I really
like operating from a perspective of
these are our interests these are why
our interests U so that there's a deeper
understanding of what's behind it it
makes for better proposals at the end of
the day and more problem solving as
opposed to people assuming that the
other side is doing this because
something that they very well may not be
so um I do there one perfect process but
given the circumstances this is actually
I think the right process for now and
I'm hopeful that we will continue to
show great progress so thank you SE I
also wanted to make note that we're also
in negotiations with the p sub teachers
contract as well and we're using
traditional baring as part of that
process and then we the rest of our
remaining contracts we received toand
barain from seu which we will start
negotiations with using traditional
bargaining and the other bargain units
um essentially although their contracts
are up we have not receive the demand to
bar and one of the strategies that we're
looking outside Council to assist with
those
contracts
negotiations and before I leaves on the
first page non-represented salary
schedule was completed as you know and
that was a very big step uh and the
talent acquisition management system was
completed and also
inde Administration software so those
are three other items that have gone on
in person
St why would we bring in outside Council
are we just not we just we're not able
to do it ourselves
ESS
Rel many of the folks who have on the
board it takes a lot of time and so
weting a lot of
question thank you Sean thank you okay
and the next item I want to talk about
is on on page 12 also and it's the
budget process and uh Yousef you want to
say a couple quick words we're kind of
at the at the in in the middle of that
but yeah yeah definitely um I mean as we
presented to the board the other day the
um co-chair budget kind of threw us uh
off balance in a way um so we are
working diligently to uh come up with an
approach to balance the budget for next
year um we're not we're not doing this
alone we're working with other districts
and um uh seeing what they're doing and
and doing a in a partnership kind of
deal at the same time we're going to be
working with our folks internally to
come up with that methodology that makes
sense um in term of how we balance the
budget going forward uh one thing I want
to keep reminding and then keep in mind
because it's kind of easy to forget that
uh um this will not be the only year
we're going to have to deal with so
considering a healthy Reserve to deal
with future years is going to be one of
the things that we will be considering
and we'll be talking to you about
obviously it's the board decision at the
end of the day but I feel um it's um
it's our duty and responsibility to kind
of Pres
that to you so um we'll we'll come
forward with that um very
soon then I had a pretty in-depth
conversation about the budget process
today on Friday I went down to kosa just
for uh one day actually because I wanted
to take a reading on on the situation
down there and also connect up with the
other big districts and determine what
we might do together and we have conf
telephone conference call tomorrow to
have a little have a little decision or
some decisions about what we might do
together as a block so uh this is
something that I very much hands on
along with user he's the more technical
person but I have done a few budgets in
my time too so uh we'll work together I
think we feel pretty good about people
on the same
page and then I want to talk a little
bit about Middle School planning uh
that's on page four uh and uh uh well
I'll let Chris talk about that a little
bit then I'll
do
okay as most of you know we've been
meeting since November of 2014 and it
was kind of the the
brainstorming piece where we were
gathering on the literature trying to
figure out what concept what vision of
middle schools we wanted and that kind
of came the
00h 40m 00s
tuition over the of the year so where we
are with that is we completed the first
draft of our semal docum fundamentally
is what did is PPS vision of middle
schools what should it look like um and
we have and in creating that semal
document we have cross reference or done
kind of a thorough and exhaustive
research or evaluation of all the
research out there so we kind of refined
it down to specific categories how long
what those categories uh should entail
and specifically would be what are the
components or what we call Bas
components what are components that all
middle schools will have and what are
those optionals and whistle components
that might be hand tailored to a
specific neighborhood or to a specific
community and it also that s document
includes um a breakdown of those
components By Priority therea we've done
a vetting of that sem document by all
the med constituents for district and
we've kind of gone through some of those
constituents a couple different times
and we are the document keeps getting
refined every time we do that and notice
these things small see like the the
original document we we kind of keep in
place but we keep refining it in the
pieces that we want to kind of distill
out and and Shop out and have more
public that's kind of easier to digest
pce so we still have some final betting
to to go through and that would be with
um our school principal we've gone
through twice so far again um p and then
with some key external partners and that
is just to vet the Cal document I just
want to make clear that as we move
forward over the next couple years with
building these middle schools and
Framing and creating these middle
schools we will constantly be engaging
the community at different levels um it
could be the base components it could be
those optional Bel and Missle components
so this what I'm saying is we won't only
engage each Institute once often it'll
be more than once
um I'm going to it under optional
components so every Middle School gets
the same thing for days like every
Middle School will get math every Middle
School will get literacy every Middle
School might get an
advisory but depending on the community
some middle schools might want to take
an art theme or they might want to take
a science theme or they may choose to be
an IB or they may choose to be an Adit
um those are kind of the embellishments
that to engage that Community both the
teachers and the public as to what what
they see their middle school what's the
personality school so that's
not and what we intend to do is whether
it's base or optional component the
district would fund and support
you and so can you talk a little bit
about the um
and implementation of that
so part of it is looking forward to when
we're reconstituting new middle schools
but when do we start applying what we've
learned and what we believe to be best
practice for Middle School to our ex
midle schools so the the plan is kind of
it iterative process so it doesn't only
focus on those potentially two three or
four new middle schools that we might
bring online in the future it's also how
do we retrofit existing middle schools
and then not to exclude you know because
we're going to change some CES to K FS
how does that impact the K five and what
do we need to do for those schools so
there is a part of creating something
new but there's also the component of
retrofitting what we EXA what we already
have or revisioning such as the case of
K5 what those should look so it's a t
Okay so the s that we just got the
Middle School component six through
have some aspects or threads to
retrofitting existing middle schools we
intend to wrap that document up by
mid-February and have the workflow
