2018-01-23 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2018-01-23
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education - January 23, 2018

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good evening everyone this regular meeting of the Board of Education for January 23rd 2018 is called to order welcome to everyone present in to our television viewers at home this evening we are holding our board meeting at Benson high school as part of the new board's commitment to hold some of our meetings in the community versus the school districts administrative headquarters Benson Polytechnic high school founded in 1915 is Portland's premier four-year career technical education focused high school Benson offers academic rigor and the practical training that prepares students for college and the highly skilled highly paid 21st century workforce I'd like to thank the Benson community for welcoming the board superintendent Guerrero and the broader community into your school this evening Thank You Moses you didn't mention it but was our student rep this year and also a Benson students so it's appropriate that he opens the meeting in his home school so for tonight's meeting it's being televised and it'll be replayed throughout the next two weeks please check that board website for replay times this meeting is also being streamed live by PBS TV services as a reminder we now have our PPS Ombudsman Judy Martin attending all regular board meetings specifically Judy will be here to listen to public comments and if appropriate provide additional support to families who need or want it Judy can be reached at five oh three nine one six thirty forty-five or at unbuttoned at PBS net we also have interpreters with us this evening and I like to ask them to come forward at this time introduce themselves in the language they will be interpreting and inform the audience where they will be located in the auditorium should someone need assistance kichaka v-neck wiggler caitanya queen of it namsun could be a team don't you feel this how who okay ho Jun I think I'm angry when I started my emergency - so you need their pretty scene assess it on interpretation know the rich Mima know derecho so many scared of messes have you a lesson Nadia did you do so Molly who had layoffs measures Andrea it will really please thank you Jim no tsuita Thomas live volunteer whooping Austin I've eaten as provost Elam is possible for the repechage tonight I'd like to introduce Benson high school principal Curtis Wilson junior principal Wilson has been at fencing for ten years the first five years as vice principal in the remaining five years as principal we thank him for his service to PPS and the students of the Benson community we would like you and the Bensons asp student president enrique to tell us to kick off our meeting tonight with a welcome and share some comments about Benson Thank You Moses Enrique's gonna come up in a second you're gonna have him have the stage to us up I would like to thank everyone for coming to Vincent I like that concise cool tonight it is a great honor to have the four here I was able to give our superintendent and some distinguished guests the tour of Benson it's a fantastic school 70 percent of students of color but we have a graduation rate that's always in the high 80s this is my fifth year at at Benson and I will say that with the CTE component and the academic component we work hand in hand every day to ensure that our students are successful as as as they can be as they navigate the halls above Benson Polytechnic high school we will be having a great event that's coming on March 15th and 16th that's our tech show that's when we open up our doors in the evening from 6 to 9 p.m. and we allow anyone from the city to come in and check out Benson and the school is yours you can see whatever you want because that bends and you have to apply to get in and we want everyone to have an opportunity to see Benson before they make that decision about whether or not to come the best in tact so again that's March 15th and 16th is our tech show night I would also like to give a plug to our girls basketball team they're now ranked first in the PIL and 5th and state and it's been a long time coming for our athletic program here thank you you know the the staff is very supportive of Benson they work very hard Ct staff academic staff they believe in fostering support for our students and it shows in our numbers in our data and so I'm very very proud to be the principal here at Benson Tech and with that being said I don't want to take up any more time I want to give a couple of gifts to our distinguished board and
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then I'm going to turn it over to Enrique so stay with me for about 30 seconds as we do this we call FinCEN swag and so we're just going to pass this out to the board this year you're gonna get more [Music] so what that means I'd like to turn it over to our ASB student body president Enrique zealots all right hi hi my name is Enrique July's I am the current way I am the current ASB president here at Benson high school it is such an honor to have all of you guys here today in my school which I consider home many of you guys may not know that Benton epitomizes diversity here at Benson's because of our numbers we are we almost represent equally every single race and that is something that's so important to me diversity because we're able to plow everybody from every single zone every demographic and it is just such a great thing a little bit about me as a student that regularly walks these halls as a senior this year I am the current captain of the Benson track team I've been in varsity football varsity soccer and let me just tell you this school is something something else we they're so supportive here and everybody here makes you feel like you were loved like you were welcomed something that not many people get the Fiat home many kids here come from a very difficult background it's so nice to be able to come to school where you are supported where you are well pills I take granddaughter having everybody here today just because I love the way that we have the spirit and I loved what yes come here and see our school spirit so that being said once again I'd like to welcome the public the board and everybody on let's watch it from TV here the Benson high school thank you guys so much for being here today we appreciate it thank you for hosting us tonight and for the the swag it's always appreciated so next on our agenda at something that's quite appropriate that we happen to be at Benson tonight because tonight the board in association with Portland General Electric is going to be honoring Jim pyro Jim graduated from Benson in 1970 and had a long and successful career at PGE and he also has decades of service as a community leader there wasn't often a time when PBS didn't need somebody some leadership from the business community that Jim didn't raise his hand or when asked volunteer and he also always had a very soft spot for all things Benson so that was really the easiest way to get him to volunteer somehow make it about the tech men or Benson and he was on board so in honor of mr. Pyro's retirement PGE made a very generous hundred thousand dollar contribution to Benson's engineering program and this evening we wanted to present mr. Perot with a proclamation recognizing the sort of decades of service not only to the Portland community to public education but also to purlins public schools and his school Benson high school so at this time I'd like to ask Paul Anthony a parent of two Benson students to read
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the proclamation from Portland Public Schools and then after that we're gonna ask you Jim to come forward and take a picture taken with the superintendent in the board and we'll present you with the proclamation director Anthony where as Jim pyro attended Benson Polytechnic High School in Portland Oregon where he was actively engaged and served as student body presidents before graduating in 1970 and we're as inspired by his high school experience Jim pursued a civil engineering degree at Oregon State University and graduated in 1974 and whereas he began his 37-year at Portland General Electric in 1980 as an engineer and served as the company's president and CEO from 2009 to 2017 and whereas he inspired PGE employees to give back to the communities where they live work and play through his active community involvement epitomizing pges 129 year tradition of community spirit and whereas he has championed access to science technology engineering and math and equitable opportunities for every Oregon student and whereas he served on the All Hands raised cradle to career Leadership Council the benson poly tech high school master planning committee Oregon business councils education Task Force Oregon stem investment Council and Oregon State University Foundation's board of directors and whereas in honor of Jim's career and community leadership VGE made $100,000 donation to Portland Public Schools for its benson Polytechnic high schools engineering program let it be resolved that Portland Public Schools Board of Education does hereby recognize Jim Poirot for his steadfast dedication to students throughout Oregon and his leadership role in expanding opportunities in career technical education and stem giving students the opportunity to explore new pathways and careers which will help power their potential [Applause] [Music] I want to extend a personal thanks to Jim and say that in both of our bond campaigns in 2012 and 2017 Jim you really were the first person to enthusiastically step up from the business community and then to take your passion and really communicate to the city that a strong educational system with 21st century buildings is critical to the health of our city and you were always the first person that we could count on in those campaigns and for your leadership so thank you again restored to that kind of pristine outcome so I'm really excited about that also I just wanted to let you know that my wife and I decided to match the grant so it's now it's two hundred thousand dollars
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thank you so much Jim they'll always be a place for you here at Benson and we know that you have lots of things that you can do in retirement and we hope that you still answer the call when we when we call and really best wishes in your retirement and thank you for everything you've done for our community before we get into tonight's agenda I like to ask director Moore to just announce some appointments to the dot design advisory groups for the rebuilds including medicine in May 2017 voters approved a 790 million dollar bond to make health and safety improvements and to rebuild or modernize for schools Kellogg middle school Benson High School Lincoln High School in Madison High School each of the school communities will have a design advisory group or day to advise PPS on the rebuilds or modernizations we appreciate the ongoing work and leadership of the staff in the office of school modernization and all the community and school volunteers who are working together to reimagine and design the schools that will be built in the next four to five years as with the 2012 bond projects each dag will have a board representative whose role will be primarily to observe ensure that the advisory process is being productive and well facilitated and keep the full board apprised of developments tonight we're making the following board and appointments for the Kellogg middle school day director Mike Rosen for the Benson high school day director Paul Anthony for Lincoln High School day director Amy constan and for the Madison high school tag director Scott Bailey additional appointments may be late it may be made at a later date Thank You director Moore so we had some pretty exciting news afternoon we announced that we have a tentative agreement with the Portland Association of teachers and it's been a long process and I want to we're gonna have it's a several week ratification process but just tonight before we sort of kick off and announced the news just want to thank the district team that participated spent many long hours in as part of the negotiating team from superintendent guerrero starting as soon as he got here our lead negotiator Laird Cusack Kylee Rogers Jen Thomas Anthony Lopez Antonio Lopez also we had three board members we had director Moore and director cons damn and I think director cons Dam and Antonio Lopez get the award for they were there throughout the entire time and really stayed through it to see see it through to the end we also had two principals on the district team Kathleen Elwood whose middle school planning principle but also Curtis Wilson the Benson so when he's he's not busy running Vinson also contributing to the work at the at the district and we I will just say the the the months that we sat and worked through the issues it was professional it was collegial people were determined to reach an agreement knowing something that that was the best outcome for our students and for our staff and that we had a lot of work issues to work through but was very gratifying this afternoon to sort of finally get the word that we have a tentative agreement so this great news the process by which an association of teachers will have their process of a ratification following the ratification by PA T then the district will the School Board will release the tentative agreement will looks like we're shooting tentatively for a board meeting and vote on February 8th and that will that would conclude the ratification process so very excited and again thank you to superintendent the board members and the school staff who participated for the district and also to our partners with the Portland Association of teachers who came with the spirit of cooperation and professionalism and you know wanted to
