2017-10-16 PPS School Board Work Session
| District | Portland Public Schools |
|---|---|
| Date | 2017-10-16 |
| Time | missing |
| Venue | missing |
| Meeting Type | work |
| Directors Present | missing |
Documents / Media
Notices/Agendas
Materials
Board Informational Report ACCESS at RCP 10 6 17 (34f72072560ff088).pdf Meeting Materials MS Proposal MS Overview Implementation Update Informational Memo on ACCESS
Minutes
Transcripts
Event 1: Board of Education Work Session, October16, 2017
00h 00m 00s
this work session of the Board of
Education for October 16th 2017 is
called to order I'd like to send a warm
welcome to everyone present and to our
TV viewers any item of be voted on this
evening has been posted as required by
state law this meeting is being
televised live when we played throughout
the next two weeks
please check the board website for
replay times this meeting is also being
streamed live on our PBS TV Services
website we've had we have interpreters
with us this evening and I'd like to ask
them to come forward at this time
introduce themselves in their language
they'll be interpreting in and inform
the audience where they will be located
in auditorium should anyone need their
assistance please come forward
trust the Tamia's Christina escape it
avoids sivanna tightest period partial
support IDT at on Buddha's ID stage
Danijela interpret espanol en acidity my
service yalla partner with us
geography the telecom we know we can
tongue acquainting with maybe lambs in
query gap between the vietnam but i saw
which is i think a movie
hey leo wasn't going why need to get on
my funny using one more hideaway home
even water maria channel of somali you
Swahili
October Nicoletta Java thank you so this
evening it's not an even though we're in
our boardroom this isn't a traditional
board meeting it's a work session an
opportunity for board members to have a
deeper discussion about the middle
school proposal which is why we to
tonight because of the format won't have
public comment it's really an
opportunity for the board to work
through the materials that have been
presented to the staff and have a
discussion about how we want to move
forward so just briefly I'm gonna before
turning it over to director Bailey who's
the chair of the enrollment and
forecasting committee I'm gonna talk a
little bit about the agenda and how
we're going to approach this evening so
we're gonna start with just a brief
overview of the changes in the staff
proposal from when it was originally
presented to the version that was
presented that was transmitted to the
board and shared with the community last
week that we all have a whole host of
materials and I really want to thank the
staff for the thoroughness with which
they have sort of captured the many the
comments from the community and from
many community meetings we all have a
notebook that has
the feedback that we've received
collectively as a school district but
also from all the community meetings and
listening sessions that have taken place
over the last five weeks we also have
the October 14th proposal before us we
have the overview of the implementation
plans that was also provided by staff we
have a memo from the superintendent
that's an informational report and also
we have implementation updates so we've
received a lot of materials all we also
have a working draft of a potential
resolution that the board will consider
at its October 24th meeting so we have
two draft of that and we'll come back to
that at the end of the meeting so before
we ask superintendent grill to provide
sort of the update on the changes or to
ask call on staff to provide that update
I'm just going to summarize some of the
topics that we're going to cover this
evening because I think we can say that
after the process that we've been
through over the last five weeks there
is I believe broad consensus on many
aspects of the plan and I want to note
that the very beginning I think we're
really close to I'm doing what the
district has promised to thousands of
kids and the school district which is to
provide an equitable middle schools
00h 05m 00s
experience so really applaud the staff
and their work to make this happen and
all the community members who have been
part of that we also have there's some
outstanding issues as you'd have with
any really significant plan that board
members have flagged either that they
would like to discuss they have some
questions about or potentially might
want
you make some adjustments in the plan as
exists and I'm just gonna run through
those items so people know sort of what
we have on the docket of the big items
it doesn't mean that if if an issue
you're interested in isn't on this list
doesn't mean that we're not going to
potentially consider it but we tried to
identify the issues in which there was
still the a majority of board members or
a number of board members wanted to have
discussed this evening as part of our
work session so the lists of those
issues start off with access and a
potential bridge site and a
district-wide tag service plan also the
second issue is the potentially schools
that will remain under enrolled based on
the recent plan Vernon Vestals Sabin and
MLK also just in terms of the under
enrolls schools also potential
discussion about the proposed plan for
how we might staff and support under
some schools that will could remain
under enrolled also the issue of Harriet
Tubman and some health and safety issues
that have been raised about the facility
another topic would be future education
options analysis and do a language
immersion plan direction on a
comprehensive redraw of Eastside
boundaries including a consideration of
a soft versus hard boundaries model
middle school framework development and
the issues related to standardization
across our middle schools will have a
sort of catch-all category of other
categories we'll have a discussion about
the resolution and then that
steps so that's generally that the
topics that we're going to we're trying
to work through tonight and so before I
turn this over for director Bailey to
facilitate I'm gonna ask superintendent
Guerrero to either share sort of the
overview of the the most recent staff
changes to the plan or to call on
somebody from staff to do that yes good
evening directors how is everybody thank
you everybody for for joining us here
this evening this is a big topic with
many complex pieces and and clearly
there are aspects of it that we all want
to keep learning more about just to
recap in the superintendent's proposal
what would change under this proposed
plan there really are a few elements of
some long-standing desires on behalf of
the school system to address but
primarily to create two new middle
schools Harriet Tubman and Rose way
heights to convert existing k-8 schools
to k5s that's Boise Eliot Humboldt
Irvington Lee MLK jr. Sabin Scott and
Vestal it would result in converting 1 K
to 8 to a 6 to 8 that would be Rose Way
Heights K to 8 currently to create one
new k2 5 school Rose City Park
Elementary to modify existing elementary
middle and high school boundaries for
Alameda Beverly Cleary k-8 Beaumont
Grande High and Madison high it also
result in relocating focus option
programs some dual language immersion
programs would be wrapped up and part of
the plan the proposed plan that comes
with opening these two new comprehensive
middle schools also has some other sort
of results and and one of those is in
the displacement of the program at
access so we're going to get in to that
conversation and before we do that
however for for everyone's benefit just
to offer a clarity that goes a little
deeper on the overview of the plan some
of the recent revision
that have come with all of the input and
a lot of feedback that's been received
in some of the community sessions and
some other updates I want to invite our
chief of dr. Laura Parker if you would
00h 10m 00s
please come up here chief strategy
officer please thank you thank you sir
thank you board so I know you have a
number of documents in front of you I'd
like to point your attention to the
shortest of them the implementation
updates we've identified there five
specific points that we updated in the
revised superintendent's proposal some
of these were points of clarification
where we didn't adequately describe the
details for some currently enrolled
students that might be impacted by these
changes and some of them were actual
changes and revisions the first item is
our on high school assignments for
current grades 5 through 8 students
we've updated you with this information
in previous board meetings but to call
out that we did make an adjustment from
the original proposal where we stated
that current eighth grade students
eighth grade students at beverly cleary
and eighth grade students at beaumont
that were impacted by boundary changes
reassigning them to madison those
students would actually be able to
attend they're currently assigned high
school of grant the high school
reassignment within kick in for current
7th grade students so starting with 7th
graders at those schools they would be
reassigned to their new high school if
they are within the boundary change
areas we also identified that current
5th grade students in Alameda who are
impacted by the boundary changes could
continue on to Beaumont
as their middle school but then would
attend their new high school if they're
impacted by boundary changes point
number two is around the updated school
assignments for current beverly cleary
students again we've clarified this
information in a number of settings but
in the original proposal we proposed a
boundary change for beverly cleary on
both the east side and the west side to
Rose City Park and Irvington
respectively in the original proposal we
indicated that due to the significant
capacity constraints for the hopeful to
campus beverly cleary that the boundary
changes would impact current k4 students
we've been able to revise that to state
that the boundary changes would take
immediate effect for current k3 students
next year so all current k3 students and
then of course incoming case students
who are within those boundary changes to
Rose City Park in Irvington would
immediately be reassigned to those
schools as opposed to the more
traditional grandfathering policies that
would allow for current fourth grade
students at beverly cleary to stay at
beverly cleary until they completed
their eighth-grade year
point number three the withdrawal of
proposed boundary areas shift from
alameda elementary to save an elementary
school this is a change in the original
proposal we proposed a boundary shift
from the west side of alameda into saben
and an additional boundary change from
the western edge of saven into Martin
Luther King jr. and this series of
boundary changes was proposed for the
purposes of enrollment balancing in
order to forecast and hopefully give
Martin Luther King jr. a strong enough
enrollment to remedy they're consistent
under enrollment and to help provide
enough students to bolster the
colocation of
they're DLI mandarin program there with
the closing rounds of community
engagement as you saw pretty well
documented there were a number of pieces
of evidence brought forth around the
distance of this change from in terms of
reassigning those students from their
Beaumont middle school assignment that
is current to Tubman and then that would
make this cohort of students travel
further than any other middle school
cohort and was not aligned with the
values and frameworks that have been
brought forward before this impact
however as I know will come up in your
new documentation does impact saben in
terms of its overall enrollment and I
expect that to be part of our
conversation for your agenda point
00h 15m 00s
number four withdrawal of proposed
relocation of access Academy to Humboldt
in the original proposal we stated that
access Academy would move to the
Humboldt facility we have withdrawn that
proposal and point number five goes with
that withdrawal of proposed relocation
of Cairo's PDX from Humble to a new site
in the original proposal I shouldn't
even say original anymore I should say
the last proposal given this journey
that we've been on the last proposal
indicated that if access moved to Humble
per the proposed change that would
require the Kairos PDX charter school to
be relocated so we've withdrawn on both
of those suggestions
so those are the five areas of changes
clarifications and updates to the
superintendent's proposal that you now
have in front of you
any questions for board members on that
presentation before we start the
discussion so I I guess it's clear I
mean what the changes are that I mean
there's points I want to ask about later
but I think in terms of where we are now
if they relate to some of the topics
that we're going to discuss maybe we
could do it during that portion but you
might want to stay up there okay
director BAE Liam and asks you to jump
in to frame up the discussion okay so
we've got points a through I here
welcome to everybody by the way just
start to plow through them what I'd like
to do it at times is kind of do a straw
poll or get a sense of the body at any
particular time and Julie's chair is
sinking well there we go so point a a is
for access so what this the Adams thank
you yes okay
and including the district tag service
planned potential pilot so we want to
start with the trial balloon that got
thrown out around tag services and work
and asked the status of that that makes
sense to start with I think it would be
nice to have the superintendent recap
his
yeah well I think the board and the
public have heard me speak and my early
messages around insuring we do our best
to serve the needs of each and every
student in our school district there's a
diversity of learners in there among
them are many students who have been
identified as gifted and talented or
students who should receive supports and
services as part of a TAC program and
there's been some long-standing work in
that area and there's certainly an
opportunity to expand and enhance and I
would say in some cases initiate work in
that area as importantly as I think it
is to make sure we're addressing the
needs of particular subgroups in our
school district I fear there's a whole
lot of other students we're not
identifying who have gifts within them
that we're not identifying that we're
not screening for in a whole continuum
of categories and content areas so and
and I think everyone would agree and
share that we should have a much bigger
vision around how we do that and so how
do we get there and the way we get there
is one to learn from best practices
promising practices everywhere because
it's a question that school systems all
around the country you know ask
themselves and I think there's some
learning that can happen there and I
think we should engage in that journey
together to see how we might Co
construct a vision for that I also
recognize there's been a lot of concrete
heavy lifting already in this area
our parent leaders in particular have
00h 20m 00s
engaged in and I think there's a lot of
there there and a great head start for a
school system that is recommitting to
trying to serve all of our students and
so I hope you know we can join efforts
and in articulating what that might look
like moving forward I think there's a
central dilemma and proposing the
opening of two new comprehensive middle
schools I think you see and meet in the
changes for the proposal as its outlined
sort of displaces access Academy and and
that's sort of the challenge is here
here is a unique setting right and and I
do want to draw a distinction because I
can appreciate it between an identified
tax students or an identified or a
student that hasn't yet been identified
and the kind of student that access I
think excels at supporting how do how do
we expand and enhance tagged programming
and services but at the same time
realize that along that continuum
there's a particular student who hasn't
been served in their neighborhood
setting and how quickly can we actually
is an organization ramp up our own
understanding our own capacity to
actually serve them well and I get it
we're we're in a historical context here
where as a school system there may be
the notion of having the right idea
about it but it'll it'll boil down to
sort of how well and how quickly can we
actually implement a plan like that so
you have the central question around so
what happens to access Academy and you
know asking that question of the staff
and the team and you know put some
thoughts and ideas together is there
something we could propose that might
initiate the conversation provoke the
dialogue garner some input and feedback
it's really clear that we've provoked
the impact and put in feedback so thank
you for that this is a very well
attended meeting and I look forward to
participating tomorrow with the access
Academy community to hear your continued
ideas and feedback I've read every
letter every email everything that's
been sent to me I got a new stack of
student letters so I'm working my way
down those right now and I had the
opportunity to spend the entire morning
at the site this morning I as an
instructional leader I feel like it's
really important to understand at the
ground level what we're talking about
and I'll be the first to confess I'm
learning what all of those details are
but it was incredibly helpful to me to
hear first-hand from students who were
quite fantastic in their sense of agency
expressing what makes the academy
special to them and and why a setting
like that is so critical to their
success and in cultivating their gifts
and talents 'as in a way that you know
provokes anxiety and stress if they were
to go back to a neighbor so at school