basically by threads of work outlined to
the to the times that we bring on these
new middle schools done by the end of
February from the end of February then
we're going to take that plant and start
tweaking it to existing middle schools
what would that look like and then
subsequently from there build the
workflow and try to
but um so is there anything at all in
our staffing plan for next school year
or our um master schedule process for
middle schools for next school year that
reflects that work and the
recommendations no
[Music]
um we're not we're going to be
implementing any the recommendations
next year but what I can tell you as it
pertains to there's a scheduling
00h 45m 00s
committee one of the many committees
that the plan has sponsors and they're
going to meet and create uh sample or um
possible schedules that can be
implemented at the middle school kind of
like T that would work both for the new
one and uh retrofitting
exist so I guess what I'm took lots of
work to do but Su document will be
finalized latest by the end of February
and workflow to build in the middle
schools will have its first draft um
done by the end of February as well and
mapped out to the start of the 18 17 18
yeah that's an 1819 school year so the
the main the big idea is that there will
be um a lot more commonality across our
middle schools and the programming and
you want to you want to have some pieces
that can be determined by the school in
terms of what how they want to
clustered elective choices or something
but generally speaking there's going to
be a lot more guidance based on best
practices about what the optimal M
school program is exact we're trying to
reconcile the tension of having some
person making your middle school
experience personalized yet having
common elements wherever you go in the
district you're going to see similar
based program hel and
similar and it's I just throw in here
just an editorial on the very last page
of the document it has a list of items
that are are held off for at least this
year into the future uh and it doesn't
specifically say that the planning year
is next year even though we're planning
it now but next year is the planning
year and the following year is the year
of implementation for the two middle
schools in question so that'll be in
addition to the document year but that
is intended just so you
know Chris can you talk a little bit
about artic
from all the way through high school and
how that's affected by the middle school
yeah we're kind looking as an
opportunity to reshape things you know
whether it's from the beginning or the
end or the middle you can do that the
entire District so if for example we
identify certain base elements like
there's going to be World Language where
there's going to be opportunities a
certain amount of opportunities to each
to earn high school credit that directly
impacts what high school programing look
like so what that means is we must
purposely Engage The High scho
communities and in that engagement
understand that there's going to be some
changes or needs for articulation up
likewise if we have some expectations
around particular curriculum pieces of
middle school that currently we can't
support we need to go into the
elementary and put those supporting
pieces in there an obvious example is if
we expect ex uh a middle school to be
added ready that means that perhaps the
Feer school should all go have it
schoolwide that would be piece that we
would need to go down to the K5 and
change across that system as an example
um when we were doing the work with
Panasonic um the other examples that I
thought were you know light bulbs went
on was like language in Middle School
matches languages that are available in
the high school music in the Middle
School matches music opportunity Dance
Theater art all those things articulate
from middle school up to high school and
then back down CTE courses as well you
don't want to be these program to that
end a middle school you want to what
parts you going through or not have it
in music until you're a freshman in high
school so the I think the thing that's
most exciting for us is it forces us to
look at the entire system and it does it
in a way that we're creating something
for new so um it it can have that ripple
effect again change the enre system as
result be great for our
kids appreciate all the a lot of
work um and when you talked about
stakeholders vetting it with some
stakeholders it hasn't really had a
public vetting yet so what's the coming
right up debut for
that so in the next week account the
exact some key experiment stakeholders
such as folks who could think of as
example AO a those groups will be
brought in for kind of an initial but as
I
said as it moves forward we will
continuously engage these communities
and especially as we get to those option
of what about just parents that comes
right next after that actually at the
same in the same window we're not
changing the
document a draft of it that will go to
all those groups before we then
redraft imagine we have on our website
that so I can speak to some
00h 50m 00s
communication pieces first we' taken all
the work from November 2014 and put it
up onl website um and we had some
suggestions to to tweak it but we're
going to make it more user friendly and
then we put two other pieces or three
other pieces in place we're going to
have weekly updates which I intend to
note what we've done for the week and
then what we hope to accomplish in the
next week or two and that'll be out
every Friday and the same website stays
once we get the S documents
in a in a kind of more convinced version
that'll be on the website and then when
we finalize the
work and timelines Associated we
will thank you any other comments
questions yes uh Chris it's very
disappointing to see the DI plan pushed
on for another year uh
is there any way to speed that up it's
going to be very very difficult for Dr
to be able to make any recommendations
on East guide School boundaries
configuration when we don't have that
plan for those schools so I don't think
any of the recommendations are
F we're
close we talked about just yesterday
right is it sorry Paul is it on the list
of things put off for 178 because we
just did we just okay so I think that
that's a mistake there are um there are
some recommendations that'll be coming
to teaching and learning we had that
conversation yesterday I apologize for
okay thank you the day just got much
better because it's also but it also
shows up right under Middle School where
we were just talking about as in
progress and yeah sorry that yes sorry
well again it's a working document and
you know we're we're
working okay so if I can speak we've
feasibility study or excuse me we've
done the analysis with initial
recommendations we've done feasibility
study is it possible um kind of tweak
those
recommendations to direct
report present to
teach so then it goes excuse me then it
goes to the to
decide
imp after teaching Lear
I think I think it might be a
superintendent decision I can tell you
that we're not going to around with this
we're we're going to move pretty quickly
there's some there's some that are out
there in terms of implementation over
the course of some time and there's some
that are much more
immediate we'll be clear about
this closely tying in with
that am do you want to tell us that Ed
options review push back is an accident
too um so you're going to be getting an
update you'll be getting an update in
the again in March from um on the Ed
options discussion that's happened so
far and at that point I think there will
be there will need to be a discussion