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get the job done director more constant do you want to say anything I would just add from looking at the what a long journey it was in a way it was really fortuitous that it didn't come together until after our permanent superintendent was here because it really gave us the opportunity to have important substantive conversations with our union representatives about the direction that we all want to take together and the reform that we all want to work toward for our students and the superintendent's vision was an essential component in in charting that path and I really do feel like this is a path that we have created collaboratively that we have come to the table with our different perspectives and frustrations and experiences and needs and we have made the path together and that was really important and we look forward to your leadership in putting it all together from this point forward director more so I was one of the newbies on the bargaining team I've only been at it for seven months and it was it was actually a it was kind of it sounds a little trite but it was actually kind of an inspiring process it was it was really exciting to see PPS and Phe worked together to come up with an agreement that I think is going to be good for the district good for our staff and most importantly for our students and I eagerly await the release of the contract text I I think we we can all be proud of this agreement and I'm looking forward to moving on superintendent Guerrero I'd love to say a couple of words cherry med where's you you named a number of individuals who played an important role particularly on the district team thank you all of you for your hard work there and equally for the persistent management on behalf of the representatives from p80 as well this is an important milestone I feel this has been a long time coming but I have left our bargaining sessions extremely optimistic about the kind of positive working relationship that we want to have moving forward one that's focused on our students and on supporting our educators this only begins to set the stage our real work is just beginning together and that's going to require us to roll up our sleeves and create those forums and those dialogues to take on a lot of the persistent challenges that that have been here in Portland Public Schools that there are real solutions for if we can be creative about those so I also want to really thank PhD leadership for staying with the process and we took on a lot of tough topics there are some next steps that will come the our teachers will have an opportunity to learn more about the details of the contract and will have an important ratification vote in the coming week and our principals will begin to learn more details as well since they will play an important part in ensuring that we're implementing our agreement and our Board of Education will also have the opportunity to confirm that but more than anything I just want to say thank you to everyone everyone has had to be very patient through this process but I'm very pleased by the way things culminated at the end I think that was a very genuine and collective sense of partnership that we are prepared to start a journey on together thank you so really nice way to start the new year with a an agreement with a really important group of individuals who every day help and our essential delivery delivery of our mission next given the national conversation that's happening I've asked director Esparza Brown to speak to a resolution we passed last year and just renew our commitment hey thanks on September 12th 2017 our school board adopted resolution 509 in support of
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daca dreamers given the current national context and recent actions by our national leaders the board would like to reaffirm our commitment and support for all of our immigrant students staff and families who add to the richness and diversity in our community as a district representative I am currently a member of the mayor's sanctuary City task force as various agencies work together to coordinate our efforts around these issues so we will continue in our to fully develop our safety plan for our school communities - and hopefully to serve as a model for other districts as we were the first district in Oregon to adopt a resolution on dreamers so thank you for your continued support and again we really reaffirmed our commitment to all of our school community thank you yes Thank You director miss bars about next I'd like to ask superintendent guerrero to provide some words updates reports sure first of all I want to start by again thanking principal Curtis Wilson student delegate Moses Tran and the team for welcoming us here to your school this evening and letting us get out into the community thank you for that opportunity principal Wilson mentioned we had an opportunity to visit the impressive array of CTE programming and the spaces that support that kind of learning pretty impressive and we have an exciting opportunity to think about what that looks like as we move forward and modernising Benson to bring that legacy to an even more modern age and continue to encourage some pretty innovative thinking so thank you for that window of opportunity so I do I do want to share some good news and some updates this evening graduation rates for school year 1617 they're going to be released later this week I predict there's going to be some highlights in there for Portland Public Schools High School's some of you were here or noticed and since we're here at Benson you know I'll point out one of the highlights from the 1516 was was the astounding graduation rates here higher than the district average and higher than the state here at Benson high we know that there's an attribution to really tighten its staff that really engages and gets to know our students they work hard they don't let anybody fall through the cracks it's it's an amazing sort of retention and engagement and spirit in supporting our students that makes the difference and I think that's true in so many of our high schools and of course the uniqueness of the CTE program offerings that that are provided here is an experience that so many of our students seek out and and it never hurts school spirit when you have a winning basketball team Congrats to to our girls I know they've done really well in the PIL and have been representing really wonderfully even with the boys just a few seasons ago you know the record wasn't what we would want it to be be and they've built up a strong program and are now sort of up in the upper rankings in the league as well so congrats to principal Wilson and everyone at Benson it has a connection to the graduation rates when you hear the stories and the experiences that are that our high schools are providing unfortunately I can't release or talk about any actual numbers because these graduation rates are embargoed so I just wanted to mention to be on the lookout Thursday morning those numbers should be out and I hope folks will we'll take a look at those and we'll certainly be posting a full report high school by high school as how we're doing and of course comparatively to some of our neighboring school districts as well more good news I want to make sure everyone's aware that Portland Public Schools is the recipient of a 3.9 million dollar grant from the US Department of Education to support our multiple pathways to graduation program this is a tribute to the team senior director Karina Wolfe and a lot of students families and staff who participate in these programs different students choose different routes to getting across the stage over the years Portland Public Schools has built a strong system of alternative programs and schools such as Alliance virtual scholars Metropolitan Learning Center Portland evening Summer Scholars Teen Parent Services the reconnection Center and many others it's an impressive array they help serve the needs of our students regardless of how they learn this is just one of 12 grants that was awarded by the Department of Education
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it came after PBS submitted a proposal for what it called the prep project and that's an acronym for personalized relevant engaged for post-secondary perhaps goal is to help improve graduation rates for high needs students and get them into college programs the program will serve historically underserved youth who might experience poverty and homelessness as well as those involved in the foster care and juvenile justice systems the grant will allow multiple pathways to higher social workers and alcohol and drug specialists the program intends to use project-based learning which is a teaching method by which students learn by working on a single question problem or challenge for an extended period of time and will receive some improvements in social-emotional supports along the way prep is expected to serve 2250 PPS students while creating a model that could be replicated elsewhere and ultimately served many more students Congrats to everyone who's involved in that project I did want to mention and also acknowledge that we had a three-day weekend many of us had the opportunity to be out in the weekend celebrating Martin Luther King jr. holiday a number of us chair Bram Edwards and others had the opportunity to be out in the community participate in the annual scanner breakfast many of us moved on to the 33rd annual keepalive the dream celebration I just want to commend all of the students who performed and provided a lot of presentations by our students I also want to recognize again Marshall Haskins who also received a Lifetime Achievement Award for his years of work here at Portland Public Schools congratulations and I want to end my report this evening because I think it's important to acknowledge and recognize that members of the Pioneer community have continued to turnout the last several board meetings and I think we owe it to you to make sure that there is an open dialog and that we begin identifying some opportunities to talk a lot about many of the details that I know are very important to you and we'll just as I conclude my comments invited a few senior staff to actually come up and provide for the board's benefit and perhaps for the community a chance to hear just a high-level synopsis of a few activities that are related to this program's relocation so if I couldn't invite a few of our staff to come up Miss Mary Pearson Harry's dev I don't know if I see our principal here this evening quite yet if you could also come up it takes a number of stakeholders to to be a part of initial conversations and think about how do we create forums where we can have concerns and questions addressed so I want to invite them to provide our board with a bit of an update about where we're at at this point good evening board members and superintendent Gareth we have been busy over the last couple two or three weeks with several activities around a successful transition for the pioneer program into two campuses probably the biggest news is we have now completed two rounds of interviews for candidates to be the middle school high school principal and we will be recommending two finalists to go forward for a final interview with our deputy superintendent dr. Yvonne Curtis once that position is hired we plan to engage fully into more of a stakeholder process in involving the community and parents into that process and wanting to create a sort of a parent advocate are not a parent advisory group or a community advisory group that would help us on a variety of fronts not only looking at facilities and helping us you know tour the site and talk about not only the things that have been identified that need to be updated now but what do we really want a therapeutic program to look like what might be some of our special asks around that another part of that would be just to continue to get input on also the the therapeutic milieu and a variety of of things in that regard we have also worked with the facilities department to tour both rice and Applegate and so we have a preliminary list of updates that we'll be working on and I'm going to let our principal my clapham bra expand a little bit more on that we're also engaging with a local expert I'm not going to identify him yet because we're still in conversations but somebody who's very well respected in our
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community but has a wealth of knowledge around therapeutic programs and so we will we will be engaging with that person around some consultation and hopefully we'll be a part of our advisory group I think those are the big highlight so I'm gonna let Harry talk about a little bit yeah hairiest of director of strategic communications and outreach and so I want to just first state that I understand that there has been a gap in direct communications between the central office and the Pioneer community since those early well earlier meetings that we had with the staff and then with the families and staff part of the reason for that is that a lot of the activities that we just heard about have occurred just only in recent in recent days and so we're gathering that down and using that another reason is you know that as was clear from those previous meetings and subsequent emotions on this are high and we felt that we needed a chance for the decision to settle in a little bit and for emotions to settle before we can seriously start doing the communication to a communication process and engagement process but it is our intent to resume regular communications with the Pioneer community as part of a broader communication strategy for the entire middle school project they open the into middle schools we'll have a progress report ready to go and written form that will go directly to those families by within a week and as mentioned part of that will be inviting members to become part of an advisory council once the other principal is on board then you have the two principals who would be the likely you know the most likely leaders of the engagement process are the ones that are going to know the issues the best you know the staff the best and are its you know with our support are really the best communicators for for that so are the I guess the last thing I'll say is that as part of this plan we want to make sure that we're aligned with communications with the access community so the two committees are getting information kind of along the same timelines and in in same formats and that that's also just going to be part of the overall communications plan for communications updates for the whole middle school project good evening my Clough ramble I'm the principal of the Pioneer program as it stands currently what we're looking at is for next week mr. Pierson the senior director of student services will be out to meet with staff members try to clear up remaining questions I'm sure there will be more that information will have to seek after that human resources will come out and meet with us at the next two staff meetings to talk about the transition with staff members what that would look like for them and what their options are as Harry said the letter is going to come out next week inviting parents to join our Advisory Committee as well as give them an update where we are right now once we have that Advisory Committee formed with the new principle which should be named I would assume next week or the week after we will then begin a planning process in an updating process as we move along with you to them our plan is to meet at least monthly we might need to meet more often as we start out but we've toured the sites we've looked at what needs to happen and Rudy Rudolph is involved and she's a meticulous note keeper on if we know her so that is the plan as we have it right now dr. Bailey did Chu I'm Susan yeah thanks for the update I just want to say a couple of things we've heard from Heiner staff they wouldn't know where the board of directors is on this issue so I want to read from a statement that I think expresses where we're coming from first the location and the configuration of a program as opposed to a school are the it's up to the discretion the superintendent so we could just leave it at that but we want to say in equivocally that