where those things couldn't be preserved
there is not a bit of an equity question
in there because one wonders how many
other students out there there are that
the academy isn't able to open the doors
for right and so on some level how
quickly can in the school system sort of
create spaces to invite in those kinds
of personalized approaches and so I
think you know the initial attempt is to
try to come up with a proposal that
tries to aim to do that at once and
perhaps it's too bold and audacious
right and perhaps it's going to we need
to be realistic and practical about
being able to answer many of the same
questions that you know I've heard you
so articulately
or read view so articulately lay out in
the tag act statement regarding this I
think we should have concrete answers to
all of those questions the 56 of them or
outline
you I I appreciate the homework being
done for us and so we we have to keep
rolling up our sleeves and I hope the
community understands it's with all good
intent to try to accelerate work in this
area in a way that we haven't done but
what's also clear and visiting the
school and talking to the educators and
I had a fantastic fantastic discussion
with the eighth-grade leadership group
you know they they they were quite
eloquent in describing why this Academy
makes so much sense it's as it's been
said it's really not an option and there
really are no other options and I can I
can see why is a longtime educator I can
see how that's the case having been a
gate instructor in my past as well
00h 25m 00s
understanding that along that spectrum
students in those courses will need all
kinds of different supports and services
and it's a complex thing to be able to
provide as an educator it's difficult
for the gen ed teacher to differentiate
for diverse learners it's a taller order
still to try to meet the unique needs of
students that I observe today in Access
Academy so I know we're gonna have a
conversation tomorrow and I know and I
want to look forward to to collaborating
with you and the team is anxious to do
the same to try to co-construct what are
some possibilities I think we all need
to be realistic about sort of we have
the facilities that we have if a key
goal is to keep the Academy together
then where would that be possible and
how can we at the same time partner on
trying to identify and serve many other
students across the city to give them
access to services my fear is that we're
not uncovering a lot of talent out
that we should be building and we have
work to do as a school system to just
make sure all of our educators have some
initial understanding about making sure
that when we meet students like that
that we move them along for for for
additional sort of look at you know how
we might better serve their needs so
hopefully what I what I'm conveying to
you is that you know we need to we need
families who know their their students
their children best to help us
understand how we create a setting like
that and we should be an open book about
where all those physical spaces sort of
exists and to see what's possible I I
think everyone can understand that part
of this is a facility question and a
part of it is can we come up with a
solution that will get us a little
further down the road until other
opportunities open up for the long term
at the same time that we think about tag
services and supports generally so I
want to start off by by saying that and
I hope tomorrow when we have a lot of
dedicated time to hear some additional
testimony I've gotten a whole lot
already but I think for for all of our
collective benefit to kind of hear some
more of that sort of summarized and then
begin sort of that brainstorm to think
about what are the possibilities and how
do we get through this next however long
for some subset of our students I don't
know that we'll find a facility where we
can double the size of Academy in a year
I just don't see how that would be
possible but maybe we'll build a new
school on an empty lot somewhere I don't
know but so hopefully when you're what
you're hearing from me is sort of it was
a draft proposal clearly got a lot of
attention
and there must be sort of other ways
that we might be able to approach this
question about how to make sure we don't
dismantle a setting that supports so
many of our students for whom it's
working and I think you would be the
first thing we can always do it better
sure but let's not lose what we have and
I think that's what I've taken away from
everything I'm learning about access and
today's visit certainly helped me
illustrate that so I think the courteous
thing to do is is to kind of hear you
back at the Academy and with sort of a
cross-section of staff there to try to
you know chart some some of these
possibilities so we can do some
additional homework some of it is
facilities but some of it is the way we
resource supports and services so that
we we don't experience a break and in
the experience that our that our
students receive and so it's always a
challenge to think about the school
portfolio for any system leader how do
you make it all fit and I think we're
trying to arrive at an answer to that
question I don't know if we have the
best solution yet hopefully together we
can figure that out so that's all I ask
for you is your patience and I'm glad
we're all thinking about this question
because this is going to give us a great
leapfrog and to sort of maybe you know a
model that can be pointed out nationally
so so thank you for that and I think
I'll stop there for the moment
[Applause]
this bar we hired this guy yes I just
wanted a response thank you for
recognizing and imagining a future in
which all of our tag students could be
00h 30m 00s
served I think that that is why we we
hired you to imagine a different a
different future as a parent who had a
student go through PBS identified as
tagged and not receiving any services
there over the years I think your draft
proposal will really move the
longer-term conversation forward and
will end up really having a richer set
of benefits for a whole host of students
so that so thank you for putting that
out there I do also believe that there
is a place for access in that sort of
continuum of services and I'm glad we're
going to have it that discussion this
evening thank you and also as a reminder
that we know that we are leaving out
many students particularly those of
colored for whom English is not the
first language in this conversation and
so I think it's a really a great time to
revisit you know how how we can make the
services more equitable in I I want to
piggyback on what Julie said this is a
conversation that we started last year
and the teaching and learning committee
about the process of identification
about the grade level at which our
students are entering applying to access
and becoming eligible for tag services
and I think we really collectively
realized that it was not jiving with our
equity lens
andrew director of our tech services
correctly identified that and also
outlined the path forward for how we're
going to make sure that we are bringing
all the kids in that we should and so I
think to have this conversation without
that lens would be a real missed
opportunity so appreciate that I also
appreciated how you brought up there's a
sort of whole range of skills talents
whatever that go beyond the narrowly
measured math English that we do now we
want to walk to jazz band to yeah yeah
that's part of this so let me let me
float something and and see if I think
our senses in the short term we want to
find a spot for access neck for the near
future as we work out and explore
different our complimentary service
models is that I see heads nodding
my Cosette ahead and Paul Moses yeah
okay do we want to have some language in
the resolution along those lines so so I
would suggest potentially some language
I mean I think we should also just have
a placeholder to tomorrow night
hopefully we'll get the best best
thinking from everybody in this room as
well but I hope what we'd have and the
resolution is an and proposition so
access potentially as a school and to
move ahead with some sort of
district-wide service model so that we
have a fuller range of tag services
[Music]
if I could just add to that I hope that
it will include a commitment to look at
our screening identification that we
explore all categories of giftedness I
believe the students that we visit in
programs like these reflect the
demographic of our city and I think to
add to that it really is part of our as
we continue to think about our
instruction our strategic plan for
instruction of how we address the needs
of each population and the all and the
some and the few conversations can I
inject a little caution I guess I
wholeheartedly support the idea of
expanding take services for for all kids
all over the district I'm a little
nervous about trying to open multiple
00h 35m 00s
programs in this year so I think the
idea of piloting is probably more
realistic and I would like to get it
right before we replicate it so that's
my only yeah portion every noon my
priority is due to middle schools really
well and I don't know how much time you
have spare time you have I think the
staff would all concur with me we should
take a measured thoughtful approach as
we proceed
okay other comments
a is right I think at work here is done
I'm just hoping we are able to get a
solution on the table so I can earn
myself one of these Adams t-shirt okay
let's move on to B point B is the
current proposal has four schools that
are under enrolled there are three
schools that are under enrolled and a
fourth that is not part of the
discussion but is a k-8 in the very near
neighborhood so we're talking about
Vernon Vestal Sabin MLK but the other
thing that's and I'd have I didn't look
to see if it was on the web
superintendent barrows memo on a
different staffing formula it's
referenced I wasn't sure if it was off I
think it's a new proposal okay so let's
just take them in order
okay sure I mean there's multifaceted
you know questions and in these settings
some of them are facilities logistical
some are programmatic some are staffing
model related so we might have to invite
a cast of characters from the team here
but if we take them in order starting
with Vernon for example or or even
Vestal or save in an EM okay why don't I
start by bringing up
sara king room facilities invited dr.
parker to come back down and of course
our deputy soup is here for backup in
any regard fire away
okay so thank you the first item i have
if I'm working off the same agenda you
are is Vernon why delay in middle school
feeder designation what's that
presenter so I'm gonna introduce a new
favorite favorite phrase of mine all it
takes is money you know that question
obviously came up quite a bit and you
know if you'll recall the your feelings
of the response to the over ten and a
half million dollar budget proposal that
I put in front of you in August just to
convert these two schools and make the
program
relocations and implement the
educational specs for two brand new
middle schools of the middle school
framework and and and obviously adding
you know yet another conversion to that
bucket just drives the cost up the work
around planning that has occurred as Nia
Beaumont middle school at one time
served over 700 students and I think
they're about five hundred thirty there
right now and I'll let you know Sarah
provide the information around current
assessment but the anticipation is that
that is where we invest for middle
school services to the Burnham community
and and and we need to go through proper
planning including work with the
community on that sure I'll talk a
little bit about where we sit facility
wise with the Beaumont Beaumont is a
middle school with 34 classrooms it's
about in the middle of the range in
terms of capacity Beaumont in addition
to its middle school program also serves
has two self-contained sped classrooms
in it it also has a variety of supports
we believe that in the future there
probably will be room for Vernon kids
middle schoolers at boma but right now
we have some facility deficiencies that
are resulting in classrooms particularly
three classrooms in the basement that
are really very functional we also
believe we need to do a little bit more
work on
room perhaps room reassignments to
better fit class sizes with rooms what
00h 40m 00s
happens sometimes in many schools is is
a particular classes taught in a
particular classroom and it's just it's
like that year after year after year we
may need to have a take a fresh look at
that fresh look at where things are
located so we believe there's space but
we need a little bit of time to diagnose
the problems that we're having in the
basement and be able to fix those and as
Laura said it's you know with facility
items it's it's just money right and
time and time yes yes good point very
much could you say a little more about
what those problems are sure we've got
we've got three classrooms in the
basement that have been prone to storm
sewer backup and I think I don't I'm
still we are now investigating to find
out what the problem is and I think
we've done some diagnosis in the past
and I think the issue has been you know
we just have so much maintenance need
that because we didn't need those
classrooms we just didn't spend any
money taking care of the problem we'll
have to change that perspective we want
to put kids burning kids a full month
and I do want every emphasize that line
up of the current course offerings and
the number of students that are in those
classes and there are situations where
there are smaller numbers of students in
a class and they have a larger classroom
and other situations where there's only
a larger number that it's the complete
opposite so you know we just need to you
know go through that process with the
school leadership team there of you know
making sure that we're using the space
well
so you still have to investigate on the
cause right
[Music]
is it possible to even come up with a
ballpark number for how much I'm not at
this time no and that's honestly that's
not my forte
yeah no not at this point would that
qualify for 2017 bond money under health
and safety actually it's good the the
problem the main problem with the sewer
probably not there is there are some
those when we would do work down at the
time we do work down there there's also
a little bit of probably a asbestos work
that we can do or that could have
probably on we haven't closed personnel
but would be quietly qualify for bond
work yes so some of that asbestos work
on pipes and that room could be dealt
with as well
sewage backup doesn't count as a health
I don't think I'll have to check with
the bond team to see if that's true but
I think that would be general
maintenance dollars okay so maybe just
for some background before that was put
on the ballot
Stephanie Harper helped facilitate a
conversation that for me with Geoff
Condit the bond council because my
question was what if something else that
was an emergency came up or something
else that you know you after asking
voters for seven hundred ninety million
dollars it'd be pretty hard to say oh we
forgot or we didn't plan for something
and the language that went before the
voters is actually quite broad for
capital investments and then it's
and could be used for and then it lists
what I think what everybody thinks are
the projects that were designated three
high school modernisations and Kellogg
but the language that actually was
passed by the voters and mr. Harris you
could correct me but I'm pretty sure it
was broad it I mean Jeff said it was
broad enough to cover just about any
capital improvement all right looks like
mr. Awad might also be able to answer
yeah at the same time that's not a
bottomless pit because there are
commitments already to specific projects
yeah you're correct I mean the language
is broad enough to cover all of it
however we have to be mindful that the
cost has to be capitalizable in order
for us to use bond money if it's just
consider repairs then we can't use bond
money for it so that's there is a
distinction between what it is and
there's some criteria that we have to
follow to determine that thank you just
as long as we run run and still so the
question I would have is if the middle
grades are still under enrolled what the
sort of ongoing operating cost is to
support adequate staffing so that in
00h 45m 00s
between the time between now and when we
fix the classrooms at Beaumont and those
students actually have a middle school
experience what's the sort of opera
what's the operational cost to make sure
that they are not having yet another
year and sort of a diminished middle
grades experience a very fair question
for any of our schools that may fall
below a particular target enrollment I
think there's
a foundational a resource plan for that
but if I could have our chief financial
officer of Meili come up and talk about
what would be some of those
accommodations for schools that are
still dip a bit below their capacity
what can we guarantee in the way of
support so that they can plan
accordingly for staffing another so as
the board and the in our staff know that
certain of our k5 schools are under
enrolled so in order to make sure that
we have enough resources to provide the
equity coverage and classes to our
students we are setting up as a minimum
requirement for any 300 s the minimum
requirement is 360 students in order to
do the allocation of the staffing model
so for our k5 student k5 schools we've
included that intent to have it be part
of the next budget cycle you know per
all the work that we've been doing on
staffing you have that information on
the to be converted K fives that are in