about what else happens this year yeah
and I and I can give you a little more
insight into that as well what we've
done is a as an ed options triage with
the idea in mind that's that some things
need some decisions need to be made for
de prior to a thorough analysis of each
programs what we have right now is a
it's quite a nice thorough inventory of
the programs that are out there and
there's quite a lot of them but there
are some specific ones that are
problematic if they're not resolved for
uh the de process and it's those
programs we've taken a look at and we're
in the process of of making some
decisions about what to do about them
and we have been working on that so just
haven't changed the language but again
it's sort of sort of a Ed options Tre
the idea in mind that down the line
we'll have to try to analyze
quality rather than just where it should
di PA does that help oh yeah yeah
yeah um if there's no more questions on
on that I would like him to stay here
and uh essentially uh talk about
liac adoptions
okay so let's start with PK
5tion what pages that's on page six of
16 um we have implemented in 10 schools
this year and we're preparing for
expansion another 10 next year uh and
this roll outs include roll out PD
assessment tools core program wood study
and supports and it also includes
00h 55m 00s
training and development of ly to
support those specific schools so what's
happened is um we have our guided
independ readers in the school we have a
face curriculum in the 10
School Words Their Way Space Program
Project Read U materials have also been
distributed and that would be inter two
piece um book rooms are identified and
installed you a chance and if you're in
building take a look at the book rooms
they're truly impressive kind of
teachers at the 10 schools they've
completed initial training in the
following departments and SEC based
literacy um guided reading units of
study work their way in
project um that has been completed so
consider that like the first blun what's
ongoing is there's continuous PD and
tweaking of the program and it's
primarily delivered to the ly coaches
which are
invented we're beginning the use of the
assessment tool
because we give you more detailed kind
of input as to how students are
progressing in their ly skills and
that'll be uh in all buildings by March
1st demonstration classrooms how it
looks to use this curriculum and
do those begin February 3rd and then the
prek and B Pilots are to be completed by
March 24th so what would what is
different about this look at the whole
system and try to bring it po online
I
SP um for 612 that adoption can can we
stay there for a second Elementary um so
when do we get some um data back about
the assessment of the effectiveness of
the adoption this year that will help us
with the you know go ahead on the
expansion of reduction so all you know
that we did hire independent auditor or
a third
party to do a comprehensive review of
our both qualitative and quantitative
elements program the end of the first
year we'll have a summation of lot of
that information again both qualitative
and quantitative but what we currently
have in terms of measures we have our
Mid Winter M scores we have our fall D
scores to compare to we do have some
surveys that come out that can speak to
the qual elements so that will begin to
Trickle convers what can we PE off give
us
snapshots um but again according to the
evaluation the third party evaluation
there's going to be a comprehensive be
kind of a more complete package
so a lot of it is underway it's not
complete but there'll still be BS and
snapshots are going and will we add new
schools next year y full roll out would
be next
year so plan and a lot of it contingent
budget is still of additional 10 schools
by the which are going to be texmart for
the Blended learning kind of flavor of
it we have those schools identified both
for Tex and for
nonex and so we're ready to pull the
trigger and kind of get all things
moving so that's our 10 additional 10
schools for next year which would be 20
that we have up we have tweaked the plan
ini the original roll out plan to
perhaps go District live assessment tool
and we're seeing if we have the
bandwidth to do so but we're looking at
keeping to go more
District what your
anecdotal low
down kids learning to read well I mean
when I get out the buildings I got good
deal in the fall and early
winter from the way the program set up
when you go to the book room to the
things that you see in the classroom to
the lessons themselves I'm thly
impressed and I think the thing that
stands out to me is where it's going
really well and you have the capacity to
teacher by it it's really exciting
because you see the kids engaging in all
different levels and all participating
and you and it's it's something that I
couldn't say I saw with consistency
before but in the schools that are
implementing I am seeing that with
levels of consistency a very
overwhelming
pieces the feed there's some other
feedback that because there are five
Ming pieces and they kind of work in
concert with one another that sometimes
it's overwhelming and that's even more
that more so speaks to the need of the
coach who's being in there trying to
tweak and calibrate those pieces so that
they were bettering concert one another
so that that would be a challeng anticip
01h 00m 00s
so for the
second
question so we did 10 and then we're
going to do 10 more how many schools we
got 6 56 56 so it's going to be six
years before we
get how did we choose the 10 the text
Mark that really tell me because I'm not
familiar enough with it how did
how do we choose a t i mean we have
serious problems we all know that on our
me and scores are not anywhere near they
should be course kind of hard judge
whether they are or not using n is
worthless for but uh the
um how do we choose those 10 I
mean shouldn't we be choosing the 10
that are the farthest behind now since
this is this is our plan to improve the
reading right I mean we're not hiring
we laid off 72 reading teachers and we
put back six uh in the last few years so
we're not hiring reading
teachers put this is our plan yeah you
want what do you want to do can you give
me a straight answer though you know I
mean you usually
you and the application process has
C that's they need to answer or we
looking for some of those criteria to is
we're looking for acoss the district we
looking for both high school and not
high school and some of that has to do
with as we're evaluating the progress of
this we want to see it have a holistic
way how it's how it's impa but there's
an application process
that collabor work and from there
there's a kind of scoring R where
schools are
selected as they SC out and the reason
we're not doing more is just money
have more money then we can do more what
would it cost to do for 30 more schools
so a total of 40 next year so I couldn't
exactly price out hurry but what I can
tell you is what I spoke to in
2014 what my department believes the
need is for a curriculum instruction
budget to roll out a curriculum
comprehensively PR through 12 7 half
million 7 half million to 9 mil and
there's and there's 56 schools left
after 36 school after so there's 46
schools and there 7 and half
million so there there's some recycling
existing resources so you don't keep
themely there so like staff he moved
them up into the next of
schools but I can again when I did that
initial analysis we looked across the
country for schools find out what that
cost for people was care ad option did
the low end and did the high end and I
feel pretty confident in that in that
number so I don't see this is not your