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we are in support of the superintendent's plan we recognize that building logistics were really pushed this decision to the forefront but there's more to it than that we believe that Piner students and families and staff just like almost every aspect in this district have not historically received the support they need from the district's board in central office and within that context staff have done their best to fashion the best possible program for their students who come from a diversity of condemned akin social and emotional needs and the kids deserve better and we can do better but we have to work together to get there so we greatly appreciate the feedback that we have been getting and continue to get from the Pioneer community you've been reading bringing up or extremely important points that we need to address we but we do believe that through our superintendents collaborative leadership that Piner services can improve significantly next year so we will hold ourselves accountable will hold the superintendent and staff accountable for going forward collaborating with the Pioneer community and clearly the ball is in our court as you've heard to develop the program improvements and facilities that support the program we hold ourselves accountable they have regular public reporting on the plan and progress in implementation and that includes continuing to hear from the Pioneer community we we have earlier said that middle school implementation is you know one of our top priorities this year and we're going to have that be a topic at every one of our board meetings too so that there's communication about where we are in this process I think we need to do that with pioneer it needs to be on our agenda every meeting where you hold ourselves accountable that program the program will be better next year and better serve kids and finally it's our it's our job to improve the coordination between pioneer and neighborhood schools and ensure that pioneer is part of a full continuum of special education services schools are making appropriate referrals to the Pioneer program so that's all on us and we need you to work with us but clearly it's right now the ball is in our court to get that collaboration going thank you thank thank you director Bailey and noted the requests to keep this at the center of our agenda either during the board's discussion and agenda items or potentially through the superintendent's report of developments as they are occurring I think that's an excellent exam suggestion for us to take just as over the next several months as we're in the midst of a lot of transition for many students and staff all across the district so thank you I just would like to add that with respect to those remarks our board has not had any opportunity to have collective deliberations about this move because as director Bailey said it is the prerogative of the superintendent to make decisions about program siting so we have not had collective discussion about that but I do want to reiterate that from a governance perspective it is very much on us to hold the district accountable for making this a very successful transition and we can do that through our as we said regular reporting in our board meetings and just really you know keeping students first in mind at all times and and tracking their progress but I want I did want to make clear that we have not deliberated as a board on this matter okay but it will be it will be on our agenda for the foreseeable future thank you both of you and thank you superintendent Guerrero for all the updates and good news so before we move to student and public comment there's one
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more item that I wanted to raise during the announcements that I'm just going to briefly discuss before we get to this is actually part of the the business agenda but I just want to flag it because we have last June with the previous board two resolutions were passed resolution five five no I'm sorry resolutions fifty four eighty and resolution fifty four eighty one one was about creating a comprehensive professional development plan and the other was creating a comprehensive ESL plan and there were dead but the board approved those resolutions and of course there's a new board we now have a new superintendent the deadlines were aggressive and I think the first deadline was the first day that superintendent what Guerrero started in the district and so and then we've subsequently been in contract negotiations and haven't had the opportunity to have a full discussion about both of these plans so in tonight's business agenda there's a resolution which is going to essentially refer these two resolutions to the teaching and learning committee and there's a meeting on xx I believe of the teaching and learning committee but to basically re refer these resolutions to the full board with some new deadlines now that we have a superintendent in place the board and we hopefully fingers crossed will shortly have a ratified agreement with the Portland Association of teachers so the board meeting at the end of February we will reconsider that but for those individuals who were wondering about those resolutions we have not forgotten them and we're gonna recommit ourselves to the work and it will be back before us so that's that resolution that is resolution five five six eight which is in the business agenda this evening so with that it's time for public comment and I'd like to review our guidelines the board thanks the community for taking the time to attend our meeting and provide comments to the board we value public input as it informs their work board members and superintendent will not respond to comments or questions during public comment but our board office will follow up on board related issues raised during public testimony guidelines for public input emphasize respect and consideration presenters will have a total of three minutes to share your comments please begin by stating your name and spelling it last name during the first two minutes the testimony a green light will appear when you have one minute a yellow light will go on and when your time is up a red light what gone and a buzzer will sound and we when the buzzer sounds we asked for you to conclude your comments so with that I'd like to ask miss Hewson to call our first two public commenters well before you do that I just want to say people should feel free to connect with our board manager Roseann Powell who's over here if there's something specifically you want to follow up with the board on or if you have any materials that you'd like to submit to the board for us to read thank you the Susan first two speakers are Henry chase and Beth Blum Klotz she like to go first um I can go first if you want because I'm actually not a teacher I signed up for the Transportation Department the school bus drivers did you it was yours one of the names called yes so I'm just saying is that so if you want to keep the flow with Pioneer she denounced me with mine as a teacher at Pioneer um so do we have another the next Pioneer speaker if any what that's what I say if you want me to go first that way gets me option okay thank you common thread writes trying to keep the flow smooth okay okay I'm Beth bloom clots last name is BL um KL otz good evening we're happy for the teachers that you have all been able to reach a tentative agreement we hope you're equally committed to us as well the special education school bus drivers we transport our most fragile students emotionally mentally and physically the
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last time I was before you a few months ago I attempted to open the lines of communication between you and the Transportation Department specifically with us the bus drivers I shared some of our concerns we were not here to yell and scream at you we were not here to make you or try to make you look bad however it's been several months since I've spoken to of my colleagues have spoken and we've been present at these school board meetings and it's been silent we have not been contacted we're not feeling heard and our contract negotiations continue to reflect the same negative tone it felt it feels extremely disappointed disappointing that we may have to throw mud to be treated with respect and that's not our goal so we have type 10 drivers which is a new name given is basically for drivers up to ten students in a car or van and on the school bus for special education we often have up to the same amount of numbers there been many excuses why we're hiring more and more which is basically creating a second class bus driver there's no pun benefits for them there's no protection they need to be included in the union they're paying union dues and some are paying us full-time employees because of the amount of hours that they're driving they're driving the same daily routes that we as bus drivers are driving and under Portland Public Schools even temporary employees receive benefits that they work enough hours and hour type ten drivers are doing that so the next issue cars and vans are not as safe as buses and I wonder how many parents really are understanding this the National Highway Traffic Safety Administration states that the school bus is the safest vehicle on the road your child is much safer taking a bus to and from school than traveling by car students are about 70 times more likely to get to school safely when taking a bus instead of traveling by car or van because the school buses are the most regulated vehicles on the road they're designed to be safer than passenger vehicles in preventing crashes and injuries and then in every state there's laws to protect the buses and the students as well with the stop arm laws from other motorists to protect them the design of the school bus is important because the flashing red lights signals to other drivers we have the stop arms as we just mentioned but they also have protective seating high crush standards if there's ever an accident and rollover protection features these cars and vans do not provide any of this protection that we are now using thank you for your comments thank you thank you good evening I wrote to you all in December but only received a generic response from one of you so here I am to tell you why it is important that the Pioneer program stays as it is since first grade I have been in 12 different classes three of which were at Pioneer I am currently in eighth grade at pioneered with mr. Marquardt and thanks to the support I've received from Pioneer I just learned I have been accepted to Benson for next school year in sixth grade when I was at Georgia middle school I spent a lot of time not in class and missed a lot of stuff my parents my sixth grade year was so bad my parents and I decided I would be homeschooled for seventh grade when I was ready to go back to school Pioneer was the place we all wanted me to go back to I've heard one of the Pioneer middle school classes going to go to a gen ed school and I wanted to say that if the kids at Pioneer would could be in a gen ed school they would be we all need to be a pioneer because instead of being suspended for behavior related to our disabilities we have therapists who can help us a safe place to go calm down and participate in restorative justice we actually shake can't we actually apologize the person shake hands and then everyone moves on a pioneer this is normal for everyone it's normal for everyone to have problems and so the teachers help us take care of it this didn't happen at other schools I went to at Pioneer the teachers are so much more flexible and the staff does a good job of making sure I can stay in my classes and so I can stay learning and keep my grades up all students need lots of opportunities to practice what is hard for us and pioneer let's me do that every other school has instead taking away the opportunity for me to participate and the opportunity for me to practice a pioneer all the students are on the same floor and in the same space and together I have more friends at pioneer because everyone there is on the same terms but in a regular school other kids think you are weird or trouble and don't want to be friends with you we all know each other at Pioneer it's not just about the students and the teachers it's also about the building it'd be bad to split up the program because we'd have to split up our resources right now depending on what is happening the students and teachers move between the two buildings so if one group needs help the other group is there or if one group needs more space it is available because the building shares facilities when I heard that the two schools you want to move pioneer two don't into don't have kitchens or gyms or libraries it sounds to me like you didn't put much effort running us a new school I have looked at
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the map of vacant buildings and want to know why these two were chosen over the others and why pioneer needs to be split up at all without Pioneer as it is now we will be separated from our friends and we won't be able to connect with the students around us and we will be segregated into a place that's not suitable for us why would you do that to us why would you treat any other students better than us and put these in us in these two small spaces and take away the only thing at Portland public schools that has worked for most of us thank you [Applause] thank you for sharing you did a really nice job and congratulations on your acceptance into Vincent and Daniele Pacifico Cogan hello my name is Daniele basi Pico Cogan I am the parent of a pioneer student and I am the director of communications and community engagement for Children's Institute I would like to start with a poor football analogy but it needs to be said you don't start collaborating in the fourth quarter as the parent of a child in the k5 intensive skills classroom the break up of Pioneer will create a more restricted more isolated and less inclusive educational experience for my child than his classmates the proposed new site Applegate has no cafeteria no gym no playground and no library who in their right mind would think that placing children with disabilities in a facility with no basic amenities is justice or equity or fair education under the law no one this idea is asinine and demonstrates a lack of respect for the dignity of children with special needs imagine saying to someone in this community in 2018 that you were going to put black children in a school with no library no cafeteria and no gym that in that you would fix it later in that you would address it later who would tolerate that no one because it's monstrous and you know it's monstrous and the way that the school board has responded to parents only via email and canned responses is is a disaster and is an embarrassment and you should be ashamed of yourselves moving children with disabilities for the comfort of the access program is a repugnant exercise in discrimination and it shows our children in our community that PBS regards children with disabilities as second-class citizens PPS has an abysmal history and troubling present providing equal education under the law for children with disabilities a glaring example is a recently rebuilt Franklin High School where children with the greatest needs have been placed in segregated environments under a library think about what you have just done it didn't happen 20 years ago this happened in the last two years and now you're telling us you want to move pioneer and we should trust you I cannot trust PBS to do right by my child or his classmates because PBS has been disingenuous throughout this entire process you have big plans and not talk to parents I have not received one piece of correspondence from the school district at all and I am a parent pioneer teachers and staff have been ignored and they have created a therapeutic educational community that needs a resources and support so kids can have their needs addressed and when ready that can re-enter their neighborhood schools this proposal does not consider what Mike and his team have done this proposed move is putting undue stress on the children with the greatest needs the teachers who do the hardest jobs in this district and on the families that generally do not have the bandwidth to come down here or to make calls or to ask their friends at hide places to do things for them PBS should be ashamed of this blatant act of discrimination but with a demonstrated track record of failing disabled students failing black students failing Native students failing working-class white students there's not enough shame to go around this district unfortunately but I will close with this this school district is charged with providing a high quality public education to the 49,000 children in this community not just the ones whose parents are of upper income or the ones who should be in a tagged or gifted program I'm a former tag during myself I get it we're special what whatever big deal you get 660 hundred on your SATs that doesn't mean that you deserve a better public education than a disabled child and we should not tolerate this [Applause]