this proposal we did not include
specific intentionality per chair
remembers question around Vernon so I
think we would take a look at that you
know what defines adequate staffing for
the sixth through eighth grade and you
know obviously wanting to leverage all
of the thoughtful work around the middle
school framework in that and we made we
may not have that number about what is
the adequate staffing but we have looked
at that equation from the other side of
it which is what is the equitable core
programming that's been part of what has
been identified in this process taking a
new look at the staffing formula
there is another issue with Vernon that
we probably can't solve with just money
for staffing which is that besides being
under enrolled it has historically also
been at capacity
Vernon doesn't have any more room so yes
we could put more faculty there if we
had a place to put them
Vernon may physically just not support
having those six through eighth grade
students there I think you know that
question of capacity particularly when
you're dealing with you know middle
grade levels is you know something to to
look at and wonder you know under what
scenarios are you at capacity so just
because you have extra staff assignments
doesn't mean that you necessarily have a
classroom have every teacher have their
own classroom it depends all on how that
staff is used particularly when you're
using some of that staff as my
assumption here is to provide more more
more electives and extensions of you
know some of the core programming and
there are different ways to deliver that
tip that don't require every single
certified teacher in the building to
have their own classroom and I'm not
looking at the specific data around you
know Vernon in this moment but that
would be you know a layer of analysis
that we will certainly look at because
of that I really think that we need to
come up with a solution for Vernon and
we need to do it this year we can't
leave it as an island we can't leave it
as an abscess to fester
Guadeloupe you are absolutely wonderful
I have great confidence in you but this
took five years to come up with and I
don't want to wait another five years
for Vernon's kids
so if Beaumont can't be changed in some
way to work I think we need to look at
other options for them is there is there
an active assessment underway of what it
would cost to convert to sort of
modernize or repair the classrooms is
that similar to the question that you
just asked Sarah I think we I think she
said that well I wondered I'm saying you
00h 50m 00s
said that it hasn't been any of it is
like is it actively underway or okay so
we're talking about three classrooms
potentially right do we have any any do
we have any portable sitting around
doing nothing
yeah that's another question sitting
around no we do not we do not and
Beaumont are you asking specifically
about the Beaumont site yeah but what's
a very small site for a middle school
honestly and when you look at where to
place an additional building you want to
look at not only you know space in
general but it has to be you know clear
sightlines and your a door so there's
some proximity issues you want to check
out and belmonts Beaumont is pretty
constrained there's probably room for
one two classroom modular building on
that site and that would be it as you
know we like to look at modulars as a
last resort because of the cost very
expensive and the time it takes us at
least about a year now to get them
I am NOT a fan of Royals just to be
clear yeah
feeling a little desperate here yeah we
know that there are three classrooms
that we can take back and as as Laura
and I hadn't indicated we think there's
other efficiencies that we can get
within the building to bring back some
space without having to resort to
placing additional capacity on the site
so the other issue we would run into is
cap capture rate that they're very good
very wealthy a higher capture rate going
into the middle grades at a middle
school than is currently happening at
Vernon so for just planning for the
current Vernon six to eight count that
could be well short of who actually
shows up agreed which is why I think you
know part of the planning process and
why we weren't rushing you know beyond
the scope of this work is to have those
conversations with the community try to
determine you know what are their
impacts including assumptions of
increased capture rate might be part of
this solution
can we at least put a stake in the
ground that over the next three years
four years something Vernon will will
articulate to a middle school all it
takes is money so with you I was so
potentially in the recitals that we
could direct staff to to get a hard cost
estimate and the type that amount of
time it might take to do and also do the
sort of look at enrollment to see
whether your question about the capture
rate whether the three classrooms would
be enough but to sort of have a quick
set some set some milestones yeah and
there there's other possible solutions
there then I mean I you know if we can
actually get to the holy site you think
there may well I suspect there would be
ways to accommodate everybody you know
convert that most if not all of the
Cates to K fives and and really give
every student an opportunity to go and a
real live actual middle school you know
I'm kind of reconciled to the idea that
we can't do it tomorrow but I feel
compelled to to really make a statement
that you know by like some date certain
we're gonna make this happen no day
after tomorrow I mean it may get you
know we may end up having to wait until
Kellogg and all the rest of it but I
don't think it needs to be that long I
mean that's that's not getting ahead of
ourselves
uh I want to connect one more thing
all right before we go down the list
which is the staffing support for under
enrolled schools it not only includes
the schools in this plan
it would include Peninsula Flint red
lead Marysville Creston Who am I missing
Chavez Cesar Chavez which is still a k-8
each neighborhood what Beach
neighborhood program Richard yeah
Richard then you get on to co-located
00h 55m 00s
things which is yeah all of those are in
the same boat so I don't think it's very
fair to support one without looking at
supporting all the deputy lot can offer
testimony that that'll be our commitment
or as I've been referring to him around
the office uncle Yusuf maybe he can
paint how our financial picture is
projecting that we'll be able to do that
I want to objected with the new staff in
law that marijuana money Jerry no I want
to protect it with the new staffing
model is really to address their
staffing on all the schools in this
particular proposal we focused on the in
the and these sphere abandoned schools
in particular but we definitely will
look at all of them and we can bring
back any proposal for that particular
for these particular schools you
mentioned and we have had two
presentations to the boards FAO
Committee on the new staffing model and
you know I assume that you're sharing
updates with one another on the feedback
and priorities that you've listed there
the priorities have you know we're still
refining but it's been quite clear that
it's around k5 and ka / middle school
you know programming
you know I think we're all marching the
same direction I absolutely think that
that's where our energy you know should
be spent so that new schools have what
they need to deliver the outcomes that
we expect them to deliver okay so to
wrap up Vernon suggestion is to have
some language on we need a immediate
analysis of the the improvements that
Beaumont as soon as possible and a
conversion plan again I don't want to
drop you know time timelines are the
superintendent's around responsibility
we all want it done as quickly as
possible that as well as possible too so
getting getting a plan back that says
this looks like the responsible way to
do it dr. Anthony anything else I know
this this has been a particularly
concern of yours
that's all we're we're where we are
investing the same issue around staff
support and we're there certainly is
capacity there in terms of staff yeah I
mean I can in terms of staff and our
commitment to really two to the four
schools you listed this is the same
answer we will support them with
staffing
do we have any ballpark number yet on
how much money this will cost I think we
have a number of 50 in every school that
we can we can kind of give you and make
another self
so the budget that we looked at before
in the in terms of the the costs for the
FY 17 18 we have budgeted for a million
dollars for the for the project and we
have we're looking at three million
dollars for current year to fund a
project and for next year we're looking
in about 4.6 million and these are all
estimates at this point so we're still
working through the the information and
there all of that we also have 2.2
million related to the bond compensable
so that means is because some of the
work that we can do is actually qualify
under the our bond
I call it bond accounting so that we can
01h 00m 00s
actually use the money so I I was I
probably didn't clarify my question I
was thinking about the staffing the the
new staffing model so I'm gonna assume
it's gonna cost more because we're we
have been staffing by enrollment now
we're talking about staffing by program
which means that we're gonna have to
have more FTE right in those buildings
then we'll be supported by the
enrollment so do we have any any
ballpark number about how many
additional FTE how much additional money
it's gonna cost to do that staffing and
and if you don't that's okay well the
information the information doesn't
share you know what the fao Committee on
some of early modeling was that just to
eliminate all those blends at rk5 so a
lot of what's happening when the schools
are under enrolled right as they you
know force second and third grade to
blend right cuz they don't want to do
full sections and so you know we've
modeled and proposed
any kind of staffing model that would be
based at a minimum on this section
concept as opposed to overall enrollment
which leads to the fractional staffing
that we currently deal with and so on
the k5 analysis to get rid of all those
blends you know across the system cost
about 13 more FTE on the programmatic
side I think it's 21 more FTE our 22 so
we're starting talking to those
ballparks what happens right now right
as soon as you know I'm not I know the
information has been shared about our
staffing model it's complex right and
I'm not sure that you notice clarity
what happens right now is a lot of
schools are using their additional
equity resources in order to not do
blends or in order to make sure that
they have you know full section and
that's how they mitigate this problem
today I'm so going above and beyond that
across 13 28 right or more you're the
CFO a number so we are talking about
between one point three to two to two
point 1 million dollars based on the
information that we know as of today
okay and that's gonna that would cover
all of the schools
just 35 FTE more or less that's what you
came we we did that to you know get rid
of blends and go after the section model
more than this concept of you know what
is the quote ideal enrollment because
there's some false precision in that
so to go to a section based model and
not for schools to make up a fractional
difference because they have fractional
allocation we would be in that ballpark
for the k5 k8 side so 35 30 so Amy just
said 35 you said 13
I apologize 13 13 if we do the section
model for K 5s and 22 for the
programmatic slash section model for 4k
for 4k 5s existing inside Cades yet we
don't yet know what the cost is for
these six eighths right within those k-8
models because the initial assessment of
the staffing model was focusing on the
k5 variable right and you need to have I
mean am I correct that you need more
detail about what the middle school yes
yes thank you director mark yes so
variable okay so so I guess the bottom
line it
the essential question is is this gonna
be doable like where we're trying to
assure folks that
that even if a school is under enrolled
kids are still gonna get you know a more
than adequate education so yes I mean
we're committed to make it happen and
we'll do everything we have to make sure
that we support these schools
appropriately with staffing so that's
our commitment okay and I think that has
to be our commitment so just to clarify
does the does that include backfilling
for the underworlds schools yes
okay the in in the theater banner is
that we find out grants for schools that
we just I did to my right yes so because
there's the sort of the overall plan
saying where we are right now let's
eliminate the blends kind of a kind of a
thing and then on top of that there's
also the if you only have three hundred
and ten students instead of three sixty
to ensure that this is that being
01h 05m 00s
included in that numbers that additional
yes is it a dish so is there 35 Plus up
to 10 okay
just one want to make sure where are we
so I mean I think I think we need some
commitment from the board yeah on this
cuz this is gonna have budget
implications yes we're gonna if we're
gonna spend money on this we're not
gonna be able to spend money on that yes
so when when push comes to shove we're
gonna have to
despite to do this yeah I appreciate you
saying that dr. Moore I will remind you
all after the time is right okay so
there there's two two pieces one is in
general moving to a new staffing model
and specifically for maybe there's three
pieces specifically for the schools in
this plan calling them out that the
services at Vestal will be the same at
any other k5 so that's gonna mean lower
class sizes which is not a terrible
thing but the services will be there in
terms of library counseling whatever is
that that school is that every other
school same for saving and then do we
want to also say ensuring that the other
k-8 will also be supported in the middle
grades as a third piece yeah I think we
need a lot more like really specific
hard details of what the dollars and
then what that buys us
I wouldn't before I voted
well I think we've seen what it's not
buying us at a number of schools thanks
I think there's well I just think it
should be clear about what it is that
we're buying so absolutely the community
knows what the trade-offs are and if I
just look at you know Vernon when I'm
looking at the initial staff draft and
whines Vernon not included in the
proposal it doesn't talk about facility
upgrades and I guess I mean I know
Vernon is just one of the several that
might need additional funding but you
know does it make sense to bite the
bullet make the capital upgrades I have
one less I'm talking about staffing
right yeah and I'm just saying I mean
for Vernon there may be other choices
and depending on how much it is doesn't
necessarily say the reasons no we're not
doing it gives three three reasons that
aren't basically we don't have the
classrooms okay better
there's also Peninsula absence right
yeah okay I certainly agree with what
you're saying about promising McKay aids
connectible level of programming that's
specific to Vestal I would assume we
would want to acknowledge that the
current problem with Vestal is due to us
looking at only a limited part of North
East and Vestal is on the border and we
will presumably be looking at Vestal
again as we look at southeast yes
absolutely and it is surrounded by focus
options yes and I think with Vestal
that's
probably more key than the boundary
itself and staff has been very good
about pointing out that no there's
plenty of kids in the catchment area
that our focus option policy has allowed
and Deanie thank you back to your
question about their offerings and the
k-8 something that that is the intent as
we're working through the middle school
plan and curriculum and inspection yes
okay do any I think when we get down to
e I'm gonna circle back at that MLK and
Sabin and the boundaries proposals that
are were or are here to come back and
round talk about that so Sabin was the
one that there is a change in the in the
boundary from the right say enough do we
01h 10m 00s
want to treat that differently than the
other
[Music]
state your question because I more under
enrolled than it was under the initial
proposal well I don't think less fully
enrolled one might say I don't think it
was yeah I think it met the minimum
target and they're the first one and now
is substantially below
so we're were committed to staff support
there but I think there's still
questions about boundary changes and
around em okay and I had a question
about that a data request so do we want
to do that now or do you wanna wait for
the get it down to either I had a quick
question which was do you know what the
impact in terms of diminished enrollment
on Martin Luther King jr. would be if
Sabin kept its original boundaries so we
included the data points and the
proposal of what the current forecast
tells us and what the current forecast
tells us with proposed changes so for
MLK jr. that's on page 21 and based on
the current forecast and that's
forecasting the neighborhood program and
modeling the dual language immersion
program without a boundary change Martin
Luther King jr. would have 299
and you know growing up to 399 by the
time the DIY program continues its
growth without a boundary change with
the boundary change they're projected to
grow up to 449 would start at 376 and
these are you know forecasts for those
of you who have been you know working in
this for a while for an individual
school community so yeah that's that's
the difference there not to your
question and does all of that proposed
expansion of the Martin Luther King jr.