you're not setting the budget
superintendent is I don't see why this
isn't our number one thing teaching
children to read should be our number
one priority in this school system
period if we have a lot of children who
aren't learning to read well enough and
so I would think $75 million do and we
do about $10 million worth of contracted
Services out for educational general
education there's leaveing 2 and5
million for the contract take 75 million
and let's teach all those kids to read
and pant that's is our plan if our
plan's put in Reading teachers which
would be another plan then we should be
doing that but our this is our plan and
either we believe in it or we don't and
if we believe in it then we should be
taking money from all sorts of other
sources and moving them in in my opinion
this should be your number one property
and we certainly should go up 40
schools and then another year and two
years we should have it completed I mean
for for historically for years and years
in public schools everybody did
their their all the reading books in one
year basically they did three or four
schools sometimes then they all the
reading books in one year everybody did
their adoptions in one year and we're
saying we can't afford to do that
anymore in the biggest city in the state
of Oregon for me and I know you and I
discussed this so I know it's your you
would be willing to do it if you had if
we had the money and I just think we
should think about doing more than we're
doing I basically agree with Amy let me
talk about this has been a question I
got as well uh about K12 curriculum in
forland public schools and you know
there's
issue across the board with respect to
curriculum and uh you know certainly
I've asked Chris okay you know it seems
01h 05m 00s
like we're not rolling this out quickly
enough what's it going to take that's a
conversation that we are having um it
and and and so I want you to know that
yes I'm we're paying attention to it
that's number one number two this is far
more than just textbooks this is
teaching teachers and uh making sure
that there's some Fidelity in terms of
the way that they go about doing it you
know whether or not there's a capacity
issue there with respect to coaches is a
question
but certainly you're right that more
money in this area would be helpful um
you know in a tight budget that that's
been that could be problematic and U you
know again I this is something that I
agree with you but where we get the from
maybe a matter that to be DET and we'll
be far the budget
discussion if it comes in not in the
budget then it's very hard to get the
school board to put it in the budget
it's difficult process but I would just
like to say if you're cutting down on
your budget for your family your family
budget and you're starting to get tight
you may turn the heat down but you don't
starve the kids and in a way this is our
singular most it's our second greatest
need probably in po maybe right now is
just making sure that we're teaching all
our children to read that we can teach
to read and I just think we need to go
at it stronger than it think more about
it than we are kind of accepted this
idea we did a pilot program we didn't
originally have a plan to do a pilot
program pilot was something We Came Upon
because we were supposedly short of
money last year when we really weren't
short of money $7.5 million I identified
that in this spring so going have put
have done the whole thing so I just
think we need to think stronger about
maybe doing it more than we
are full cost 75 million would cost 75
million
theoretically roll out the whole
District so that number think again is
what siiz districts do to roll that out
and sustain it per allocation and
compare to both in the metro area and
National and that's that's that's
the so it would be nice to see in the
budget process full implementation
or both
and uh another piece you'll see soon is
a kind of a 10 look out um of what the
curriculum needs are and what those
cycles of
thatc I I I appreciate that because this
is something that I've asked for as an
old curriculum instruction guy I'd like
to see a cycle here like to see a plan
and be something that that my successor
can take a look at and hopefully decide
whether or not you know they want to
address the what I think is one of the
greatest issues in dist which is compreh
all
right 15 minutes go
ahead if your kids's into the first
grade and they can't read and our plan
is to get this curriculum in place and
it's the going to be our solution to
teaching your child to read you really
don't want to wait till they're in the
fifth grade to start figuring it out
you'd like to have it right away I just
think would think like that and and so
with all the constituents
thank you so
um I don't know where we're going next
but we have like gone through metric by
Metric so here under create a system of
quality instruction that's all you so
are we going to be able to get to all of
the things on under that metric well
basically the whole thing here is u i
don't wanted to spot this individual SP
because it was too much really to do in
one time so um you know if you have
questions we're a place now where I've
reached the ones that I wanted to
highlight uh and uh and if you have
questions or you
know ask I like to hear about the system
support an and lenzo
want tag te
01h 10m 00s
[Applause]
okay where would you like me to start
where are
[Laughter]
we oh our progress
yeah as far as uh PBIS this year
according to the mo MOA we're focusing
on all schools uh specifically around
tier one we have uh 82 schools who are
actively implementing tier one as
measured by a nationally adopted PBIS
implementation tool which is also uh
addressed in Thea called the culture
responsive to Fidelity inventory so we
partner with you know the national
technical assistance center on p on how
to use that tool and all our climat toes
are trained in that so um we have
schools at you know various levels of
implementation Antonio has set a um goal
that all schools reach 80%
implementation at tier one as measured
by this TFI by um May of this year so
that's happening additionally we also
provide schools tier one and tier 2
supports around PD systems and practices
as they're ready what does that mean
like what kind of support around tier
two and tier three yeah I mean for the
schools themselves in terms
of how do you help them help their kids
so tier two around um we call student
intervention team which that tier 2 team
as students reach a level of need right
we said um cut points or indicators with
schools based on academic behavior um
and attendance that student intervention
team then pick we train the team the
schools on how to organize that team um
so that they uh are watching the data to
pick up those indicators and then as
they pick up those indicators teams
develop specific interventions that they
deliver to the students B on the student
need so some of those interventions and
we partner with both special ed uh
student services um and OTL around the
various you know academic Behavioral or
social emotional supports we
specifically provide training um in
social emotional behavior supports one
of the specific ones that we start
schools off is uh it's called checkin
checkout it's a behavior feedback
process that's been resarch and shown to
be incredibly effective so that's um
where students have provided feedback on
how they're doing meeting the uh
expectations throughout the day it shows
that it increases positive attention
towards students and then there's
built-in implementation and student
progress monitoring along with that
another one is called meaningful work