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[Applause] you guys ready am I on I'm sorry I'm gonna be the flow disrupter because I'm not here for Pioneer but I'm completely behind what everything you just said my name is Laura Moulton and I want to begin by thanking you for the work you do for the district I also want to take a minute to thank Rigler Elementary which is our neighborhood school we began our adventure there in 2009 in the Spanish immersion program so we're going on a decade now this year my son will graduate Beaumont and head to Madison my daughter will go to Beaumont as a sixth grader tonight I have a request for you wriggler is not a school with high test scores it doesn't produce wonderful search results when entered into Google we've never made more than about three thousand dollars at one of our PTA fundraisers but I wouldn't trade our experience there the incredible teachers and the community for anything that said we have had challenges and setbacks there over time we've seen wriggler switched from k-8 to k5 why it took so long for Beaumont to be an option on the table for our kids to go is an uncomfortable conversation worth having in 2014 we were assigned an unqualified principal that was gone by spring break last year a 100% rent hike on an impartment building in our neighborhood resulted in the displacement of 26 of our students from Rigler in September about a month into school parents at wrigley received news that the district was taking our principal TJ fuller and installing him at Cesar Chavez I recognized this was an emergency but I don't believe this is the sort of action that would be taken at a school like Alameda just down the hill from us or at Ainsworth in Southwest Portland that's another uncomfortable conversation we could have now this fall if our english-speaking students move - Harvey Scott our student numbers at wriggler will drop and we'll be at risk of losing important staff and resources the aforementioned changes have had a seriously destabilizing effect over time I remember a conversation with the past PTA president at Rigler where we agreed it would be amazing to simply be focusing on fundraising and planning events and not going to another emergency meeting now comes my request Jennifer Fontana has been a stellar replacement as interim principal she's received overwhelming support from our community and from the staff at Rigler yet we are still waiting for word on her status her new assistant principal Myrna Munoz is a terrific addition both women are fluent in Spanish they hit the ground running and have already done enormous good toward restoring order at our school after principal Fuller's Fuller's departure we have 26 probationary teachers and if we lose our AP the principal will be alone next year in performing those observations and support in addition to running the school if the district is serious about a commitment to equity here's one thing you can do confirm fontana is principal assign me Rene Munoz as assistant no matter what the student numbers at wriggler are next year improve recruitment of bilingual educators and make it easier for immersion schools to hire qualified teachers you took a principal from wriggler this fall to put out a fire burning at Cesar Chavez please allow us the basic foundation our school needs to be successful so that Rigler doesn't become the next school on fire thank you thank you lastly we have shali McFarland and Jeannie Curtis my name is Jeannie Curtis Cu RT is in the Secretary of the pioneer program and I've been called the heart of the school and my heart is being broken into too many of you have seen my face recently because of the proposal to divide and move the pioneer program to fulfill your promise to the access community to keep their program together mr. Guerrero when I first heard your name announced as our new superintendent I was elated I worked with a strong Hispanic community for several years and your origin alone brought me hope the diversity and community might finally be on the forefront in this district but alas you disappoint me profoundly you're bullying style of approach from the way you treated administrative staff upon
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your arrival to the closed doors no research no community input program changing decisions you unilaterally make to the lies you've been publicly caught in make me embarrassed that you are superintendent your pride alone is what's driving this inequitable decision to dismantle the Pioneer program you have heard from several hundred community members of the horrible ramifications of the Pioneer students will endure you were served a petition signed by over 5,000 supporters to keep our program together and it is financially irresponsible you still move forward you continue to use your time and resources to push through with this posting a principled position sending facilities out to pioneer model planning to accommodate accesses arrival meeting with the access families to update the progress you still don't make the pioneer supporters or the public aware of these activities I find that deplorable it's obvious that student achievement numbers and privileged students are the only things that matter to you whether its student population or achievement you place numbers over student needs sorry I lost my place it's true pioneer students won't increase test score numbers like access students will but pioneer students do have every right to be given an opportunity to do their best dividing and moving the pioneer program into facilities that don't fit their needs will limit their abilities to do their best that alone should have been enough reason for your not even to consider pioneer as a new home for access access students want to stay together for a fluid curriculum pioneer students need to stay together to receive the level of continued educational services mandated on their IEP s once versus needs seems pretty clear you're letting access as once Trump pioneers needs per resolution 5 5 to 8 to better serve our students for talented and gifted services PBS will one for the 2018-19 school year relocate ask the access Academy to a bridge or permanent facility or facilities that's more than 1/4 the capacity for about 350 ok the rest is board it's your job to represent all of the students of Portland especially the unsupported you are failing miserably and the public is watching Martin Luther King jr. once said the time is always right to do what is right that time is now please all of you rap up dudes right admit this is wrong stop the proposed dismantling of our program go back to square one and find a new home for access it is not too late to do the right please thank you to step up for the special education students of Portland and be the district who places the underserved above the privileged [Applause] hi school board and superintendent Holly's tire McParland and I'm the chair of the talented and gifted Advisory Council or tag ACK tonight you will hear the district's division 22 report to the community which details whether or not PPS meets the Oregon Department of Education regulations for the second year in a row the district has reported itself out of compliance with regulation one three three zero programs and services for talented and gifted students this regulation requires that Oregon school districts provide instruction to all tagged identified students at their assessed level an accelerated rate of learning we paint the tag Department for once again realistically assessing the state of PBS's services it's hard to overstate the importance of truth if the district wants to build trust with the parent community with any parent communities we also think the school board for instructing the district to develop a continuum of tagged services in the revised middle school resolution you passed on November 14th but the next step is for the district to take action the tag department presented a plan for a continuum of tag services to the teaching and learning committee last March since then no progress has been made toward making any of the proposed services real we still don't have a timeline for implementing middle school tag cohorts we still see no resources to help schools with the technical difficulties of implementing the single-subject acceleration at math policy we still don't have curriculum materials for teachers to use with their accelerated learners we need to go beyond simply asking for plans and give the tag Department what it needs to make them actually happen year after year accelerated learners continue to move through PPS without ever in receiving instruction at the rate and level put
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simply they're being denied their right to learn something new to make academic growth each year these students may disengage from their education whether it's reading at the back of the room failing to turn in home homework or failing to go to school they also may act out getting in trouble in many many different ways or storing up their frustration until it explodes at school or at home tag services in this state aren't optional it's time to implement clear in forceful policies and practices around tagged learning so that they're consistent and predictable at all of our schools we need to budget for the structural supports teachers and principals need to make it happen we need to ensure all new curriculum incorporates materials for accelerated learners so teachers aren't having to make it up or just not doing it because they don't have the time to make it up we need to make tag services a part of current middle-school planning and we need to provide teachers with professional development so that they know how to how to do it so they actually have the tools they need perhaps most importantly we need you to make it clear from the top that the days of PBS saying that there are tag services and then failing to produce them are over that won't happen you have comments please thank you that won't happen without strong leadership and super 10 superintendent guerrero we look to you for that thank you thank you thank you everybody from the community who came in tonight and spoke especially to our student speaker at this time we are going to have a discussion about the regular immersion program and attendance area the board's enrollment forecasting committee recently heard a proposal and as make here to make a recommendation to the board I'd like to ask the committee chair director Bailey to introduce the item I'm sorry can you say is it my cue to dr. Bailey the next item of the agenda is the bigger immersion program that came from your committee would you like to introduce the item I was preoccupied with some other things preparing for this but yes I their last meeting sorry about that staring at the space good times at her last meeting the committee voted unanimously to support a plan to move the Rigler english-speaking program to Scott at that time the staff had not finalized the proposal especially in terms of what to whether the current fourth-grade students should continue at Rigler for another year before going to middle school considering that would keeping it there would be a little more stability well moving them would mean moving two years in a row to a new school so I think it's time to hear from staff what the final proposal is to come on up director of dual language programming Michael bacon good evening Michael vagin director of Department dual-language so the resolution you all have so but specifically well at this point the resolution is to convert regular elementary to Spanish DLI only and have the entire K through fourth grade current K through fourth grade move to next ball moved to Scott to be combined
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with their neighborhood English program so that we have the potential of having a really robust almost two classes per grade level all the way through K through fifth grade so specific to in the resolution you will see that we did address or discuss the would the fourth grade class there were some concerns raised by the community parents specifically in the fourth grade so the staff and I will recognize that there were a number of people involved in this Senior Director Oscar Gilson our principals Gino roulette Oh Scott as well as Jennifer Fontana over at regular that we worked and Judi Brennan in enrollment transfer so as we looked at the data and we actually went and specifically surveyed every single family that we could reach and that data is in there as well in that fourth grade class and it was not a real clear decision that all of them wanted to move or all wanted to stay at regular in fact there were a number that wanted to move to Scott some of them being much closer to Scott some of them having younger siblings that would actually move over to Scotts so actually having to you know split between Scott and didn't make for them didn't work very well at all and as we sat down and look through the pros Conn's and we looked about what we were trying to achieve one we're trying to achieve a very focused program at rig'lar that it helps us have a spanish DLI program where professional development and ability to have grade-level collaboration and all the things that really helped for be a really focused program having an English small English class remain there might be very isolating for those students and also detract from our ability to have that focused program that regular and you just heard comments about a smaller school and potential you know resources with where that jeopardizes one of our objectives in the first place the second thing was to look at a very small you know there's a very small cohorts of kids in the English program at regular moving them over to Scott allowed us to avoid things like blended classrooms which we currently have it wriggler to so that disrupts our scope and sequence of curriculum and instruction we don't have grade-level partner teachers that they can collaborate with in the English Program I'm so doing that over it Scott moving those kids over there who really helps us do that when we look at if we kept those fourth graders back for fifth grade it potentially set us up for a very ugly situation at fifth grade where we have a very large class at Scott in the low just over in the 32 low 30s and a very small cohort of 11 or maybe 15 and remaining at rig'lar and I have to credit Jennifer Fontana really worked a lot with their staff spent a lot of time talking to the fourth and fifth grade teachers we spent a lot of time talking to parents about this and really thinking really for the larger number of students having all the students transition next year made sense for more kids and both programs and ability to have an instructionally focused program Spanish DLI program had wriggler as well as having a more balanced co-located program at Scott so that's how we landed and that's what's in the resolution and we tried to really be thoughtful and lean into and listen carefully to those concerns raised by the parents that came forward and I think ultimately as did the board and the committee that we were unanimous and our sort of support of moving forward with the full transition happening next fall so most important obviously I think we have general consensus even those who are concerned that this is the right thing to do but it's how well we make that transition which is really most important now and so we're already have dates set and assuming that this passes that we already set to work with parents and staff of both communities and administrators so that we have a carefully well laid out transition plan to really bring those two communities together and hopefully make this a really positive is positive as experience two minute gate or to minimize that another transition that could help you know are negatively impact families and students as they do that so that's the resolution at this point in time so other questions about that