catchment come from Sabin or does any of
it come from anywhere else it comes from
Savin it all comes from saving sickness
and so then the Sabin numbers believer
on the very next set of pages 22 and 23
and so taking out in the original
proposal because a boundary change
between Sabin and Martin Luther King jr.
would obviously drop the enrollment at
Sabin in order to you know bolster
Martin Luther King jr. than the original
proposal proposed boundary changes
Alameda in order to again balance the
enrollment for the the charge but in
this revised proposal that was
eliminated and as you can see it leaves
savin projected under the desire to 360
students so that looks like 77 students
move in that boundary change yes /
forecasts
well that that's where I'm confused
because it says current 2016-17 I'm
sorry in the DIY program there too right
but it's sort of the way I understand
this is to say is if we had done this
last year there would be 77 more
students there in grades k-5 that's not
the way to interpret that
if we had done this last year
if the proposed boundary change and the
increase into a language immersion and I
can get those two different pockets well
to me that's the projected 20 21 22 and
then it continues to grow so the deal
what I do do a language immersion
01h 15m 00s
program is adding students growing or
growing the number of grades but two
classrooms per grade right yes okay
that's the projected but what's the
current mean so there's an assumption
that in me current it continues to add
another
so the current current current is um are
you talking about the current 2016-17 or
the current k-8 I'm sorry I'm not we
have current on the page twice okay
dark blue Kurt says current 2016-17 it
has to 99 under the current k-8 and 376
in the dark blue under the proposed k5
so so based off of current meaning now
sixteen seventeen numbers under the
current catchment area had it converted
to a k5
there would have been 299 students if
the boundary change and DLI forecasting
were applied to the current enrollment
figures in terms of think what might be
confusing here is that it's the current
just the current k5 enrollment even
though it's currently at k-8 it's not
referring to the whole school enrollment
is that what was I'm Claire actually
just to clarify that boundary shape that
was initially proposed to be moved from
Sabin to MLK jr. based on last year's
numbers has a hundred and thirty six
resident k5 students after applying
capture rates and the like we would see
that as adding about seventy seven more
students from the boundary into MLK jr.
so if you didn't have that additional
boundary shape at MLK jr. I think that
was the question you would be left with
just two hundred and ninety-nine
students in the k5 portion now we know
that that's a snapshot for that school
that's changing every year be in in
large part because of the growth of the
Dual Language Program but if you just
froze it in time to compare the two what
you are looking at would be a total of
about 77 k5 students from that boundary
shape is that
okay but since we're talking about
grandfathering right it's only going to
be the kindergarteners in that area that
would be going to King next year if this
were approved so it grows at the rate of
12 to 15 students per year in addition
to the other growth that's expected in
the school so next year if this went
through we could expect him to have
roughly 310 k plus a whole other grade
of dual language immersion moving at
plus all the other changes that you
would expect in the school but just from
the boundary piece so so we don't expect
Martin Luther King jr. to have 299 k5
students next year because it's a
growing school mostly due to the program
that's located there and I know that
makes this incremental change for more
complex but if you just want to isolate
the boundary change portion we would
expect that to add approximately 15 more
students a year and take six full years
unless you decided to implement it more
rapidly which you could do so you would
expect about a growth of 50 students a
year at MLK Jr just from for the next
couple of years just from the adding the
upper grades of the DLI program from
emerging growth plus boundary growth or
would it be about wouldn't it be about
50 kids a year just from immersion
growth 22 classes of 25 it's about 40
because it's still a growing program
mm-hmm what percentage of those students
01h 20m 00s
are neighborhood students about 40%
is there a set-aside for neighborhood
like a percentage set-aside for
neighborhood students and you have a
set-aside for students who are coming
out of the Alpena headstart pre-k
Mandarin program we have a set-aside for
native speakers we have a set-aside for
current students and neighborhood
students we have a set-aside for
everybody else and what's the
neighborhood set-aside I think it makes
up about 40% of that whole bucket of it
so my question on these smaller boundary
changes is if we're going to tackle the
whole East Side why do something that
has a payoff in five years and has a
pretty minimal payoff it seems like if
we're gonna do a boundary change it
should have a substantial effect and be
relatively I mean you can't ever say
permanent what boundary changes but we
know that's the direction yeah we're not
doing permanent anymore remember
yeah not doing permanent anymore but
more than a one-year shelf-life have a
have a substantial effect or do no harm
to the school that they may be coming
from and in this situation could be
arguing that it's doing harm to saving
because it leaves it significantly under
old under enrolled
I guess the question I would ask about
the future is currently we have some
pretty specific requirements around
grandfathering and I'm not sure you ever
unless you change the policy around it
I'm not sure you ever get an accelerated
change I mean I think the way our
grandfathering is set up it's always out
it in the future so it's you know which
board now is gonna make the choices now
for the future changes unless we decide
to get rid of grandfather and personally
as a parent of three kids whose kids
went all over I I I know that you know
grandfathering you know to change our
policy around grandfathering I think it
would be a huge community conversation
but so I always look at it it's like
whenever the change is made
it's the benefits are going to accrue to
you know years down the road it's fun I
think if we had been doing boundary
adjustments continuously over the last
couple of decades I'd certainly agree
with what you're saying but we haven't
and why would we make an investment and
push families into another area if in a
year we have a completely different plan
for that area
I just want to race whether that's what
we should do right now if that makes
sense
and and part of the part of the issue
with this analysis is that one thing
that we've asked for enrollment and
forecasting Thank You committee has
asked for is a year by year projection
by grade levels so that we know again
projections are always a fee but our
best guess as to what this actually
looks like in year one and year two and
year three so that we have a sense of
what it looks like on the ground well we
have us essentially a five year that
this what's labeled as current 2016-17
is not really a current it's as if it
was all grandfathered in already we
really don't have what's next you're
going to look like sure into your point
it's you know a year by year forecast
and that applies capture rates that also
forecasts whether or not a specific
program in this case the dual language
immersion program is going to be at the
capacity with the number of neighborhood
versus the number of non neighborhood
kids I'm so quite a few variables in
those pieces as I know you understand
and what I'm saying is those variables
aren't visible we don't have the data we
don't still don't know what your assumed
capture rates are for any of these
schools and that makes it difficult to
01h 25m 00s
do our job to make sure that we're not
gonna end up with an overcrowded school
or an under enrolled school
and that's that puts us in a difficult
position
so I'm just gonna respond to the
grandfathering question I don't think we
can do it today but I do think this
board needs to address the question of
whether the grandfathering policy still
makes sense and I don't I mean I think
before we do that we need to get some we
need to get some info about whether
we're gonna go with soft boundaries or
hard boundaries but I mean if we're
gonna keep going with hard boundaries I
think we got a look at the
grandfathering policy because it's hard
enough to it's hard enough to make a
decision about what's gonna happen a
year or two down the road but we're
making decisions based on what we think
might possibly happen five years down
the road assuming everything stays the
same I mean that's that's adding
conjecture onto conjecture and if we're
gonna be if we're gonna be changing
boundaries and and I would hope if we're
gonna stay with hard boundaries we need
to make this a normal regular annual
process like pretty much every other
district does including Beaverton in
which case grandfathering it really
makes no sense anyway I'm just we don't
have to do that tonight but I think we
do have to have a conversation and I'm
gonna split the middle on it because I
think if we go in next year and do the
whole east side or just later on this
year that there's gonna be some areas
where you know let's make best a whole
boom and that's gonna be require a
waiver or current policy and there's
gonna be other areas where you could say
and move that boundary a couple blocks
and we can
can we some somewhere we need a new term
besides grandfathering we can weekend no
need to just shift kids there we can
start with next year's kindergarten so I
think at this point as we're catching up
with where we should be we will have to
have a mixture of both the special
education classroom that's moving from
Rose way heights Itzik 3-5 to Vernon the
reason for that I mean it's hard to ship
special ed classrooms and do we sorry
I've lost where we are on the agenda
that's make sure the right staffers are
here to answer your questions
we're done with the Sabin it's so so I
so I'm okay yeah right so hold that
thought Heather yeah that's the other
issues okay yeah so I kind of do want to
get a sense of other board members if
they think going ahead with the smaller
the Beverly Cleary changes I think we
got it
and I know if that's the sense of what
see that's the sense of everybody the
smaller ones to me I as a policy I have
questions about and I'd like to give a
sense of where but he is we've been
talking about it I'll do it now so I
think if we're talking about Sabin and
MLK specifically and that boundary
there's that one there's also the
Alameda to Scott there's also the not
doing the Alameda to Sabin which is off
the table now
well yeah it's it's not in the staff
proposal
[Music]
01h 30m 00s
I mean personally I would say that I I
see the wisdom of your overall paradigm
that if we're going to keep looking at
these things in terms of a whole
Eastside solution and looking at focus
options in the mix then we should avoid
making boundary changes at this moment
unless they are absolutely necessary to
land these two middle schools and
populate them in a sensible way right
sensible it's like you said before
nothing damaged
thank you for that summary so what would
be the impact if we didn't change the
eastern boundary of Alameda what would
be the impact so you're talking about
the proposed boundary change between
Alameda and Scott and Alameda and Rosa
City Park right so the Alameda to Rose
City Park Rose City Park obviously
doesn't need any more kids so we're not
concerned about enrollment balancing
there Scott you know part of warrior
proposed that change was again for the
same reasons and same kind of
conversation I'm around Martin Luther
King jr. was to try to get to enrollment
balancing not only for Scott as a k5 but
versus guys a k5 with a co-located DLI
program their husband as you're aware
conversations on the table yet no
decisions around the potential inclusion
of the current wriggler or neighborhood
students into Scott per regular moving
towards a full immersion direction but
again that hasn't been finalized
obviously from a long-term standpoint
one of the goals and requests you know
was to try to create additional
opportunities to balance the enrollment
between grant and Madison so you have
that to consider there's also my
understanding historically and it's
pretty well documented been some
concerns from the community about the
over utilization of Alameda as a
building even though we didn't call that
out as a specific item that was
addressed that's another point over
under over utilization so whether or not
there was overcrowding at Alameda is it
my understanding is that that has been a
concern
but in women is declining so those are
the points to consider but so how many
kids are we talking about where which
boundary ability oh so specifically the
Alameda
- Scott portion it's about eight
students per year and again would start
at kindergarten next year so that's the
impact on Scott remember that what we
were trying to achieve it - Scott is
similar to Martin Luther King jr. and
that is balance in the school between
the size of the neighborhood program and
the size of the immersion program
Scott's immersion program which is
neighborhood only is about full size but
their neighborhood program is one
section per grade level so the Alameda
changed plus the change of part of the
Rose way height skate by boundary coming
into Scott together we believe would
support that second section of
neighborhoods so that you could be that
balanced co-located two sections on each
side if you take eight or so students
out every year you wind up with less of
a chance of doing that so
so if we kept focus option next year
when Scott loses students to focus
option and we put a limit on that would
that have roughly the same effect a
propping up the community side it's not
I don't know off the top of my head how
many kids or two other so and I would
need to learn more about your intent
like is that for is that for a native
Vietnamese speaker who wants to go to
the Vietnamese immersion program or is
it just kids who might want to go to
01h 35m 00s
creative science we wouldn't be able to
cap enrollment into charter schools
which is another part of that change
with that cap also impacts students who
are applying for hardship transfers to
other schools where they have
co-enrolled siblings so that is to say
that is one potential lever that you
could use to improve neighborhood
enrollment and a number of schools but
it does come with some side effects and
other consequences that I don't think
we've modeled yes so I wouldn't want to
commit to any impact without
understanding that okay so
I know we haven't finished the analysis
on this but I'm getting impatient so
talk to me about regular and Scott and D
Li so people have already voted with
their feet apparently around the
neighborhood English only neighborhood
program and rig'lar so as I understand
it there was one English one
kindergartner right in the neighborhood