where you know the students um profile
matches and we match the need of the
student to the intervention so this
meaningful work um uh intervention
students have provided additional
attention um and uh leadership
opportunities in the classroom
throughout the school um another one
that we do is called breaks are better
so students are developing uh
self-regulation um and relaxation skills
we develop those these are all classroom
based interventions so they're delivered
in classrooms um teachers are supported
by counselors or student intervention or
student management Specialist or student
uh climate support of staff to do these
this work um we also provide support
around restorative interventions at both
tier to restorative
mediation um is the bulk of that and
peer mediation programs in
schools so can I jump
in so one of the things that we want to
we want to make sure is how do we know
the systems are in place right in terms
of what are the expectations that we
have for students and how are students
being those expectations right one of
the things that we hear about in the
schools is that expectations are not
clearly articulated kids they have
different expectations in different
classrooms or they're not they're not
thought like okay this is when we work
when we uh walk in the hallways right
this is teaching the the kids the
expectations so that way they know right
and so how do we how we clarify what are
01h 15m 00s
the systems that schools have in place
because in the absence of systems you're
going to have kids getting mix messages
right and you going to head
inconsistencies right for one teacher do
something and another teacher that's
totally different in terms of the
consequences but that behavior is the
same so how do we create those systems
right and one of the things that we have
made really clear is that is really
important and we're working with p is
how do we develop the system if I'm a
teacher and I refer student to the
office why has to be for something that
is not just because that ask for aen
right it has to be really clear about
what we s student to the office and for
teachers to be clear what is going to
happen when i s student right and then
one of the things is how do we
communicate also to the parents
when so we're trying to align what are
the systems that we need to have in
place in order for the school to
function effectively in the absence of
those systems you have a bunch of
interventions and and and that are
inconsistent so what we're trying to do
this with the mpss is how do
we how do we when a school is blowing up
or a school is having challenges is how
do we go to the school and assess our
systems in place because if you don't
have a good school
climate plan in
place right you going to be allocating
resources but the problem doesn't get
res solve right so what we're trying to
do in this is how do we identify the
systems that are
foundational and then what are the areas
in which the system
with with uh what is doing is not enough
right how do we how do we for example
look at um understanding some of the
challenges that our students come with
you know how the St how does trauma
right and how do we also we might have
traumatized adults
too right and so how do we look at the
different the different factors that
contribute for
a student not been successful and a
teacher not been successful and a school
not being successful because systems are
not well that part of that what we're
trying to do with the npss is also
develop that early Warning Systems right
because we need to have some markers to
say as soon as Antonio has high absenti
well let's find out why Antonio has high
absen right and you know maybe because
Antonio has to pay the SE younger
brothers and sisters when Mom is working
or Antonio you know doesn't have shoes
or you know all these things
that that we're trying to understand
better and to have some markers that
that guide a set of actions that we need
to put in place to create that that um
that success that we want to see so we
are looking like
that so we're working in how to syst Iz
foundational systems that they need to
be in place that's why when was talking
about is that that I made it very clear
to the schools by the end of this year
you're going to be 80% of of that
compliance in terms of the in the on
school climate plan the elements and
there are what seven elements in terms
of like you got to have a team that
works on analyzing data you know if we
have like for example we have a lot of
referrals that kids are are are uh
fighting in the hallway or something so
this is data that can give us indication
that maybe we need to come back and R
those skills or figure out how those
skills
so what I say is that by the end of the
the year is those systems have to be in
place uh
so does that does answer any question
I'll just that a brief one the academic
side of the house has been
inconsistent inconsistent underd develop
for nonexist and that's 3K through so
specific to curriculum instruction we
have hired an npss coordinator with
specific tasks by the end of the year
for both math and leading to identify
tier one tier two tier three and what
are the fresh ones and what are the
first blush of intervention or supports
we have academically
the climate side is more developed and
01h 20m 00s
they actually have some foundations
academic again than Inc consistent but
but there are also these two are
connected because part of that if you're
not engag in the
classroom right if the if the lessons
are
not engaging right if you don't see
yourself in there or you know that
relationship doesn't exist in the
classroom so these two are connected
right we know that kidss
behave kids behave in certain ways
because there are some indicators that
trigger certain Behavior right and there
are others where we need to understand
what K kids come
with right there are some kids that come
with they come ping with dist stress to
school because a variety of so how do we
understand and acknowledge that
that kids show up that way they show up
and we need to have systems in place to
prepare them to be ready to learn and if
you're in a fire flight moreall coming
to school because you know let's say my
parents were fighting in school there
has to be a way that the school knows
you know what I'm saying that I'm
stressed and what are the things that we
can do in the school to better connect
with our students and understand what
they come with blaming the and that's
why these systems really important to
have in
place so that the school doesn't become
one of those more traders that you
develop um post-traumatic stress or we
using that response team that we
bargained on yes we are good we are is
not what it should be but you
know it needs to
be it needs to be
made
stronger the reason get to that point is
we were the there were some
positions that are hard to hire better
specific why are we only at 80% by the
end of the year why are we at
100% you
can the research shows us that the
schools reach at 80% Mark now they're in
a position to actually do the rest of
the 20% Which they move from
implementation Now problem solving and
solution building so that's the next CH
that they take on as they continue to
move forward so they're not smart enough
to do it without the
feedback they're not smart enough to do
it without the feedback or principles
they can't just well they they have to
wait for some reason in order to take on
their problem in order to sit down and
discuss and work on their problems it
takes a period of time to wait shouldn't
they be doing that tomorrow I don't know
if it's that it's not that uh stringent
they're doing it as they learn you know