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you want us to ask questions or how do you how do you want to run this discussion you want us to get a motion on the table or yeah let's let's go ahead and put that motion on the table so out okay so we have a we do have a resolution five five six six which would change regular elementary school to a neighborhood based Spanish dual language immersion program only school do I have a motion so moved second it's been moved by director Bailey and second by director constan to adopt resolution five five six six I'm gonna ask do we have any public comment okay so now we've got a motion before us and we can have a discussion I would just offer that this is something that we've been looking at for over a year now it's been long in the making because we really recognize the inequities of having such an under enrolled English only one clap one classroom per grade program at wriggler and I'm glad to see this solution come about I think it's really exciting there's a lot of demand for the DLI program I think it's good for Scott and I'm happy to see all this work come to fruition I think that this will move us I mean we need to be looking at we've had issues with DLI programs with co-located programs and single strands as dr. Khan stem director constan was saying of english-only strands so perhaps I mean I would do this well thinking of looking at how this might then be a model for Moline some other programs forward my only concern is I think that there are some kids that are going to be in that fortunate situation of having to do a couple of schools those fourth graders and I don't have a better plan for that I I just realized how difficult that can be on kids but yet I think that this is a really good move to consolidate our resources for our language programs our dual language programs and I think that we need to continue to focus on you know what does how can we strengthen curriculum and have the materials that will lead to you know strong academic outcomes and make sure that our teachers are highly prepared and such so I'm anxious to work with you on some of that planning very much agree in thank you we look forward to it as well yeah I do have a question actually so one of the recitals is that new students are excuse me newly enrolling students in grade one through five would have our new students from the regular neighborhood with select enrollment in grades one through five basically students would have the right to transfer into the English only program at Scott but is there any horizon for that enrollment transfer option or is that ongoing that if students are in the Rigler catchment and for some reason they they do not or they feel like they cannot be part of the DLI program would they still have a guaranteed right of transfer to Scott or no absolutely okay yes so there's no in timing right we should work on the wording or something but I mean when they come in they have a guaranteed space at as a kindergartner they can anybody can enter the Spanish DLI program it is their neighborhood program in fact we are removing that they don't go through the lottery there is no lottery that is going where they enroll if they choose that that's not what they want they have a guaranteed space over in the new Scott rig'lar combined neighborhood English neighborhood and that's ongoing yes and that of course at first through fifth grade if there are Spanish native speaker they automatically come in or they come with Spanish proficiency that is following our current district policy and bringing in late entry students so no no difference there but essentially what we're doing is Scott becomes that it's a wider neighborhood basically that's the whole neighborhood catchment is that but their first option if they're in that regular now from now will be Spanish tli I guess it general questions this has been a long time coming and I think this is kind of emblematic of some of the issues that that we've seen pretty much
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across the district for co-located programs and I would like at some point to see some plans around how we're going to deal with how we're going to deal with colocation I mean all right it's colocation a viable model do we need to rethink the DLI program the program model do you know I just have a lot of questions about how this has been playing out over time across the district and I'm a little concerned frankly that before we've sort of stabilized or consolidated where we are with our current DLI programs we're now talking about creating a whole new DLI program that would be I don't know the first in the country is it okay but but it's I I've got some concerns about kind of how we're how we're doing DLI across the district so I I would like to see I mean maybe this is probably something for the teaching and learning yeah I think it is part of the work plan later in the spring yeah I believe you've asked and we're happy to set that date and come back I you know this colocation issue we've been in front of yeah the teaching-learning committee and I obviously we don't need to keep admiring the problem we need to have a plan about how do we address that I think and I would say that certainly I know the principal's an Oscar there's involved and I talked about this is an opportunity for us to kind of really learn how to do it and do it and hopefully do it right and then use that as we move forward and we approach other situations obviously what opened up this opportunity great for us is that you know roadway Heights transitioning to being a middle school and the space created that Scott allowed us to do that so I think we need to be more proactive moving forward with a plan and how we address that and it can't happen just overnight but we need to be really thoughtful be careful and how we do that either balancing or moving towards DLI only schools or something in that nature and I think what was brought up by director Moore is and I've shared this with superintendent I think we can I think we need to most clearly define what our models are and have that very clear on our you know on our website and yeah and if we have we'll probably will be more than one model across the district that they've clearly articulated and kind of the target audiences and such so I think revisiting us and teaching and learning to continue as we as we refine really are our models in the MPs would be crucial love to have that opportunity okay so a couple questions what's the primary purpose of our deal DLI programs in PBS they some of the schools that originally were started we're started for one purpose and I think they've started for other purpose what's the sort of prevailing guiding philosophy of DLI who are we primarily trying to serve and what are we offering well I think we would say the day lies is an educational program that is intended for it can be for all students with a priority in our district certainly around we know that it is an academic necessity in terms of closing the opportunity gap for our emergent bilingual children but it's the win-win because we end up with both sets of learners being able to become bilingual by literate we know the cross-cultural communication skills that come through with that the academic achievement the benefits the research really clearly lays out both you know academically cognitively and economically and so forth so in terms of our work we have certainly prioritized a population that we know when we look at the long long term longitudinal research that really has it closes that opportunity gap not only does that but actually goes beyond that and it's the only one that then in an educational program model that does that so as a priority that's been where we have really put our effort in terms of expansion trying to place programs where those students are and I know that I've been involved with it for some time so I do know that you know historically when we started our first program that was not the driver and but I think as we've gone over time and seen that the impact that a two-way immersion in particular can have for historically underserved population one that was under has continuous in some ways to underserved in our district that that's
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a priority in our work but we also know that it it provides you know higher academic outcomes but not just children that come from you've done dual language homes after a certain period of time and those tend to show up after about fifth grade so this is something that you're in for for the long term I'm also grateful that it has developed to the to the point that it has and how many more native speakers of a language of our five target languages that we are capturing within our programs because it used to be since I've trained bilingual teachers and special educators not that many years ago the same Portland was you know if you wanted your child to learn speak to read in Spanish they had to be a native English speaker so so shifting that narrative has been certainly a lot of our work especially in the last four to five years and I and I again I would say it's the win-win I I think that you know we have a benefits for all kids and even the research now that's coming out is showing kids with learning disabilities of poverty even autism it's showing benefits North Carolina has done a huge massive study millions of records and showing that so I think that in our own research here and you know the benefits of you know by fifth grade we're seeing seven months of advancement and reading in English for kids that are in and when we do comparison groups actual Apple stylist comparison and by you know eighth grade we're seeing almost a full academic year benefit so I think we know the power of the model we know that there it's not perfect and there's lots of things we have to continue to work on and I agree with Julie on that but that's how we have really focused our work there are other benefits too and linguistic and cultural identity reduction of dropout rates different things that we know with our linguistically and culturally and racially diverse populations and you know Arabic believe it or not has moved into number fourth is the home language in Portland it is the fastest home language growth in the United States I don't believe that's kind of an unknown out there in the world you're the translation interpretation services told me that they've pulled their data and say that you know that's a language they need to start supporting through their as one of the major languages so you know I know that that brings concerns and I know expansion always brings concerns on the other hand I'm concerned about equity of access into a program that really serves population that really needs that often marginalized populations so I ask the question because when I look across the district I see that we don't have a consistent standard of why we are developing and supporting programs and I think we need to be really thoughtful about that of so just for example I'm looking at the the numbers and knowing that there are probably many Native spanish-speaking families who would want to have a child in a program like Rigler where the reality is like the kindergarten this year that can looks like the kindergarten numbers there's 21 Spanish speakers and then 42 English and other languages that just of how we are when we support these programs are set them up to have some sort of consistency so that the benefits accrue to the students who would benefit from a most amazing garden that we're prioritizing yes and then so and I know there is a real across the district a real difference among the DLI programs on the amount of native speakers versus non native speakers and how you can access the program so I had a question about I think you probably made this chart so I want one to ask about this chart that's on page two that was shared and I just I'm the type what I call analysis or pardon in the technical analysis part it's the comparison of school demographics mm-hmm and I may be reading it wrong but do you it doesn't appear to have the regular well it has the regular and B is that neighborhood based I'm sorry I'm gonna pull it up here what page was it on it's it's page two but I think unfortunately there's several documents that have oh okay I'm sorry I'm can you sit your question again please so I'm looking at the different categories and I see a regular NB English Program is that neighborhood-based is that one and Brice