program who has now been moved to Scott
right okay so dr. Chong is here why
don't we invite our interim assistant
soup maybe can field some of the
question here I think I can answer that
so yes so here's my question
good evening so if we if we end up
making wriggler all the Li Scott would
then be all English all neighborhood no
actually it would still be Co looking
correct okay we're looking possibly for
a 2 and 2 2 inches on both sides that's
good okay yes so how many neighborhood
suppose we decided to just do full steam
ahead wrigglers gonna be full DL I know
how many kids are we talking a total in
terms of the in the neighborhood I'm a
neighborhood side I don't have those
sitting right in front of me so I don't
know exactly the numbers sitting at for
example in the k1 there is a couple of
kindergartners
I know that was said one but there's
actually two they came and I think that
process it in 12 total okay and it is
small it's a little bit higher at the
upper grades up terse around the low
twenties at fourth and fifth grade is it
just one class at every grade all right
you know we didn't tell you get to
fourth through eighth graders not even
really up what we would call in the FTE
allocation you know formula would not be
a generator full ft okay so so suppose
we decided to make Riegler just do it
instead of waiting six years just do it
I think that's one can we move all those
kids over to Scott and and the
enrollment will be okay I mean it won't
be over enrolled it won't be crowded so
they're currently exactly a hundred
students in the neighborhood side 29 or
in fifth grade so assuming those
students move on to Beaumont says they
would feed to Beaumont next year that
would give you seventy okay so that's
doable right I think that's certainly
one of the scenarios we need to strongly
consider yes I mean the question
probably lies more with can you get the
teachers for a robust if you want to
grow the DLI program no this just take
the English kids out just leave at the
DI or two classes per grade actually at
regular I think we're looking at three
classes per grade level which makes a
really solid one school program and I
think we've talked a lot about the pros
and cons of colocation and certainly
that addresses a fair amount of those
challenges that we face so I think as we
look into those real carefully and how
do we potentially new that Scott it's
certainly a barrel contention
option but we have to play those numbers
out okay cuz I mean we've been dancing
around this for a while now um can we
get those numbers can can you sure we'll
come back hmm because if I mean if we're
okay so here's my next question while we
figure out the numbers for moving the
regular neighborhood program over to
Scott if we make the boundary change in
01h 40m 00s
Alameda will that preclude moving
regular the regular neighborhood program
over to Scott so that's not an area I
would know just in terms of the Alameda
piece like that's apart I don't
we did make those kind of modeling
assumptions so that every year that goes
by with Rigler still being both a
neighborhood program and co-located DLI
program fewer of urine students are in
that neighborhood program so like I said
a hundred of there now seventy would be
there next year and some indeed you know
the year after so if those 70 students
came over you have to remember that
they're about twenty nine and fifth
grade and two or three and the younger
grade levels so the number of students
that would be from Rigler would be
declining as the number of students
coming from Alameda so it doesn't
preclude it so it would be about a bump
initially but it would but the impact
would dissipate over time because based
on the current enrollment trends that
we're seeing out of the regular
community okay
so so if we made that if we brought some
of those Alameda kids over it would not
preclude moving the regular kids over
okay
the other question I have around this is
we're starting Rose City Park at a
hundred percents and it's expanding
going forward as the Vietnamese program
increases can we do something different
to hit our 90 percent target and what
would that mean do you want to talk a
little bit about sustainability
projection programmatic dr. trunk yes we
have looked at the numbers with dr.
Parker and Michael and we have expected
eight classes for a Rose City Park to
host beat me to languish because by the
time we get to fourth and a third and
fourth and fifth there'll be one
strength one class of your language only
and then so there be kindergarten and
first grade we have four classes to
actually we based on seven to eight
classes and that's how Vietnamese your
language program was protected so as
that program grows the number in Rose
City Park actually declines because part
of why it opens so robust is because all
of those k4 Rose weight height students
move together and then we start the
boundary change in to Lee and to Scott
for new incoming kindergarten students
are actually in the same year we do so
again you have a situation where as that
boundary change takes an impact to
reduce the number of neighborhood kids
enrolled in Rose City Park as that
declines the Vietnamese program
so does it stay at a hundred percent
there's no projection here so most
likely and based on the calculations of
capacity that you're looking at they're
based on again how much staff would be
generated for that school and does every
staff have a classroom so based off of
that so why are we planning for a
hundred percent school and not a 90
percent school and would it make sense
and I don't know I haven't looked at the
exact boundary to shift some of that to
Scott
that vestal is problematic because when
you look at the boundary it's it's like
it's two puzzle pieces that meet at the
corner and and and there I don't think
there are a whole lot of kids right in
that area but I don't know well we'd be
01h 45m 00s
talking about just north of the freeway
and West 50 Eric scuse me 72nd the sort
of the one that bisects the Golf Course
kind of comes down it's on page 26
anyway that's I we're trying to avoid
100% because stuff happens and then we
ran out of 5% this is there an
alternative we can find there that so I
believe director more mentioned it
earlier of you know one of the factors
to consider of not doing a change
between Alameda and Grove City Park so
if you don't do that then that's fewer
kids coming into Rose City Park so
that's one option
another option is expediting the impact
of the boundary changes between what
will become Rose City Park and Lee
so that's 72nd and that's come up and
different different venues and I'll let
you refer to but to me an engagement
binder to track that but right now the
way it's modeled is the boundary change
between Rose City Park the new Rose City
Park Emily you know again would start
with kindergarten students okay so I
would like to see some language that
well the proposal and maybe it's in here
and I haven't seen I apologize but I
don't think I saw any change that that
cohort moving from Rose way heights to
Rose City Park that families would have
the option of going to Lee since that
would be their neighborhood school
instead of moving with their cohort and
having that option available because
we've heard that there are different
yeah
it's given the given that these families
are already making a change a lot of
responded with you know we'd like to
just go ahead she's mentally and Scott
as our as our new schools well again
this is yeah this is a bridge cohort
there's been at the school that's
becoming a middle school and so some
families just one hey let's go to leaves
great school just this do not know this
is just a four year transition while
that that cohort he either go to ruse
way Heights because you want to stick
with the kids that you've been in school
with it Rose way Heights or you say they
were in the Lee neighborhood let's just
do that
but any new kindergarteners would go to
their neighborhood school whether it's
Lee or whether its roasted apart so it's
just for that okay so if we're doing
that for one I mean not to complicate
things but if we're doing that in one
instance do we want to make that option
available for every place where there's
a boundary change like if you want it if
you want to make the change immediately
you have that option I don't know with
that miss things up hugely well I just
want to make sure that staff receives
clear direction around
where we may want to pair back so that
you have language you can consider in a
given tonight's working session so so
what does that mean to restate away okay
so the clear direction is the proposal
currently reads that the KFOR cohort at
Rose way heights would move as one
corrosive a row city park period the
language I'd like to see is that those
families would have the option if they
are in the Lea newly bound read area of
going straight to Lea not going to roast
row City Park can I see some heads
nodding there and we we certainly heard
from families who want to stay with the
cohort and some who want to they could
decline grandfathering okay like
director Bailey if I could just a couple
things first of all please one I just
want to remind in case so that we don't
cause any confusion that the boundary
change also includes part of Rose way
heights becoming part of Scott
so the cohort it would people come to
Rose City Park and people in that cohort
could go to one of their neighborhood
schools which is either Scott or Lee
01h 50m 00s
thank you just for that clarification
yeah just to bring to your attention as
well remember that in addition of
grandfathering we have rules for
co-enrolled siblings so while we're
saying boundary change would take effect
for incoming kindergarteners at the new
neighborhood schools Scott and Lee what
that really means though is that if they
older brother or sibling is making the
transition to Rose City Park
kindergartener could come to Rose City
Park as well thank you at this time the
board could also in
that because all the kids have to move
you could say there aren't guarantees
for co-enrolled for co-enrolled siblings
at Rose City Park in this first year in
order to make sure that enrollment is
balanced I don't it's it's up to you but
just reminding you what's within that
framework of policy that you have some
do we do we have numbers for that rose
way height k4 cohort that are in the
lead boundary and in the Scott boundary
ballpark number or you can get him get
him to us later it would be good to know
thanks so I would say Lee Ann Scott that
are you more confused of people you want
to keep go can you I'm sorry can you
point to a section in the draft work
that you're referring to in the
resolution I have the resolution here
where is the resolution
there we go yes 5a1 I think you want 5b
and I'd be in 5d it's just adding to 1
okay how many people want to go to soft
neighborhood model tonight in light of
its a joke never mind sorry I I think
it's five a one because five a one says
current students in grades K four rows
away heights will enroll at Rose City
Park in the 2018 19 years or have the
option to yeah thank you if they live
within the new Lea catchment area they
may immediately enroll in Lea if they
live within the new Scott catchment area
they may roll immediately in Scott will
play back the tape what city are we here
what one more Judy has one more data
point that you might want to consider so
keep in mind that when we make this
transition there are a pretty high
number of students who have transferred
into Rose way heights from other schools
Scott being one of them and those
students as part of this cohort while
also moving to Rose City Park if you are
concerned about the immediate influx of
students you could consider not allowing
that movement of the entire cohort so
that students who are transfer students
at Rose way heights would be
returned to their neighborhood school
how many of those of the partner how
many students are there of those and
it's talking about just students in six
01h 55m 00s
seven and eight right no this is the k4
I mean I think that it does go against
the very principle of cohort when you
start shifting kids in a lot of other
directions
but as you're considering the weight of
that cohort we just want you to be fully
aware of all of the pieces so we will
try and provide that data point for you
quickly like how many of the students
who are at Rose wait Heights are indeed
students who have transferred in or who
might have lived in the neighborhood
before but don't live there now it's in
your profile what percentage of the
students at Rose Way Heights actually
live in the catchment of the new feeder
schools for Rose Way Heights even though
the Rose City Park
yeah
seems like it would be good to know yeah
so we have a couple of different options
there and which include choice and which
include no choice
and I appreciate Judy's point about well
what do you mean cohort right except
that you know we're in a moment of
massive disruption so it's worth
considering yeah it's worth at least
knowing how big that group of students
is so let's let's plant a flag there I
think there are a lot of head dots
around that choice part of it and plant
a flag they are getting some data and
looking at more of a mandate mandate as
one of the choices are partial mandate
earth
there is no grandfathering because none
of them are staying at Rose way heights
that's not quite the right that
continues to be a romantic word
[Applause]
okay and can I get a sense to somehow or
other through all the things that we've
talked about we want to end up without a
hundred percent Rose City Park next year
okay somehow or other and have a kind of
a menu of options for that and staff has
gone over some of them this is like my
you can 101 class this morning hey
hopefully that's not a reflection on
your teaching I'll be the judge of that
[Music]
[Laughter]
help me out people help me out here I'll
say let's just say silence is consent
and leave it at that so here's here's
what idea I think it's would be
interesting to put together what the
other options would be and then then we
could decide what's worse a hundred
percent right or one of the other
options and I think staff mentioned a
couple of those options and we can take
a look at those it would be really and
we really need to see these specific
first year numbers for each of those and
second third year numbers so that we
have a sense of where these projections
are going
yes got it good anything else under just
when you thought we were done with Beebe
and we circled back around how about a
brief interlude of philosophical
introspection pedagogical in for
introspection for a second I have a
question of our superintendent can we
can we do it for a second you remind the
board this is day 11 so where we are in
the agenda is MLK so we look at a school
like MLK jr. that has a lot of strengths
and also a lot of challenges to really
become the thriving center of student
success that we all want it to be and so
you come into this district having
worked really hard and had a lot of
success at raising student achievements
in schools with you know that might
start out looking like what MLK jr.