they're they're they're learning the and
and implementing the tools so they can
do it so it's happening at the same time
but we know by 80% then they've reached
where now they understand they're really
doing at a deeper deeper level so it's
happening at the same time you have the
tools are the tools written down
something yes
somebody we can say you we can say you
that what are the elements because this
is this is a team
approach right when you 80% that means
that you have your systems the main
components of your systems are in place
and the 20% is that
ref you're talking
about academics that's
K and so so
ideally um teachers and principls will
be able
to see at the building
level if if x then why if these are the
if if these are the warning flags in
terms of kids struggling in math or
reading these are the interventions
available to you at the building level
these are the supports you should
Implement these are the supports that
you can access for the academic side and
that marries well with the climent side
so
often there a combination of factors
side of
the kind of
inconsistent I guess I thinked for the
last years this board has put signicant
resources in building foundational piece
on the clate
side climate side be more developed than
the instructional side and that's what
we're tending to do to get that caught
up so that all the principles all the
schools will have the same foundational
piece plus all the tools and services
need to problem that seeing in school so
01h 25m 00s
that's the work and it's pretty typical
for schools to start that way too with
the
climate any other questions on
that five comments in very shortly go um
one strong principle thing did we did a
survey last year we did
that we did we together about three
years ago we did it we did it two years
ago and we got the results in the spring
I believe and so the idea was that we
took a year we wanted to reset the
timing so that we were providing it to
families at parent teacher conferences
so that happened this fall and we've got
I mean as you can see the rest of the
surveys are opening this all last year
was also the tell survey year so it was
a lot of surveys to do just on the
strong principal thing I just I I don't
see us doing there stuff actually pretty
good that we did it's not on here
so for strong principal so I don't know
the undocumented students thing I assume
that's coming back it's done I have it
and
then yes and I can I can I can get you
copies I I should put that on and so I
have I can show you how is I was out and
I how will we communicate that so while
we're we're doing is on Thursday we have
leadership that's where we meet with all
the with all the
principles right and we go over what is
the process let's say that there is a
raid in the community and and as soon as
we find out there are some processes
because you know coming here when I what
is about 10 11 years ago I was the
principal of there was a way the
money and I had like
that right or you know there were at
that time there were no protocols you
know it's just like so anyway the way it
is structure is that it doesn't have to
be somebody coming to the school but how
is the impact that he has in the
community when the find out that the
parents have been pain so we have
a we have a a um a plan in terms of how
do we create safe class safe spaces for
kids to so anyway so I can bring you and
walk you through is ready uh but going
back to I was saying on Thursday we
going to uh we're going to present it to
the principles right and then they have
I think a week to present it to their
staffs so that way they know and we're
developing that plan or how to how to
present it to that community and we
about using some of the community based
organizations that help us that we can
copresent right so if you
give Barbara Megan had a pretty good
letter that she sent us today email had
a pretty good list of some stuff that
she thought was good information to
communicate I think I think I think that
you will be really happy because it
aligns not only for this but
specifically for this situation but
other situations that is a consistent
response and like you know what like if
there
is if there is a situation like that who
do we send to the schools counselors
translators and all so in names
it so I think you'll be pleased with
what you can
last question for me then Tom U we got a
what's it's more a comment we have a
early warning system we're kinding of
putting together State's putting
together an early warning system we got
a hub information stuff that we're
moving and putting together we got the
Tam that we're doing out of the HR
department all this stuff is scary and
we need somebody who understands the
difficulties that you can come into with
this type of information particularly
like the Tam and understand so we don't
misuse these databases that we're
creating and we don't I don't see
anybody who who's sitting down and
saying yeah this is a problem we need to
make sure we we we don't misuse the T
for instance because we you those things
can be incredibly misused wrong wrong
algorithms you can end up with people
being treated horribly and it's almost
always poor people people of color who
are getting screwed in those databases
and the algorithms that go in there and
01h 30m 00s
we don't want to do that in our school
system we want to we don't want to
create those problems for people but I
don't see anybody who's saying okay
we're going to make sure that doesn't
take place and we need to have somebody
who's on top of that who understands it
has some understanding in my opinion to
do that otherwise we just keep having
people push at us and we're going to do
some things that are going to hurt a lot
of people and we're not even going to
know though we did it so just
just to let you know which is which is
which is a compliment to the work that
you have done is this resolution we
gets place and I really appreciate the
message that b sent yesterday to the
community based on what you know what is
going on because our community is under
high
stress so
so anyway this is this is a something
that we should be really proud of you
guys
knowest thank you thank you so um I
don't know what the time the timeline is
somebody has but so we have one more
agenda item right but sounds like m
I'm
sorry no no so on the the 8 transition
plan so I think it's great that you're
going to upd but it says it's in
progress what's theule to complete that
or what's when will it be done
hon we don't fig out think we have
understanding plan is outdated
[Music]
I
think so you know dedicated working on
it and I think you know as part of this
we need get some advice not to um legal
advice because it's it's very technical
and
um not to avoid responsibilities but
understand you know what requ and
ultimately the board can decide
to set the funding level requires
something different it's
prob there's still work to be
this that's message I
also so it seems like sorry appr that it
seems like we ought to be able to say
the trans by a certain date and it's
relevant to the current it's to
the
so well and and also that as part of the
budget process I mean tell us what it's
going to cost to actually get us an
updated plan that is our road map over
the next 10 or 20 years I think one of
the tensions now is not so much how much
you're proposing to on
a but you know when we're going to get
to and how we get this long Bond Horizon
how do we
chop ele yeah is that something I mean
we're sitting here thinking that can get
delivered but yeah I think she has a
fear we're going to just say yeah we'll
get to it and then we have a will which