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stands for neighborhood based so I'm wondering there's not a regular Spanish D like there's no there's no Carroll it's not broken out yeah disaggregated between the Spanish program versus the non are the neighborhood program that's not what you're saying what I'm just curious they say it appears to be missing I'm sorry say it see your question again all right so you have a a there's a chart here that compares that's the regular English program to other neighborhood based programs but it doesn't have just so we could see that the comparative with the Spanish DLI program is that what you're saying right so for example how many special ed students are there in the Spanish DLI program what percent and then I'm interested and also the so I don't have that data on me but you know we could certainly bring that this was done the reason why we did this was to look if we're gonna move a group of students we were looking at the students that we were potentially and what how that compared to the home that they would potentially land in and that's why that that was done in that way it wouldn't maybe even helpful to have but it's compare where it's going from sure and for Scott as well because Scott is also : co-located yes it does have Scott it does have Scott doesn't have a broken out by the neighborhood versus yeah so we could do that analysis but that was because this I mean if I can just jump in sure I mean this is a big problem because in co-located schools there's schools with co-located programs it is rare to see the numbers broken out by program but in most schools they are essentially two different schools inhabiting the same space and there's there's typically I think very little interaction between the programs and I think also typically as I understand it there's a pretty significant difference in the demographic makeup of the students in the neighborhood program as opposed to the DLI program I think we need to see those numbers broken out on a regular basis and it I mean it's got huge implications for things like title 1 status and and lunch free lunch programs right because we tend to we tend to make those designations based on the whole school population right when you may have an enormous percentage of students in the neighborhood in the english-only neighborhood program who would qualify for free and reduced lunch but they're kind of overpowered by the demographics of the DLI program which tend to have many fewer kids who would qualify for free and reduced lunch so I'd like to start seeing those numbers broken right and they're gonna look different for school to school for sure yes I would echo that that that's a really significant issue because we actually have no flexibility in those designations so beach is a good example of that with their title 1 status in their their di program so I agree that that's something we need to address um so I mean I I think I mean that's part of the discussion as to you know what what would it look like then if we move to more DLI schools you know versus the culinary programs colocation right so I have a concern I look at this it's a pretty large geographic map and I just should disclose that I had three kids who went through TPS and I had two who went all the way through an immersion program right one do not and when I look at this really large geographic area which is now the new combined regular Scott's are you looking at the dot graph well I'm looking at the enrollment boundaries so you know theoretically what we're doing tonight would be creating a super boundary and if you're in that super boundary you and your say we have a kindergartner you correct me if I'm wrong if we vote make this vote tonight if you have a kindergarten in this suit big super block there'll be five classrooms of Spanish instruction and two classrooms of English correct the other than you know if you live in the
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rate of the current regular neighborhood you your Spanish DLI option is your whatever so let's let's move to second grade so you move into the regular neighborhood with a second grader and a third grader there's one place you you essentially will have there's two two classrooms out of seven that you can go to in one school correct in this bigger super block so I guess when I look at immersion I think there's a lot of benefits to it but there's also not every child is ready or it's the right program for them they they're from a family that's moved I mean certainly you just can't in third grade move into a unless they're a Spanish speaker or they've been in manage program so I'm concerned that we've really restricted this that the option so it's if you're if you're picked if your family moves a lot because of their housing situation you move into that neighborhood you have really one choice and I'm concerned about the flexibility ifs like say we're super successful and we get you know a lot more students there's not going to be there's not another English classroom to put them in if they come in at the middle grades so when I look at this I think we're we potentially are looking at well this is it's sort of convenient we can move the numbers work this year but for long term I think that we haven't thought strategically about where do we want these where do we want these programs who do we want to focus on having the ability to access them and benefit from them and then for those students where it's not the right placement or their families move that they have an equal set of options and I think we're sort of getting into a place and I had a conversation earlier tonight with director Bailey where the sort of the math works this year but may or may not work in future years and I think not give students the Ganic especially with students from transient families a lot of options and perhaps putting them all into the same set of classrooms so I probably most likely I'm going to be a no on this not because I don't support do large and I think it has lots of benefits I just think we we should have a bigger strategy for how we're placing these schools what times the supports we're giving students who aren't in these programs I guess I'll just say that having been on this board now for two and a half years and you know being a community member longer looking particularly at the achievement of kids of color kids with disabilities and kids flow SES that I think that are co-located programs those single-strand english-only programs have been really an equitable and I think that we've looked for not I mean this hasn't been a snap decision to look at this model I mean it's been years think that we've had that ongoing discussions and plans for this to happen and again I'm going to be in agreement I'm gonna be a yes vote on it again because I don't think that we can continue to have single strand programs and I think that we need to if we're committed to do a language that we need to have model schools where we are putting adequate resources and building those I mean it's not that and they'll come but I think that we then work to to bring in the families that can best be served there but again I think I think it's finally we're moving to a place where we are looking at having the resources to boost our dla programs I can't say that they've all been the strongest programs now and I think that we need some movement to change that I think that I'm sorry I was just your bacon no go ahead I think that since this will be our only you know school that is entirely j.y there is one other program the Japanese program is as well that's right that's right all over twin we need to do
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a good job of communicating proactively communicating with the community what the situation is there because we do know that there's a lot of unmet need for both native Spanish speakers and others interested in Spanish to be in one of these programs so when people are making decisions about moving and all that we need to communicate with community about what a big change this is because people are not going to assume that when they move into a neighborhood or when they're making those choices so I hope that there is some kind of attendant plan to really make sure that people are aware of a pretty significant shift but I support it because we haven't served these students well enough historically and we know there's a lot of unmet need dr. Anthony I just a couple of comments I'm going to be voting against this because I am completely unpersuaded about what we should be doing with the fourth grade students at Rigler I am very much afraid that we are following the district's long-standing pattern of retraumatization attached children also I would say that this has been discussed in my hearing for at least six years and I'm very unhappy that there is no transition plan I think that there very much needs to be one before we vote on them okay yeah could you repeat your last sentence we couldn't it's hard to hear oh yes it is and could I just say on behalf of the Benson community that we are looking forward very much to having the acoustics in this room Thanks I think we very much need to have a transition plan for moving wriggler to Scott and I think we need to have that before we vote on it anyone else a couple of things are there spanish-speaking students at Scott who want to but cannot get into the DLI program because there's not enough room no Gina is indicating no no okay and secondly the strength of our programs depends a lot on the quality of the leadership we have had as reported you know we've had huge turnover at Rigler and Scott at land at Chavez at a number of our title 1 schools so I think that's we need to address that in order for our kids to get the benefits that are potentially there for DLI programs and finally I want to acknowledge some of the criticisms of this move is that the kids that were shifting low-income kids of color already a high transitory population that were shifting from regular to Scott I don't see what else to do because that single-strand program has been failing for so long and I wish we had started this sooner and could have had a smoother transition but we got it we got to do this yeah at the end of the day when I look at 3 in 13 and 11 kids in our ability to serve is incredibly I think that this is you know I understand there's a lot more that we can and should be doing I think this is a step in the right direction anyone else so just to make clear I support regular as a full DLI program I just believed that the district has not presented their transition plan or be thoughtful and strategic about how that larger neighborhood including the Scotts students are going to be effectively served and I think it's going regular and Scott are both going to require a high level of supports and and I think we should put a placeholder that if the demographics of though that neighborhood changes or we have an unexpected spike that's the sort of permanence of
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decisions on any of the programs might need to be changed because we're committing a lot we're making a bet on a particular pattern of choice if of parents and that may change well again the whole context here is redoing the East Side redoing these side boundaries thoughtfully doing the focus option analysis that we've been talking about for her decade almost which includes the DLI you know what's our program land here we still have a lot of work to do and that's what we need to do to get us to that strategic point of view that you're talking about so I'm not disagreeing no I think we agree Minh Thuy just arriving at it from tax tactically right now we're in a different place in you know the discussion director Rosa not to get into all the research in the studies that have happened around the country I think most educators would agree that a full Dual Immersion program at a site it permits it to thrive to meet many of the objectives that I think director bacon opened with the challenge here is that where do they fit in the broader school portfolio in PPS and we haven't really discussed how we make those options available to families to make informed choices with yes there are staffing constraints curriculum constraints fidelity to language of instruction etc we could go down the list on those curricular and instructional mentaly if we want to offer program options they have to sit within a broader master plan because when you see immersion attempt it as a single strand you'll inevitably come up with some of the issues that we're facing now and I think you're seeing the numbers and families are gravitating and voting with their feet now so even if we leave it there's going to be three kids in the kindergarten as projected and the time crunch here is that we're running up against the enrollment process as well so I think you've raised some valid questions around the upper grade students and I think there's been some surveying of those families to try to meet their wishes but I think the question that I heard is what does that mean for the future neighborhood and what happens and I think those are very reasonable to be asking and right now we have no way to predict that so we're trying to meet a current need because I do agree it's it's the bigger conversation that we need to have about not just the East Side but the entire district's portfolio of schools and programs that in many ways are challenged because we have a neighborhood attendance area and and and other variables that we have to consider so I think Thank You director bacon you've been very thorough in your memos and your informational reports to the board you know it's it's it's a tough decision here I think our principals and our senior director have put a lot of thought into how can we serve the families that are in front of us as effectively as we can and I would agree we should have a bigger conversation about our language programming and you know study how the efficacy of those and what is the next generation of work that we need to do within them they're the same issues that most districts who are attempting to do language programs will have to have to continually confront and engage in continuous improvement about so I'll leave it there director baik and I apologize for totally fumbling the introduction ready to vote I would like that data just sometime in the future on the disciplines designed around a different demographic issue Thanks so the board will now vote on resolution five five six six all in favor please indicate by saying yes yes yes all opposed boos indicate by saying no no no I'm sorry bits of add acoustics so that just ER you're Anthony and I yeah thanks student rep trend yes resolution five five six six is approved by a vote of four to three with student representative Tran voting YES and I
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think what we heard is that we love to hear that the transition plan and how it's being implemented as a part of the resolution is excellent Thanks thank you I'd now like to invite John Curtis the deputy superintendent to present us with the division 22 report and maybe you could start with just a primer for those people who aren't steeped in school terminology what the report is and why we submit it to the state well I think this is a coming-out party for our deputy superintendent for instruction school communities dr. Yvonne Curtis so I think the board's aware this is an annual exercise division 22 some of that compliance reporting has shifted a little bit in recent years which dr. Curtis is gonna elaborate on if you have any questions but I think we have an obligation to report to the board each year how we're doing along these areas dr. Curtis Thank You superintendent Guerrero and board members so just a little history there was so division 22 basically covers all of the core of what schools are created and basically commissioned to do in the state it used to be a very very cumbersome process and when all of the school districts during the Great Recession went through these huge reductions and staff and we're still trying to push out new programs like full-day kindergarten and those kinds of things one of the asks we had of the legislature as superintendents OSB a cosa everybody worked together on it was to say to the legislators please minimize the reporting responsibilities because many of us had all reduced staff at the district level in order to protect as many teachers as we could and keep them in the classroom this was across the state so there was a whole committee to look at what reports really needed to be extensive and which ones could they tailor down they periodically changed what they want us to report last year and this year they asked us to complete this checklist that's in front of you and I gave you a paper copy evidently there was something going on with our the technology that you didn't get one with the boxes checked so our obligation and I do see that I have the wrong date there in the first sentence where I mentioned the summary that should say February 1st last year's date was January 15 so I apologize for missing not in my editing so our responsibility is to report to you where we are not in compliance and then both the minutes and the board agenda get turned in to the state along with the checklist the summary is just providing a short version of what's attached on the back with a little more explanation for each of the areas we're not in compliance I would thought I would just highlight those not read the whole summary to you so for the 2017-18 school year PPS is in compliance with all oregon division 22 administrative rules except for six two of them staff have done some work on and I'm just learning about some of this work but the report is that mention education programs and drugs and alcohol and human sexuality education there has been work on putting together that curriculum and it will be implemented in the fall so next year we'll be in compliance with that one the media programs and the instructional materials adoption and the talented and gifted compliance requiring us to address rate and level all are tied to having an identified set of core standards the guaranteed and viable curriculum which you know we're in the process of identifying in some areas we will have clarified that by July 2018 but to be completely to complete every grade level in every content will take us through to June 2019 to complete all the content areas once that work is done then we go through the process of identifying what are the instructional materials we need that are aligned with those instructional programs according to the scope and sequence you can't do it in Reverse or you end up with kind of