02h 00m 00s
looks like right now and so my question
is is that is it easier to implement
that work and accelerate success when
you have a k5 as opposed to a k-8
because you're it's you're not soup to
nuts or or not I would say what what
matters most in school improvement
accelerating student outcomes where it
hasn't been the case are the school
conditions right are are the essential
school supports not to get wonky here
but my good friend Tony bright would say
you know how are we paying attention to
those five areas right so whether it's
configured as a K to 5 or K to 8 you can
implement a high quality program if
you're attentive to all those aspects
that make it high
setting so if we have students that
aren't meeting expectations at this
point what would the tier two and three
supports and interventions look like and
are we providing a strong core right so
tonight we're talking about boundaries
and we're talking about engineering
blocks you know and from as an
instructional leader I have to focus on
making sure every single school is a
high quality options or no matter where
you walk in the door we're able to
guarantee with some degree of confidence
that all of our students can be
successful now it's a taller order for
some of our schools in the portfolio
right so you're naming one where that's
the case and so I would venture to say
working with with our team you know that
we look at all of those aspects and we
surround ourselves with creating a
support plan for for supporting the
school the good thing is we don't have
30 schools like that we can actually
name them and you know it's a finite
number and I think developing a plan to
support those schools you know has to be
a high priority for us so whether it's K
5 or K to 8 there are always going to be
pros and cons to a K to 8 you just have
to understand it's never going to be a
comprehensive and it shouldn't try to
act like one but we just got to be
attentive to sort of what we want to see
in the way of outcomes for students so I
know that's a long-winded answer and it
seems like it's a complex issue
it's just ensuring each and every day is
high quality for our students and making
sure they have the supports
yes and the editorial comment we're all
aware this is just boundary
reconfiguration stuff is necessary but
not sufficient to thank you we have to
complement that with work that happens
in our classrooms okay how are we doing
see harriet tubman interior and exterior
air quality testing yeah so I'm gonna
suggest that we hear from mr. water
first
excellent suggestion and then look at
what sort of data we might need before
next week and what we're missing
but go ahead mr. waadt and you want to
speak speak to this thank you
as far as the air quality the in the
interior we have been we have had
testing in Tupman since 1999 and the
latest test we had it was conducted in
October 2016 we get the result in
September on September 20th roughly and
we have no concerns about the air
quality inside
Tuchman so that's that's the answer so
if we had a neighborhood environmental
scientist come in and lock your test
results they would say it's all good
they wouldn't say well what about
testing for X compound I believe we have
had public record requests and we
released all the recurse review related
to the testing recently you know in the
last property couple of weeks so I think
this is just given our PBS's recent
history that it would be important that
we provide be really transparent about
the data so I think both whatever in
interior and exterior since the kids
aren't spending most of their days are
all their days inside that we have that
and we also have the you know what
specifically was tested for because
there can be different things and that
some of the data I've seen is there is a
significant difference between the air
02h 05m 00s
quality and contaminants at Tubman
versus other schools just because of its
proximity to both industrial sources but
else the freeway so I just think we need
to be just completely transparent
whatever data we have or and whatever
whatever we're missing we should ask for
it so that we can sort of put that to
rest I think what would be very damaging
would be to sort of go six months down
the road and we're still arguing about
whether we test it or not let's let's
get the data and put it out there and I
would have to in term of the exterior I
mean exterior is exterior we don't
control the environment in the exterior
our testing is interior inside the
classrooms that we can control top one
where any other school probably have in
term of exterior it's the environment we
live in so but we're happy to release
all the records of the testing and we'll
we'll make them available in any way
shape form at needed thank you
so yes we live in a world that's
increasingly drenched with toxins no
matter where you are there is some
concern that because you're so close to
a freeway what's going on with the
outside air and there's a you know
supposedly after 500 feet or 500 yards
there's a fair drop-off so I think
parents would want assurances or at
least some indication of what's going on
with the outside air well we certainly
will make transparent everything that
has been done for Tubman I would just
remind us all we have a number of
schools that are near absolutely is also
so I would say if we're gonna have that
concern we should look at all of it I
would agree we have children in
different locations so and I hate to say
this but with this come under bond
related to health and safety and if
capitalizable spins because we want to
initiate and commission that work we'll
certainly do that so it would be I can I
suggest that we ask for at least what's
the budget for doing something like that
or their specific school sites that are
more likely that we should look at well
I mean the question is if you're talking
about external what are we going to do
about it I mean we can ask DEQ to come
in and make sure that they're not there
no violations of state to standards and
maybe they have some enforcement that
they need to do on industrial sources
but for us to do testing and then find
violations so I think it's really
important that we test so that when we
open a school we have some confidence of
what students are being exposed to I
know there's lots of data
around I'd know say for example in the
LA area where before they got rid of
sort of diesel emissions that increased
levels and primarily impacting
lower-income communities
lots of issues related to respiratory
and other and other issues in asthma I
just think it's we may not be able to do
anything about it but I think we should
go into it not knowing if we have some
area I would expect the next legislative
session board members our superintendent
a couple of bus loads at Tubman students
and a bunch of parents and medical
personnel from all over this town would
go down to Salem and not leave till they
pass the diesel bill that they've been
putting off passing for years so that's
what I would that's one thing I did yeah
that's that's sort of a minimum response
but a you know it would be good to have
some data and and to think about this
broadly sign me up yeah yeah really
creative with some t-shirts on that one
I've learned in my short time here that
a lot of old semis that spew a lot of
exhaust to make their way to Oregon yeah
and you know my senator Dan bro has been
trying to get this thing passed forever
yeah I mean the reality is we probably
don't have that many schools that are
02h 10m 00s
that close to the freeway within sort of
that sort of circumference from a my
freeway I mean certainly Lincoln but I
would expect when we're in the midst of
the rebuild of Lincoln we'd want to know
what sort of even for the interior what
sort of HVAC systems that would you know
couldn't could help I just think
I don't think it's that big of an issue
but I think we should resolve this
because there's probably there are this
three decades of stories about the
school being located next to of the
freeway and potential health issues can
I just all of North Portland is toxic
cloud a couple of years ago there was a
national study in Clarendon which used
to be the neighborhood elementary
schools now he had start program had the
worst air in the district in a city in
fact and that's well away from the
highway it's and we have yeah I mean
this this is I think a bigger issue than
people have been willing to admit if
Jerry could have been here tonight I
think he would describe a lot of the
HIPAA and the HVAC that's going in to
make sure the interior air is well
scrubbed so we know he's very conscious
of making sure that we're doing that as
we go along
I believe Tubman has some kind of
filtration system that would be a good
piece to have that bottom website thank
you thanks you sir any more
D is for future educational options
analysis bli plan I want some language
in here indicating we need to do this
closed taste it's a precursor for doing
a good round replay on the east side if
there's specific questions we certainly
have TNL here or Judi here as well
there's a specific question how soon can
we get the analysis completed to both
about educational options educational
options and that includes again DLI
programs around colocation issues that
includes our alternative schools like
access and Alliance and MLC and it also
includes the non language focus options
like Odyssey Winterhaven creative
science
whoever else I'm forgetting cuz I'm
starting to get tired is that all so
here's my perspective thank you yeah I
think I think I really do want to know
about regular and Scott like sooner
rather than later but I personally I
think as anxious as I am to get this
it's probably not urgent urgent I mean I
we need to land these middle schools but
I so I think a few months down the road
kind of in conjunction because I think
what we really want to see is so when we
talk about the focus option analysis
even many of us have been talking about
this for years and years and the
essential question is what is what is
happening in these focus option schools
and is it so dramatically different and
so dramatically better than anything
else that it warrants a special
designation and if it does then what are
they doing and what are the lessons to
be learned and how come only some kids
get it so so it's that kind of and and
we've talked around it for years so I
think that's the first step if we can
just figure out what's happening and
then we can move on to the next step
which is does this make sense in the
larger scheme of things and that's gonna
that's gonna require that we have some
actual strategic vision for the district
which we don't have yet
right but you know this is one of the
building blocks that we're going to need
02h 15m 00s
in order to get that vision so that is
on the teaching and learning work plan
for the air but I don't have it
electronically I think
have a copy of our draft I don't
remember when that's do you remember
December December December Jenna so that
will be for discussion and we will work
on answering those questions for
December's teaching and learning getting
the data for it yes so I do agree house
is a key central question I naively as
the new guy i've been asking similar
questions tell me about this program and
how do we know it's really impacting
student outcomes and show me the program
evaluation data and at what point does
the deal i need to be expanded or just
doesn't become sustainable anymore or
maybe families are just voting with
their feet and i do agree it has to be
tied to a broader strategic plan and how
the school portfolio serves that vision
so and it's not something you're gonna
get by the 24th but it is work that we
need to sort of with intent examine and
and that's gonna require a lot of team
sort of looking at what we want to offer
as a school system and which ones you
know are we is it just time to move out
you know away from and what are we
missing actually it's a good question is
what's the other piece I wish you during
the offering towards doing this as well
where there would be other things that
we might be doing that we're not we
doing in two generations and I think
it's worth noting that DNF we're all
more less to the specific resolution but
more making sure that we had
placeholders for this discussion going
forward so it's not just you know we're
doing this and it's done but there are a
lot of interrelated
parts and sending a signal in advance
this will be part of the larger equation
doctor Truong do you want to add
anything to you know how teaching and
learning is looking at some of these
questions yes for the adoption report
there was a committee was working on the
committee with like extensive Studies on
our programs and it studied the data and
so the enrollment study the demographic
and how many students and what
population are enrolled and it came out
with a two-page report that we sent to
the board and our next step is really to
evaluate the programs and because of the
we didn't have the strategic vision so
we have not moving forward and accept
and I really was really waiting for the
vision of how do you want to move the
world forward for the next step so even
with the December report we will be
giving you all the data and all the
studies that we have done for the past
year and half and then we probably
expect guidance for from the session
plan because moving forward without
district plan and study these schools
will not be as effective for the next
steps unless we know where we want and
how do you want to move the education
options forward and really I have been
waiting for also you know superintendent
and with the new vision exactly what dr.