part problem yeah I tell you our is the
foot side which is we commit to a
specific funding schedule and then we
end up with no funding to pay for and we
get locked into this fine and I I think
what we can do is tie it to this plan we
have which I think is fairly doable once
you know I you've seen it once we get up
to this level we're going to stay there
and I think future bonds are going to be
easier in the past because there's rly
Revenue neutral so I think we commit to
a funding schedule assuming BS but I we
don't want to Comm to a fun schedule
01h 35m 00s
that's not TI to bonds because that's
how we're going to pay for that's that's
in the plan we need a plan yeah I think
we can have a plan that doesn't have a
commitment to a specific dollar amount
and a schedule for improvements but it
just says this is what we need to get
done and this is what we're looking at
and that apparently is part of the law
which is that you have to have a board
approved plan in place that tells you
where you
are absent that
plan it feels like assigning money for
for the bond is just pulling figures out
of the air they they don't have anything
to hang on without a plan
yeah have an allocation in the bond and
so there is a commitment there a
priority but then and there has been
work done I mean I I don't want you to
think
we right
right I think it's the
uncertainty having transition plan
done we need we need to talk about yeah
I mean I think we can work something out
it's just when you know she's frustrated
right and and I understand that we need
to protect ourselves too so I think
there's a middle ground there
okay um like to move to the next to Sir
could I just one Moree did you want to
say something no if you have a question
I was just going to just a followup
comment the whole thing oh to the no no
just the whole so it looks like the risk
assessment the review of the risk
assessments been delayed y so when it
says so that means it's going to be a
priority for the 17 I'll let you speak
to that yes yes that that'll be accurate
I mean in effect we you know we we have
been addressing a lot of the things that
are in the assessment um some of it are
coming through the audit and some of it
are coming through our environmental
health and safety and the work that
we've been doing uh on that end so
um yeah I mean there's a lot a lot to do
in one year I mean that's the reality I
mean we we just looked at it that way we
prioritize health and safety because
there's just so much work in there and
and they're the same player who would
working on the assessment would be
working on the health and safety so I
just want to know it's a priority it is
a priority definitely
okay thanks Mike yeah I I just want to
first of all thank the board for your
your patience and and all of this uh and
more importantly I want to thank my
staff for the work they've done and make
sure they think their staff is a
tremendous amount of work taking place
in the district I feel it's a bit more
Focus than it was in the past you know
let others judge that and um I'm I'm
pleased with the progress that we've
made and we're working really hard to um
play to make the next five months that
I'm here very productive and to lay the
foundation for whoever uh is the person
who follows
me okay thank you yeah thank you all
very much yeah um and then just we did
about and income back with this but some
sort of just reporting back schedule on
yeah I mean so the metrics that you have
do you have up until I think even
September
2017 times when they're going to be
coming back so it I think it is on is
itly or it depended I mean I think we
set it so when we set the metrics in
those committee meetings we did it based
we made agreement based on what the
metric was for how often it would be
coming so you know something like
principal moves is can only come once a
year so I mean I think it but it just it
depended on what it was but that still
leaves us without a schedule to report
back why can't we have quar reports I
mean you're cting going to be
continuously so we could have have one
at the I mean we could set one up for
the end of the year I mean one of the
things that Yousef and I have been
talking about is as the new senior
director for has brought on how do we
lay these out in a way that's more clear
too yes we can so we can one at the end
of the year which would be almost
quarterly yeah okay so I think yeah we
should come up with some regular
reporting period and on
Dat and a and and and just a lot of
those did go to committees on those
regular times but I think you're asking
for a full board work session on it
which is
great as far as the bond goes we report
to you poorly but I haven't and
therefore it me
because I give you an update on the bond
but I don't tie that together so it' be
01h 40m 00s
a thought for the bond part of it is
where give you that quarterly up um so
we can tie how that metric's doing at
that point in time for for us if you'd
like one of the values of this excise is
that everybody gets to see everything
which helps the team understand what
each other's
doing as well as informs you uh so the
next item
is and
all right so uh last week I gave you uh
I gave you and I I talk to you most of
you about our uh recommendation for
pens right and you have um and we we're
recommending for 189 to put a cap in
terms of
the N graders coming to Bon to
300 right and in the FR that was done on
December 15 he was for Pon recommending
enrollment of nine graders from 275 to
300 in
2016 and
365 in um
20178 so we're we're on the we're on
targeting terms what we said uh those
calls right and right now penson has
enrolled
292 students even though we said that c
for this year to
300 right and it came out
292 there were uh in the lottery there
were
473
applicants but you know when um when we
start calling the the the other students
that we on the pool anyway some of them
have made other choices so um what we're
recommending is that um for this coming
year that due to the uncertainties in
terms of um um the school Improvement
bond that is inside um enroll balancing
process and you know figure out where
Alliance is going to be because of those
uncertainties that for this coming year
we leave it at
300 like I say in this year we we open
it and we got a little less than 300 to
92 so um based on those
uncertainties that it will help uh it
will help us in terms so once we have
more clarity in terms of these other
issues so anyway that's the
recommendation that we making everybody
so far Le here when the target
is 300 has been able to get
in so that is the
recommendation what do you mean
everybody been able to get it well it's
a it's we have right now we have uh 209
graders
282 right in the target for 2016 17 was
300 and for 17 18 it's supposed to be
yes so is
that uh for this coming year we just
leave at the
300
and and reevaluate based upon Bond
passes these
other exactly uncertain yes it is just
the many uncertainties that we have is
that for this year they just stay with a
300
what you know Tom when you're saying
is and go from there it's a significant
consideration in terms of the staging of
the
instruction how many kids are
there so no procedurally if the
superintendent is who sets the number of
slots but this has been an issue that
had come up um through a resolution of
the board and we presented a plan so
this a change to the plan I think what
anney is doing is presenting our current
plan for 20178 school year all right
thank you I've had it Bob well I'm not
hearing
questionss well uh I certainly don't pay
for this
and I ask
some somewhat rhetorical questions here
uh we know we don't need to move
Alliance out in order to get those