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where we are sets of materials there there's just not system coherence around the instructional core it's a huge huge piece of work to take on and you have to go intentionally through each step to make sure that students actually all get an equitable education that is rigorous engaging reaches those high levels and prepares every student so they're ready for their choices for college and careers so we have a lot of work to do I'm super excited to be here to do this in the role where I can really focus but right now we're just kind of playing a little catch-up and trying to learn what's in place so I'm taking lots of notes both here and in every presentation to help engage with you and guide those conversations so that we're providing you with what you need but so that you have confidence that what we're offering all of our students is what they need to be well-prepared that's a long comment for division 22 but I just want you to know having come from several other districts in the state this in this state almost every school district is always out of compliance with the instructional materials and part of that is our funding challenge and the fact that in our state we don't have a requirement for a certain part of our budget to go to instructional materials like other states do so it's always left to the discretion which includes community so then we kind of have to decide where the dollars go that's what's happened for the unraveling so it's not just in Portland Public Schools it's been in many school districts so we want you to know we're gonna fix that but it's it's a journey and it will require some very focused commitments to dollars to support everything that's needed because once you have the materials and once we're clear about the curriculum we have to do a lot of professional development so more to come but for tonight you don't have to vote it's just a report so that it can be in our minutes but I can take questions so we're looking at June 2019 to complete the scope and sequence for every single content area every single grade level and then we can start some of the adoption before that date some of the adoption of these factors so some of the scope and sequence will be completed by June and so we'll start to lay out what does that whole calendar look like it will be over several years we'll look at every content area we'll determine what is the professional development what do we need to do about materials adoptions so as soon as we have that scope and sequence we will be developing that long term plan so we can tell you how that will roll out right now I haven't even had a chance to see how far we've gotten come on you've been here this is my sixteenth this is like fourth week actually seven handful weeks here we call you old to me it's interesting how accurate well each day we feel a little more confident that we know what at work is another question around our human sexuality curriculum California has adopted curriculum I think is ahead of everybody else depending on how you define ahead it's sort of based on a lot of the discussion going on now around harassment and sexuality and the idea that from the male side is you don't proceed unless you get an enthusiastic yes and around that there's you know curriculum that I believe has been developed around both the how do you talk about it physiology a whole lot around that are we anywhere close to that you know I haven't had any in-depth conversations with staff about that so I don't even know how we can say that we have had some presentations from Jenny with them the the PE Tosa is leading a lot of this work and we it is some really groundbreaking work that addresses a lot of mental health issues addresses consent issues I forget exactly what the
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prompt was that that for which we had this pretty comprehensive presentation about the whole rollout that will come out next week on this health education and sexuality but I thought it was impressive and comprehensive and that her leadership was excellent great thank you two quick comments one thank you very much for the explanation of the curriculum adoption I do really appreciate that and then on the human sexuality issue the problem that I hear over and over again from our school counselors is that too much is given to young and not enough later it's given before children have questions and unless they have an established relationship with a counselor they have nowhere to go when they do have questions I just want to acknowledge you and superintendent Guerrero and others are walking into a situation where I think we are I don't know how we compare with other districts but I'm guessing we're a little further behind than most in some of the basics like scope and sequence and I think I think it just bears acknowledging out loud that we are where we are we have new district leadership and we're going to be we're going to be filling in the gaps and where everybody's working at double speed so I appreciate your you're taking this on and I'm hoping that within the next six months or so we'll start to see some some real tangible fruits of although all the work that everybody is doing in the central office and and I'm looking forward to it thank you thank you so just to build on that because I think easily the story could tomorrow could be PBS is out of compliance in six major areas and just to re-emphasize the other board members I think our instructional team LED starting with the superintendent our WD superintendent we now have you on board so I think we should acknowledge that this this is a historical document this is a reflection of what's happened up till today and that I would hope that next year at this time for sure looks like for sure we'll have three of the six are on track to for sure be taken care of the prevention education programs of drugs and alcohol human sexuality and the complaint procedures but that leaves three other ones the other three are frankly you know pretty huge bodies of work and I would hope that maybe director Esparza Brown on the teaching learning committee that we have get sort of some sort of update I'm just afraid of you know I'm looking through the here the ESL you know PPS was granted an adoption waiver in 2014 where it's requesting another extension that we have a really clear set of timeline with gates and dates on how we're gonna get this back on track and I recognize it's it's huge work but it would be I think a great foundation for our kids to have this sort of it be in the rearview mirror these issues versus over and over again and I guess I just can't leave without making a comment about the talented and gifted and services they they receive because this hasn't changed since the 15 years ago when I was on the board the first time and I'm not sure if we've ever been in compliance so you know making making progress on that front and again perhaps with the work that's going to happen around access and the sort of full of array of services well that was there but I hope that next year we're all we're counting our 10 years in in years not in not in not in days or weeks and that we've made significant progress so I would be remiss if I didn't thank our
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retired principal Rudy Rudolph for her coordination and all of our department heads who contributed to substantiating a yes or no here I know you see a checklist but there's actually a lot of documentation that comes with each and every one of these line items I think folks have noted the the academic areas where certainly we're doubling down and we've already reorganized our focus centrally to build out that scope and sequence which is an audacious goal to do in the next six to nine months PK 12 in the way that it takes most districts two or three years but we have a hundred and fifty teachers on board who are helping with that task which i think is massive and and impressive and then there's a lot of items on here we didn't speak about tonight that are also following the operational arena and I just want to thank folks for keeping up the work there and make sure we're meeting standard and compliant and the work is proceeding there but I hope that a year from now when we talk about division 22 again even though this is just a compliance issue that we can recognize we've made a lot of growth in these areas thank you very much we look forward to the next year's report thank you alright at this point the meeting we are going to have committee reports and I'm just gonna maybe start with director Rosen an injury committee met so the health safety and accessibility committee met in I guess early yes a couple weeks ago I was gonna say early January so it was a couple weeks ago we talked about the three issues essentially we get first we have an update I'm lead in water situation so as of today 15 of 90 schools are back online kids are drinking water so we have 75 to go and although were I think behind where we would have liked to have been when we were first starting out the process is accelerating so I think we're a good place to finish up all the schools by the end of the year or before school starts next year the second thing is we got a quick update on other safety issues like let paint asbestos and fire protection the big news around this topic is that at our meeting in February we'll have a draft health and safety and accessibility plan that covers all of the health safety and accessibility issues that we're dealing with in a timeline for how we're going to address the concerns this plan was due in December so I'm anxious to see it in February then two other things quickly next month we should be meeting with the bonds stakeholder advisory committee to talk to them about all these issues since since the health safety and accessibility work is bond funded we'll be going back to them and showing them the draft plan and then finally we saw a draft ad a transition plan in the meeting and so we're starting that discussion and that too will go before the bond stakeholder advisory committee that's it director BAE leave your committees already the work product of your committee unless you have something else great yes there is a one other item that we voted on in the committee which I wasn't sure I thought it was gonna be on our agenda tonight that apparently don't be on our next one and that's - we voted 3-0 to recommend undoing the boundary change from Alameda to Rose City park because involved a small number of kids and Rose City Park in our current projections will be quite full in its first year and so it doesn't need that next meeting Church Esparza Brown has the teaching-learning committee met echoing yes teaching and learning yes okay so we met on January 17th there were three items on our agenda we talked about middle school community engagement there was lots of discussion and reports of the large amount of outreach that both new planning principles for to middle schools that will be opening the outreach that they've done to community and parent community so stuff is really happening
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they're going full-bore there and that was exciting to hear then we had our discussion around the curriculum for the middle schools that will be opening but also addressed a broader curriculum of middle school math which has been problematic in terms of equity of offerings and so the timeline will be that we'll start revisiting kind of that scope and sequence belief next year so by academic year 2019 we should be you have robust math offerings for all middle schoolers so I mean we're that's a focus that'll take some time to for us to get there but we realize that that's an area that we need to address and the third item was summer programs which has also been somewhat problematic so we were given kind of a matrix of where we've identified all of the current summer offerings and the agencies that sponsor the offerings the target students which I don't think existed before so it was really helpful to have just kind of tracking of what's available and in particular you know who the target audience is for those programs are and it is evident that we need to look at summer programming in terms of what the district can offer that will support students that need academic support during the summer is that that's really a missing key there's very little of that there are some for migrant students some for specific specific populations but not in general so that is an ongoing we'll come back and revisit that we're asking them to gather more information in terms of the kinds of financial commitments that programs that are that we offer in the summer that we don't that are supported through other agencies so what's the partnerships look like so that we identified kind of where we're at financially and what Woodleigh needs to be going forward so the next meeting will be February 20th thanks student rep Lee yes I chaired the meeting after not meeting for a while due to winter break and you know being at December and everything Superstock met about two weeks ago and next Tuesday January 30th Superstock will be meeting with all the ASB student body presidents from each district high school including an LLC for the very first time ever just to build a relationship between between the district student wise and nine district high schools including LLC so that as we're Superstock is developing away in a model to bring us issues from the school to the district and how we do want to do that and what means of communications and what channels of communications do do we want to take in order to bring school problem to the district and how two or three students come to each board meeting and provide testimony right rather than maybe once a month or once every other month Superstock has also been working on their 2018-2019 work plan just as so that we have a work plan of and we stay on track to on our work and not fall behind in Campinas years we've already started our recruitment for next next year's super SAC commit council so that they can start off in depth planning of what they want to do in their projects in the summer in implement those by the school year and then the Multnomah Youth Commission has reached out to us on their proposal for starting later school later school time so hopefully in the near future we'll be able to set up a meeting with them and hear their proposal and the from there the council will vote thank you I had a report from last board meeting I was only at the board meeting for a portion of it so I didn't have a chance to report the special committee on board policy and governance had a meeting and had four topics that we discussed a nepotism policy which the district is lacking so we had a sort of preliminary discussion about what direction we wanted ahead with that policy it actually he's probably going