Moore was saying is how are we really
effectively serve our students or the
same is the specific populations or have
we look at the data on the s back and I
have 30 that was data as well so there's
a lot of discussion to have and I think
for our December conversation I can
present the report and I can also resent
a couple options how do you want to move
forward because we have a committee
meeting scheduled for next
Ashley the end of this month detect the
next steps so I'm not clear you're not
talking about the report you sent us a
few weeks ago last month that's only the
two page yeah report and the committee
really recommended ten top priorities
and DL pathways is one of them but I
think it's on the fourth or third or
fourth and the number one was Alliance
and how do we support Alliance high
school that was a top priority
so interim superintendent Keene had at
one point promised us an actionable plan
for redoing the East Side for last April
first
02h 20m 00s
just personally if if there's no
progress by December we got other things
we can work on I don't want to recap of
the two pager I I want to I want to know
and and maybe a memo can do the job in
terms of those we are this is where
we're going
what I want to see is what what are the
recommendations and I would like to
clarify my directive from superintendent
for mr. prenta McKean was that we were
short in staff and we were not gonna
have a plan that we are not gonna be
able to carry forward and he wanted to
make sure that we hold and that was the
directive from him before he left
I'm just relaying what he promised he
brac like a year ago that by April 1st
we'd have something actionable so that
we could do the east side and here we
are a year later just saying ok that's
easy
I just want to before we move on from
that topic I just want to say one thing
we have now for that conversation that
we didn't have before
is all of this new data that has come
out of this process about where those
students are coming from who is actually
populating our focus options schools
which really provides a very different
perspective because we need to think
about it in the context of what is that
doing to the communities that they're
leaving we've had the shakes we've had
that data for years we've always had
just haven't done anything with it I
don't know interesting disease that
120-some slice Oh slap I put together as
well so I can send up to you so there's
the data around who's attending where
I hope that we'll also take a deep look
at is what data do we have about how
students are doing yeah as a result of
exercising these options and I'm not so
sure we have a totally complete picture
in that regard okay anything else focus
option and okay next thing as Julia said
also sort of placeholder
[Music]
communicating our intent F no sorry II
comprehensive redraw of Eastside
boundaries again the the sequence need
to needs to be what are we doing around
focus options what are we doing around
DLI once we know the purpose of each
building then boundaries can that's a
software issue that's loading data and
running a model but have the sooner we
get there the better so the sooner that
we can move ahead with completing
conversion to k5 and middle C and
getting schools at a robust population
the question I would have is so when do
you think that is happening I'm just
like looking for the last six weeks and
if you look at our boundary policy the
required sort of community notification
and engagement that's required and I
think that we would expect is high so is
that a we're thinking about this for
1718 I'm sorry 1819 or when what's the
timeframe I'm just thinking the capacity
and so more of it like it's somewhat of
a sequencing exercise you're looking at
me like I'm the superintendent what well
if you had let me let me rewind the tape
because I heard director Bailey very
clearly at the beginning of this meeting
if there's anything we need to do we
need to stay focused on opening these
two middle schools and making sure we
support situate programs that we all
want to make sure similarly find their
place in our school portfolio you're
talking about a body of work that
frankly you know I walk upstairs half
the cubicles are empty so I'm not sure
who's gonna do all that work so we do
have another priority of building the
talent that we need that can sort of
bring some potential solutions to some
02h 25m 00s
of these questions which I think are the
right questions and it you know it's not
just enrollment projections and capital
planning it's it's that program
evaluation piece and thinking about you
know which programs we need to actually
expand on or the ones that are missing I
agree again and and doing some of that
co-constructing some of that visioning
work that really should come first in
some some regards so you know that's at
all or or
I think if we were to put a false
timeline on it and and be tied to sort
of producing something I don't know that
it would have the depth and the
thoughtfulness that you would want to
see so I just want to be realistic you
know not that I'm an underachiever by
any means I think but I but I also know
that we're reaching operational
bandwidth limits for this school year so
I had made a budget amendment request to
get a dedicated staff person data
analyst and around this work and
somewhere between my request and the
what was presented to the board that's
off the table
there was also requests for money to for
a contractor to run the boundary if and
when or when we get to that so I just
wanna so data analysts certainly is
helpful I started off my day before
visiting access meeting with an entity
that specializes in organizational
capacity assessments because I know we
want to do big bodies of work but there
are folks who can provide a district
like our some technical assistance in
building those muscles so we actually
can be comprehensive about our analysis
can I just threw sorry can I just throw
in the put in that bucket of work
exploring the soft neighborhood model
like whether we want to stick with hard
boundaries or not and I cuz I that's a
question that's been floating around for
several years now and I think we just
need to explore it one way or the other
I mean again doesn't have to be next
week it's you know but because if the
it's it's much more elegant I think as a
solution and it would allow you know at
least in theory it would allow a lot
more flexibility for the district to to
adjust to
inevitable population shifts but we
don't know if it's doable we don't know
if it would actually work um so before
we kind of march down this you know
let's outsource boundary stuff for or
let's focus on you know drawing lines
somewhere I'm reflective the programming
actually you know I'm still of the firm
belief if every single choice in this
district is a super excellent one
boundaries becomes irrelevant yeah yeah
so does grandfathering and every other
accommodation that has to get baked in
grandmother is still good though issues
so can I just maybe describe F for a
moment so oh sorry this is actually less
of an enrollment and forecasting but I
think this maybe goes back to the
comments that Guadalupe was making and
the work that's happening in the
teaching and learning committee
the interest in creating a framework of
high quality high quality middle school
that is standardized we seem like even
with this particular choice to be or
this particular size be moving to
different different models forward
or and then the way of looking at it
might be starting down the path well I
mean them with high schools and if it's
you've gotta start somewhere and if we
have some other middle school programs
and would an appropriate place be out of
school that's been a resource in an area
that's had fewer opportunities well as
02h 30m 00s
someone who's been deep in middle grades
redesigned work in my former district
there are there are sort of choices we
make are we are we hosting programs on
sites are we actually defining what we
believe should be part of the middle
grades experience is it what's
attractive about International
Baccalaureate middle years programming
you know the inquiry base the
project-based learning the personalized
learning plans is it is it language
learning is there wanting to make sure
there's flash or world language options
we believe by literacy is important you
know is there a way to sort of take
what's attractive about those concepts
and and sort of create you know how will
we define the model to be and how do we
guarantee those at every site so because
there's something there that people are
appreciating that want to be a part of
but we'll end up with a portfolio full
of distinct programs and we won't
necessarily be able to guarantee
equitably that all students will have
access to that kind of teaching and
learning so you know we should we should
think carefully about how we do that
work and as far as in the immediate why
the planning and design might proceed a
little differently I don't know
dr. Truong if you want to elaborate on
that at all
so right now for the middle school
programs we actually have Universal
course offerings and at this time we
have the I be a discussion came up
because we have promised some
communities the IP program from King and
Savin so therefore that's why the
circulation is proposed or discussed in
the at Tubman and I'm just like super
Integra say that what are the components
of IB that so important are so crucial
to the success of students that can be
duplicated without the IB programs but
because we need to go back and kind of
discuss within the community if this is
us if IB is the place that we want to
cite common but for the implementation
of the programs we actually have
Universal course offerings that give
both cite our core offerings and also
art technology visual and and we also
have a committees five committees that
we'll be working on exceptional programs
and how do we roll out professional that
mentor teachers and actually one of the
core component of this is really the
collaboration with teachers and
collaboration with principals so that we
can bring our best practice and
duplicate excellence for these two
middle schools as well and this is so
important that Ashlee OTL committee will
be discussing from now and I guess to do
several months
and under the guidance of dr. as per the
brown we are sharing and also having
discussion with her complain at least
twice a month and also with your
serpentine girl guidance like him has
mentioned that he has successfully
redesign middle school critics are gross
so then I'm really looking forward to
your guidance as well and we know
gaining my p certification is also a
multi-year effort yes so there's a lot
of professional learning that has to
happen with the educators they're gonna
be learning these tenets of
project-based learning and PBL is
something we want a lot of our
secondaries to be engaging in this type
of interdisciplinary learning so you
know we're not losing any ground by
doing the initial stages of IB and maybe
that's what we get certified in and
that's a nice feather in our hat but we
really want all of our all of our middle
great experience to be including some of
those aspects so on the proposal for top
money we would have one dual language is
Mandarin immersion program and it won't
start for another couple years and then
we bought Harriet and now I'm sorry for
Rose way heights and we have been a
module language it's not going to start
for another two years and then just
Spanish Immersion national star next
year
so those are the proposed programmed the
I'll bring it to schools as we launch
the allies you all understand it places
constraints on the hosting site I don't
if any of us want to see their
segregated pathways in our schools we
02h 35m 00s
need to be very mindful of pushing
multilingualism while making sure we're
not building schools within schools
either so I'm gonna say it out loud
again I have real concerns about opening
two middle schools that have
fundamentally different approaches to
curriculum so if we're going to explore
I you know in International
Baccalaureate middle years program why
in only one I mean if it's if it's good
enough Tubman it's for roadway Heights
my concern is that PBS has a a
long-standing tradition of setting up
one-off experiments you know boutique
schools and and the whole point of the
last three years has been to stop it so
my fear is that if we're gonna have you
know a Tubman and a Rose way heights and
they're gonna be different well then
what are we even doing I mean we've been
talking about this for years now so so I
don't I don't understand if that's where
we're headed I don't think I can support
that I think what you were saying is
that they are not fundamentally
different approaches I mean we're
talking about project-based learning and
a lot of the tenants that are embedded
in the middle years program or any part
of I have I be for that as also being
embedded in the framework for Rose way
heights but it
just the affiliation and the
continuation of the investment in the
professional development and the program
from the elementary years but I say
again if it's good enough for Tubman
it's good enough for Rose Way Heights if
we don't need it at Rose Way Heights and
we're going to achieve the same thing
without the certification then why are
we doing certification how about laying
and it gets them the whole thing of
different PD at different schools and if
we have teachers moving between middle
school programs you know why don't we
all get on the same platform make that a
really good platform and show that we
can do that because we have not shown
that we can do that let's make a really
good chocolate ice cream before we start
adding the sprinkles that's that's what
I want us to do and it's can be a
challenge for us historically I'll
settle for vanilla
alright okay it is true that much of the
learning particularly that that our
educators engage in it's transferable
right because it's the kind of learning
we want to see and I understood
commitments were made right that we
would ensure a seamless pathway of IB as
an option for families so if we're if
we're moving away from continuing that
type of programming it would it would be
good to sort of understand that okay if
we're gonna get in the whole thing of
articulation then we're gonna talk about
this for another hour and I'm not gonna
go there
that's and I'd rather it's quarter
contained
I'd rather get us to the other issues
and figure out what our next steps are
one of the other issues was director
Esparza brans question about the special
education classrooms currently at Rose
way heights that our sketch scheduled to
shift to Vernon just one so one or two
on can you speak to the special ed
classrooms that would be shifting how
many students might we be talking about
I think there was a conversation but I'm
not quite sure of the classroom moving
from do rolls away how to move out of
rows or height because we had the
discussion earlier I had this discussion
earlier with Miss Elwood
dr. Elwood who is the planning piece of
awards day height and we have plenty of
classrooms so I'm not sure if that would
be the case but I I
I do not know the answer but I did have
a conversation about questions what so
02h 40m 00s
it's something we should clear up a
response to that question to the K it's
the k5 portion of that the enrollment
and the service delivery model there and
whether there's enough of no critical
mass no or Rose way heights right now as
a k-8 as k5 self-contained classrooms
this one says the it's moving the
classroom serving three five three five
I'm sorry but
I could go to middle school 6/8 you're
not gonna have the three if you don't
want to break up the pathway I got it
you don't want to have the three five
classroom there yes I guess you've got a
self-contained classroom with six and
the rest of the school is six to eight
no throws my Heights so it's school yeah
so that's the reason yeah
what's the ground if I understood your
question yeah I know I can say it looks
just like my level it was your totem it
was what was the reason for the move not
their point it's an elementary it's the
elementary and there's a paired program
that's in place right now I have fern in
so if it moved it would be a part of a
continuum so it would create a crater at
Vernon and that's why instead of
shifting and having sort of the
continuum be at three schools but
that'll be a long term shift so
permanent placement as long as we could
see so that we're not making a temporary
moves for the most vulnerable kids
just checking so will that require an
additional classroom at Vernon now not
being used and how does that kind of fit
in with Paul's point earlier about how
much classroom space do we have
other issues that board members want to
bring up
been awfully quiet tonight
I know I know the wheels are turning so
I want to come back around 50 Rijn see
that we just have not seen and I've
heard plenty from members of the public
that we haven't seen the details that
are there informing these models and
we've got a lot of people who pay
attention to that a lot of there's a
whole history around that too I think a
lot of previous boundary work there was
more much more transparency and much
more day than posted out there for folks
to see one of the questions that's come
up it still hasn't been put to bed as G
could we have access and the Vietnamese
DLI program at Birth City Park would
that work and how would that affect the
rest of that cluster I don't think it
would work but we still don't have the
analysis of that that Pope can see and
go oh yeah that was an idea it doesn't
work and as long as that happens I mean
transparency creates trust increases
trust and lack of transparency works the
other way and we're you know we did with
this board has done a lot of work
towards trying to increase transparency
around public records I've talked to
parents who have done
data requests for your request for day
that should be out there and it's made
our job as board members a little more
difficult because you know there's some
specific decisions here that you know if
we knew we've asked for data on it just
to see what's what does the actual
impact of that and we haven't gotten
that so we really need i really announce