01h 45m 00s
additional 65 students in and I'm very
disappointed to see on page five of the
metrix that we aren't going to be moving
Pisa out because first the Pisa move
would free up enough space for those 65
students and also a nice man right over
there has been going on and on for the
last three years about how Visa needs to
be moved out of Benson because
it it does not serve the community it
needs to serve there anything close to
the
need Pisa cannot grow at
Benson and also it's very geographically
removed from
where the communities that use pza live
and besides trans just Feer physical
Transportation difficulties there are
significant cultural different differen
that make it very very difficult for
them to access
B and I know that Steve has been
promised numerous times over the last
three years that Pisa would be being
moved so if you're recommending that
Visa not be moved what is it that you
expect to do in the next year that
hasn't been done in the last
three ration of
what 65 you talking
about it's not 325 36 so
for the way the way that that
um in 2015 the way was laid out for
growing Benson was that for 200 for the
year 2016 17 that equals to
300 right right
now we only have 292 income we're
talking about incoming n graders right
so we didn't even reach that 300 we had
in the lottery when it open it open with
473 applicants by by the time the
lottery open and the school started we
only got
292
students then the goal for 17 18 which
is the next year is for for penson to be
at
365
365 right and what we're saying is for
2017 18 how about our recommendation is
because all these things that we we
don't know how it's going to end up is
to leave it at 300 even though we don't
reach that Target to in this year when
it was at 300 we still like a student
short so I you know I understand why
you're
asking
um Antonio I do have to break in and say
as you are talking both in your men and
here about the 292 students a short of
what the camp was supposed to be uh
that's not the fault of Benson at all
and it's not for a lack of willingness
for students to want to come to Benson
we're turning away students from Benson
by the hundreds
it's with the it's with the enrollment
and transfer process getting them into
to Benson and how long that takes and
what accommodations and compromises
families have to make during that time
that certainly is not something that's
Benson's
fault I could bring many people who
testify that but Chris you were going to
speak to Pisa yeah and so have our
apologies the presentation would have
come before the teaching and learning
committee had it not been the snow so
just kind
of so we did an analysis of program let
kind of get two pieces the effectiveness
of the current model and then what is
the need and should we rate it so we've
kind of addressed the analysis and kind
of program design so I can't speak
specifically to to what those locations
are but we've proposed a model where
there are three different iterations of
P out there that serves as hubs for
specific communities and also we've kind
of changed the program so that the kids
are better served and they have greater
access to to to different educational
opportunities we named some possible
locations we run it by a facility F so
we have an idea um as I understand even
the conversations about moving it is
there's a lot on the plate and all of
these pieces you Mo P you Mo that has a
dominal effect so it's managing what we
01h 50m 00s
have it wasn't not to move it eventually
actually that's in our interest we
express that as an interest it's just
right now the timing to line up with how
much is on the plate and then how much
it's you can't isolate the move from our
Vantage Point without having to impact
other
things are we going to have 500
laid in our budget this year for library
books how much 500,000 minimum for
library books this year are we
guaranteeing that I can't guarantee
anything yeah and and it was a question
that was brought up and when I was
arguing the library books last year that
was the thing that was kept being thrown
back at me which was the library books
next year we'll have a system that will
work
well and and I have extremely good faith
in Mr
Russo's approach and his intelligence
about these things there's no getting
around that but it's we've been messing
with this this is this is our number one
educational problem in the entire School
District this is this is shameful it's
absurd it's ridiculous it's you can it's
by far the worst that we take children
who come in from foreign countries and
we drop them in the middle of a physics
class with no with no understanding of
even speaking English but we just drop
them in and we give them 22 minutes a
day maybe uh of ESL we're not serving
those children and the reason that we
haven't served them in the past in a lot
of the areas and we're beginning to
think about it finally which is
wonderful one since Chris has been here
he's been thinking about it a lot I know
uh but the reason we have they don't
have a a group of people are lobbying
for
them they're not those children are not
being lobbied for they're just being
screwed we drop them into those classes
and they don't know anything the first
year I was here I went in and talked to
our the person who was our ASL director
and I was told you don't understand
language acquisition Mr
bule you don't understand language
acquisition well these children are
getting had day in and day out every day
they should be our really number one top
priority when I said about the reading
thinging or I said it was our number two
priority you know and really we talked
about our number three which is the
disciplinary problems in the school
district those are one two three and the
worst one the one where where are
shafting child after child after child
is the pizza program because we're not
expending so the question is when are we
going to do it we didn't do it I don't
want to do it next year I want to do it
this coming year we've had enough we
done come to the the teaching and
learning you bring teaching learning we
can argue but in teaching and learning
I'm not sure the Keach learning people
who are in there with me have any
understanding of what's talking
about okay so any any other uh on the
Benson issue uh I want to acknowledge
there are two other strong arguments I
want to make but I am very aware of the
time and we need to go I recognize that
so we'll bring them up later I just want
to say really briefly I feel like as a
board we're making a hug value statement
about Benson with our bond yeah and what
we want to see Benson be under our bond
and what we're what Antonio is
addressing right here is a shortterm
issue that is very related to the bond
and to construction and I think the the
sentiments expressed by principal Callen
about the impact on Madison right now
and Jefferson are very real and I
think makes sense in the short term and
it um doesn't take anything away from
our foolishness on B in the long
term and and that is absolutely right
that's the impact that has and when
we're looking at the
Staffing in terms of what this year the
budget is going to look like there are
going to be
some anyway so this will help us in
terms of the sometimes the pain that be
that
in some of the schools that they will be
using here so this is a one year that
will help us bring some level stability
and we figure out
what um what are these other things and
how they want to manifest themselves
Sources
- PPS Board of Education, Archive 2016-2017, https://www.pps.net/Page/10970 (accessed: 2022-03-24T00:57:51.375732Z)
- PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