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to be more of a conflict of interest with a nepotism policy sort of under that and then we had a discussion about the school facility and school related naming policies we have a act of complaint from the Franklin community around the Quaker name and so in addition to looking at what the district has approached should be to that complaint we're also taking up looking at a larger look at the place names for various facilities and other related items things in our in our district and what they're named after we also had a further discussion about the complaint policy which is one of the items that was in the division 22 report that were on track to modify the policy so it's compliance with state law and then we also have an update on the public records policy and I guess one last thing for the rest of the board we're currently looking for a time for a longer works work session and the planning seneca around that is really integrating the committee work plans and the sort of superintendents and staffs work plans where there's a alignment or overlap so that we have a discussion draft document that will bring to the to the full board when we have this extended work session so we can get a get a road map for the rest of the year prioritize what are we gonna commit to try and do this year and then what we will put into next year's work plan and we're working with the superintendent's new chief of staff on that do you have a fao committee have any we we had a we had a meeting of the finance and operations committee scheduled but we cancelled because staff told us we had a couple of items on the agenda that staff said they needed more time so our next meeting is the 30th so January 30 you know if I can just add it appears measure 101 passed so that's one whole body of work that we're not gonna have to do thankfully so once again thank you to the voters of who who passed this critically important measure thank you director Anthony the Charter Committee meet the Charter committee has not met but I should let you know that the Oregon School Boards associations board and legislative policy committee met this last weekend I want to let you know the OSB a is doing very very well as an organization very well financially it's hired on some new staff and has added some new services and their their influence in the state is clearly growing so that's very good director Moore and director constan were also there for the legislative policy committee meeting they may have things they want to say I would just mention since the UH the legislative policy for the next two years is still in draft and has not been finalized that I was very encouraged to see the direction that the body as a whole wants to move it seems to me it's much more much more sensitive and it's much more centered on the students and again I thought that was very very encouraging director announced am i can take up where you left off with just a few notes on from the legislative and policy committee of OSP a so they are based on the input from the representatives this weekend will be drafting the first draft of a legislative agenda for 2018 around five or six key issues stable and adequate funding local control including no unfunded mandates for schools school districts significant I think to echo what Paul said I think there's significant energy from that body around driving conversation around tax reform
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in this state and as well as also addressing cost drivers in the system so to know that measure 101 has passed is a huge relief as that was a great unknown that everyone was anticipating whether it was gonna have to be the subject of the special session here coming up next month so good work there and then our legislative and intergovernmental committee met and spent some time talking about the short session of the legislature which will take place next month and a few issues that we'll be watching and monitoring there one of which is a technical fix that we'll be working on that has to do with the language around collection mechanisms for the Local Option revenue and our religious or staff will be down in Salem just about full time in February keeping an eye on how things progress and then we talked about our committee is working on developing an endorsement a policy on making political endorsements as a board so at our next meeting we'll look at the first draft of language and guidelines around that as well as at our next meeting staff will bring forward our title nine sexual harassment policy which has been long in the making and we can hopefully move forward and then we talked about our work plan for the next items on the next three or four months and then really the latter part of the year just working on developing as a district our own legislative agenda for 2018 so that's about it director Funston we have one other thing we're going to refer to your committee the city of Portland recently adopted a seismic retrofit incentive and basically it's funded by implementing a tax exemption program for property owners and obviously is a jurisdiction that collects taxes if there's an exemption it would result in less fewer resources for school districts but the way that it's set up it allows the city or county with agreement from local jurisdictions representing 75% of the property tax revenues to adopt and implement this program so it can only be adopted with the consent of jurisdiction so it looks like we should formulate a point at point of view and it seems that your committee would be the place to have that discussion we can refer that to you yeah great and then we can come back and communicate but our point of view is to I think the city mm-hmm great thanks anything else do we know the results of the OSB election runoff no I think it's open through the end of this month yes director mores been too busy to campaign she's been like locked in the p80 bargaining room all right so is there other any other business or other committee referrals great so we're now on the business agenda then now the board will now consider the remainder the business agenda having already voted on a resolution five five six six board members are the items you'd like to pull for a separate discussion then vote I would like to pull five five six eight please which is which deferral of resolutions by four eight zero and five four eight one so we can pull that out so I'm gonna can we move the rest of the business agenda so miss yu-san are there any other additional changes to the business agenda do I have an emotion and a second to adopt the business agenda with resolution 5 5 6 8 removed so moved second director Anthony's moves and director consume seconds the adoption of the business agenda miss Hewson is there any public comment on the business agenda no is there any board discussion on a business agenda the board now will now vote on the business agenda all in favor please indicate by saying yes yes yes the business agenda is approved by
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vote of 7 to 0 with student rep and chair translating yes now let's go back to resolution number 5 5 6 8 do I have a motion to adopt director Rosen moves and director Bailey seconds the adoption of resolution number 5 5 6 8 I don't think there was some be any public comment because it was part of the business agenda for discussion the director Anthony I would just like to say that I've been following these two issues for many years far longer than I've been on the board and I believe that the superintendent is the right place for them to be handled [Music] just point clarification do you think the resolution does that so maybe I should explain so thank you to former director Buell who provided a reminder to board leadership that these have been adopted by the previous board when we got the reminder we were we're already four months past the October date and we were within three weeks of the February 1 date and so the purpose of referring them to committee is just a legislative referral in the sense of we have resolutions that are overdue we are just going to send it to committee asks for in consultation with the superintendent asked for the superintendent's staff's recommendation on what the dates are that they can fulfill the this work so this isn't going to be the board doing the work it's this that's the same direction it's just providing new new dates we could have done it at the full board level I've got a broader hold the solution but it just seemed to be better to send it to committee have them basically kick out the two resolutions again but with dates that reflect when the superintendent and the staff feel they can deliver the work if I could add you didn't want turning the report on your first day of work these are two important resolutions I think one asked to have us articulate what are what are the professional development plans at the school community level and certainly we have those inventoried would have those catalog staff has done a lot of digging we have some draft memos prepared I just think it warrants a conversation an in-depth conversation because we have 86 PD plants and you know our work moving ahead is how does it all fit with sort of a coherent instructional framework and priorities moving forward and that's an important conversation so I mean we're looking forward to sort of a next opportunity which ever opportunity of the board identifies as the appropriate one to begin to have that conversation and then the second topic was around you know how we're serving our allows students we also have articulated and have a memo prepared on that and we want to get into that conversation as well so whether it's in committee or with it's the whole board I just want to make sure we afford it sort of the time and the dialogue that it deserves and we have the staff on deck and if you wanted a our highlight we could certainly do that this evening but I just think we should you know create a dedicated time to be able to do that and the more board members the merrier and I will say I think one of the benefits of the actually of the delay is with tonight's announcement of a tentative agreement and moving towards ratification that I and I think the spirit by which we reach that tentative agreement they'll will be able to have they'll be able to have the discussions between superintendent and school staff and professional educators in a in a very different environment that if we were trying to have these conversations three months ago and also just will you know that new contract provisions assuming it's ratified we'll really in well inform many of these many aspects of this I think that's an important point I mean we'll certainly present what the the offerings and the professional development activity has looked like to date and a lot of us who
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are new here have you know kind of worked in a catalog that but the real conversation is what are gonna be our priority areas moving forward and you heard a little bit about the scope and sequence work that's occurring thank you dr. Luis Valentino for your leadership and the team there how are we gonna address what we know are gaps right now in ensuring we have a viable core curriculum across our grade levels how does the professional development that we provide and sponsor at the central level cascade down into the work that we want to support our schools with their individual PD plans and I think as the public and our administrators learn about the details in this collective bargaining agreement ensuring that we have dedicated time that's used in a purposeful way to to move our academic agenda forward as is probably the most critical work that we could do as a school system so I don't think it's gonna 1 I don't think it's gonna be a one meeting conversation but I think in the spirit of what I think these resolutions are trying to address I mean that's gonna be ongoing work for us and director Anthony I think your point is well-taken this could have been worded differently to be provide more clarity but the board is not going to be making a recommendation on either professional development or ESL we're going to be recommending a new date by which the superintendent and staff will provide the plans as specified the resolutions any other discussion all right alas we've resolution five five six eight has been moved and seconded all those in favor please say aye any opposed no the resolution five five six eight passes by a six to one vote with direct student rep Tran voting yes and let's see so finally there's one final agenda item the board will be voting on that relates to the education record of a student and the board is prohibited from disclosing confidential student information and consequently the board cannot provide additional details regarding this issue although we've already had information supplied to us and discussion and the appropriate venue board members do I have a motion to affirm the superintendent's decision in the matter that was discussed in this evening's executive session so moved second director Anthony moves and director consum seconds the motion to affirm the superintendent's decision board members all in favor please indicate by saying yes yes yes all opposed disappointed for clarification is the student rep allowed to vote I don't think so so I should be looking at the student rep allowed to vote on this it's hard to hear and we need to not be in a straight row next time like I didn't hear the question I was asking our counsel whether the student representative on a student discipline okay so the motion passes the superintendent's decision is affirmed by seven to zero vote and at this point the next regular meeting of the board will be held on February 13th you wanna gamble this out Moses this

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)

2018-01-23 PPS School Board Regular Meeting

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Event 1: Regular Meeting of the Board of Education - January 23, 2018

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