to speak for myself i really want to see
that data like now because it's there so
that we're more confident in our
decisions going forward
so we are hearing clearly we want to see
the appendix with all the accompanying
data that inform dis analysis okay I got
a will all of us got a letter from a
couple of parents who in the 20-block
area that was slated for change they
02h 45m 00s
went door-to-door to do a census other
students because they asked for that and
they couldn't get it from stands and you
know I think one of my goals as a board
member is that parents don't have to go
through all those hoops to do what they
think they need to do to support their
child's education and again that's also
kind of a point of privilege because
there's other parents who would want to
do that but do not have the time to do
that so anything else so next steps just
talk about a little bit about process so
we have the meeting on the 24th and the
board materials should be ready on
Friday for board members and what I
heard
seven or eight potential so these are
new recitals or things that the
Reformation and I think I'm going to
suggest that board leadership works with
the committee chair and staff to
formulate that language together so we
capture it and that we have a you know
draft the resolution ready by Thursday
or Friday for that but verbose not gonna
be here tomorrow but yes so I think we
because this is one question night I
wasn't sure where I was where the knot
were or not was currently we have a
staff proposal with boundary changes and
I did not see before I was I was unclear
on what the signal of whether there was
a support for the boundary changes that
and just leave them in or whether there
was something else being proposed and
I'm not clear on that particular point I
think we should so I guess people can
offer their I think one thing that was
raised as let's be clear what the impact
would be if we did what we need to do to
open these two schools without doing the
boundary changes now so that we could
consider them at the time that we look
at the focus options stuff and the rest
of the east side and we may see data
that comes back that shows us that we
can't really land these two schools and
have healthy feeder schools if we don't
do some boundary tweaking as part of
this process but we have
seeing that information together yeah so
the theory that there's this radius
really close I think is that something
from a staff level that we could get so
that we I mean it's for obviously for
the so the question is if the boundary
changes which are in the current staff
proposal were not done what would the
impact be on the schools that would have
received those students and not the
Beverly Cleary boundary change I'm sorry
yes so yes so which boundaries are we
talking about all the changes really
talk about m sapin calamita there's
Alameda and Scott and Alameda and Rose
City Park or is this just about Alameda
save it in King well I mean so is it
about the Alameda boundary changes or do
people not supportive of moving ahead
with the other boundary changes I think
the waste got framed it was not about
individual schools but really about if
we're going to embark on a broader
process for the whole East Side is there
a way to land these two middle schools
with healthy feeder schools and not do
any boundary changes now so that we can
consider that as part of one effort so
it would be all the boundary changes to
separate beverly cleary I just think we
need to make sure that we're telling
staff they're asking staff exactly what
the question is because when we ask
02h 50m 00s
people what their concerns were when
people came back there was not
majority or even a handful of people who
mentioned the boundaries as things that
were an issue in the staff report so I'm
just trying to make sure that we staff
knows exactly what it is that we're
asking for and that's not well and
that's where we need to see year by year
because if we look at the full build-out
it's like oh we don't have to do
anything but if we're looking at year by
year and we're it's a different picture
and if in two or three years we're gonna
have a Westside redraw then that my
argument is it may be a moot point that
I want to see so it it would be for
everything all the boundary changes in
this I'm just trying to see if I
captured all the boundary changes in the
staff report that have been recommended
with the exception of Beverly Cleary we
would like to see what the impact would
be on the receiving schools on a sort of
multi-year basis yes your by year basis
it's in the model I mean they've had to
run the model it's there it's just
bawling out the data you need
transparency so you want to be able to
do compare the two and making your
decision for my part I don't support the
initial proposition that it's safe for
us to kick the can down on down the road
on these boundary issues we've got ten
years a very solid data that says that
it is not safe for these feeder schools
to continue to exist as they are with
the boundaries that they have
particularly if we are going to be
looking at as I think is completely
appropriate a subsidy for these schools
not making them the most efficient
schools that we possibly can is going to
make that a prohibitively expensive
proposition I think we have to look at
actually going through with changing
boundaries and for my part I don't think
that it's remotely responsible to leave
Sabin as small as we are yes thank you I
appreciate them could you say that part
into the mic well I think this point
that the director Anthony is making is
the same worry that's arising for me as
I'm listening to the discussion because
if we back off all of these boundary
changes we should just understand I
would hypothesize it's gonna
more in those other schools that will
continue to remain without critical mass
and programming abilities and it may be
but we don't have the data to show that
and I think in the first year we're
gonna be subsidizing them any way we can
and that's where we can't look at the
those numbers in the report and say oh
we're there we have a school with
adequate population that's a five year
out number that's not tomorrow and I
just want to have the data to know where
we are before I can go forward and I may
end up agreeing agreeing with the you
know I don't disagree with the point you
that you're making but I also think it's
not a good idea to make a decision now
based on our fear of not acting in the
future either I think there are costs
both ways and I think we need to weigh
them both as you know yeah with that
data as we are thinking about data
what will pay as you are asking about
the efficacy of the programming at our
focus option schools I hope that you
will also be looking at what the impact
of the loss of those participating
children is at their neighborhood
schools because very sadly what we know
02h 55m 00s
is that it's just furthering racial and
economic segregation and we know that
that has an enormous impact on the
children who can't participate
I think these are all great existential
sort of concerns and questions around
our work have we gotten to a point where
we've constructed a system within a
system and let alone you know
are they really serving our students and
unique and specialized ways I think this
is what we need to learn more about so I
disinterment the boundaries I am NOT
hearing a majority that is I feel like
there seems to be a consensus in support
of the boundary changes but I want to
ask dr. Parker is it possible to get the
data that's been requested like Tuesday
or Wednesday for director Bailey
so my understanding is you'd like to
have the data presented in terms that
you can follow so data tables not the
way that we actually do the modeling
with our programmers and analytic
capabilities in that sense so we would
prepare data tables for a year by year
so I don't know what the alternative is
I'll take data I'm data tables for a
year by year changes from Sabin to king
Alameda to Scott I will meet it to Grove
City Park Row City Park to Lee gross
City Park just got to Scott Lee to Rose
City Park because there's a portion that
is redrawn from the area along i-80 for
an Alameda to Sabin so focusing on the K
fives and not the long-range projections
of what that does for Madison or grant
but really focusing specifically on the
K fives to meet the immediate question
of what does it do for enrollment
balancing of the digital under
enrollment with the resulting gave lives
that the accurate list and the capture
rate assumptions as well please for the
for all the schools
let's calibrate how big of a ask is this
and what problem are we trying to solve
by going after it because we wouldn't
have had the recommendations for
boundary changes if the schools looked
stable and right-sized
without them doing the configuration
change right correct that's what I
understood why we were going through
this whole exercise right well I guess I
would ask how much time will that take
to produce you know when would you like
it by I can answer it because if the
answer is a lot I mean I think it's
incumbent upon us to really talk about
what problem are we trying to solve well
I guess I guess I would ask that
question about whether we there's what
problem are you trying to solve if it's
a huge request if it's not a huge
request I think you know director Bailey
has asked for it and but so that's why
I'm trying to sighs we're absolutely
doing our best to know you know the same
analysts of which there are
significantly fewer than there were a
couple of years ago are also supporting
some of the work around the negotiations
that are happening so both are big
priorities that we're spinning and you
know we're working hard I'm working on
the clock and you know we'll pull it
together and that's the best answer I
can give maybe we leave this to the
superintendent's to
aggression after further conversation or
may or may be prayer - how about what
which ones are the most important ones
or they all equal either okay now here's
the deal if it takes longer than a short
term to get the data then we delay the
vote on the boundaries until we get the
data so we can make a good decision we
03h 00m 00s
can move ahead and say these are the
feeders these are the middle schools
let's go for that gets Jerry free and
Claire to get going on that that gets
our you know our school-based planners
the information they need to get going
on that I mean that's why we've been
rushing this but I want to see for
example if we're concerned about you
know subsidizing this and the cost of
subsidizing then at a certain point I go
the heck with grandfathering let's just
make the move and so we have a good
population at King and it's saving and
it's God and we're not we're not doing
this five year out that we might not
even get there let's just do it but one
way or another but I don't have the
information I need to make a decision
and I will resist making that decision
until I get the data I need and if I'm
the sixth one one I'll be the sixth one
one we won't be this year I won't be the
one on the middle schools starting the
middle schools on feeder patterns but on
this particular boundaries these are
important decisions we should make them
well and and I really appreciate Paul
your points and that's what I'm trying
and I I support the the question for
more data on this absolutely my real
point is that I think what you said the
risk of us not getting back to it within
five years I think the risk of us not
getting back to it in ten years is just
too great to take I think it's
irresponsible so I think we can pledge
to share all around in ten years well I
just want to make a comment because I
felt like it would be a dishonor to like
the students that I represent that I
don't make this comment but like as a
student like it's just difficult for me
to like understand all this information
so like it's not I don't want to give
input so I don't understand the
information that's like pink given to me
because like I'm like a student that's
like learning this like you know like
this year I'm finally taking like my
statistics class and like my economics
and government class and like not like
competing but like that there's people
on this board like professors and like
that have served on the board before
that understanding like can interpret
this data as like I was doing like it's
difficult for me to understand it's like
I felt like I'm doing a dishonor to
students if like I'm not understanding
this information able to give like input
back because like I am a student like in
a room full of adults so like how how
can it be expected of me to like
understand this data and give feedback
and then so how can it be expected of
other students to come and give student
testimony on the things happening in the
district if you know someone I get this
information delivered to my door as to
what students that don't have this
information delivered to the store like
how can we expect them to understand it
if like I cannot even understand it
because like it is complicating
information for you to understand and
like it's a lot to take in and like I
don't know like I like what's important
like what should I go over so I mean I
know we're running short on time Willie
sitting here like I've been it's like
I'm not like I don't I'm not
understanding like the issues and like I
want to understand the issues so that I
can give like feedback and like you know
I there's a lot of complaints that the
student representative doesn't talk a
lot like I don't know if this is the
past experience of others new
representatives for like I feel like I
can make comments because I look lack
understanding of the topic because like
it's all new to me because I don't you
know I think part of that is on us for
for you know this is a policymaking body
we're supposed to be working with staff
to you know make policies based on the
information we received I mean this is
particularly detailed but the way what
you bring and what you do a lot very
well and very readily is you know I
think you filter all the information
through the students lens and and you
had your your super sach talking about
middle schools and you brought back
information about what it's like like
not having enough choices for what you
want to pursue or you know maybe even
not knowing where you're gonna go to
school next year or you might go here or
your sister might go somewhere else so I
mean from my perspective I hope that you
will always speak up about what what
isn't clear and what your perspective is
03h 05m 00s
even if it's not in the same vein that
everybody else is talking about even if
you just want to talk about what it's
like to be in middle school I mean you
need that from you yeah well I just
wanted to like it was just frustrating
because like I say here I'm like oh well
I don't know what to say about it but I
provide what I can it's like what I'm
saying
thank you drop the other elements of the
resolution director Bailey I would ask
perhaps for you to prioritize if you can
what would be most important for you to
get first if if if it is possible to
prioritize so but you that can be after
the meeting and if there's I'm not
asking you to do it here I'm just saying
if if there is a prioritization
that you have I'm sure staff would
appreciate it but otherwise we will
expect them to get as much data as we
can as soon as possible be it small
we will we will pledge to share what's
readily available as soon as possible
and see how much deeper we can know than
that I do want to be mindful of the team
and thought I Parker's being modest here
she's running rather sleep-deprived to
make sure you know that we get to a
decision that the board feels confident
about next Tuesday so offer gratitude
for I know that the team has worked
night and day this is a monumental
amount of work and you understand how
complicated it is for us huge decisions
they are but thank you for your
dedication I think the hope you thank
you doctor thank you Judy and Michael
had fun and Roseanne and David and me
and whoever else is out there in TV land
yeah I think we're I think we're in the
homestretch and maybe to end the
discussion on a high note you know I
think this is well we we've got some big
issues how we started was sort of the
core of the work which is opening to
middle schools and opening up equitable
offerings to more than a thousand kids
in Portland is really what we need to
hold on to as sort of the main body of
the work and it's very very exciting so
director more only if you can like build
on the positive okay let me try it okay
so I would like in addition to the
recycles where we make an actual pledge
to staff appropriately to ensure ensures
staffing sufficient or staff school
sufficient to ensure full program and
supports regardless of enrollment
I want to see that out loud because that
would be huge this is and that was in
the initial PSU report and it never
happened and we burned out staff and I
feel really well that wasn't on the
board then I still feel crappy for
what's happened all the way through this
so if we could like if we can land to
middle schools and then staff all the
schools so that it's a it's a real
program that would be a huge step
forward that would be worth track and
open a bottle of champagne right there
and I will buy anything else on this
topic so I think we have the next steps
outlined so now the board will consider
its business agenda mr. shusun are there
any changes to the business agenda do
you have a motion in a second to
activism agenda second director Anthony
moves and director Rosen seconds
adoption the business agenda miss
Houston is there any public comment on
the business agenda is there any board
discussion on the business agenda the
board will now vote on the business
agenda all in favor please indicate by
saying yes yes yes opposed please
indicate by saying no are there any
abstentions the business student
representatives training yes the
business agenda is proved by a vote of
seven to zero with student
representative Tran voting YES this work
Sources
- PPS Board of Education, Archive 2017-2018, https://www.pps.net/Page/12568 (accessed: 2022-03-24T00:57:51.006202Z)
- PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
