2018-03-06 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2018-03-06
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education - March 6, 2018

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good evening everyone the regular meeting of the Board of Education for March 6 is called to order welcome to everyone present and to any television viewers for tonight's meeting any item on the agenda that will be voted on has been posted as required by law this meeting is being televised live and will be replayed over the next two weeks please check the board's website for replay times the meaning is also being streamed live on our PBS TV Services website this evening as always we have the PBS Ombudsman Judy Martin attending the board meeting Judy is straight in the back specifically Judy will be here to listen to all the public comments and if appropriate provide additional support to families who want or need it Judy can be reached at 5:03 nine one six thirty forty five or Ombudsman's at PBS net we also have interpreters with us this evening 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'll be located so please come forward thank you [Music] thank you so before we begin our agenda tonight I'm going to provide an overview the business the board will be conducting this evening we'll start with recognition of our classified and non representative employees then we'll hear - - first readings of board policies the board will then consider a resolution related into gun violence in our schools listen to public and student comment and receive a report from the superintendent the board will also this evening vote on the 2018-19 school calendar begin our discussion on the 2018 budget and then consider a step three complete so with that delighted to start the meeting this evening with a recognition of our classified and non reps and employees and I'm gonna ask two board members directors Bailey and Anthony to presentation good evening tonight we're recognizing our classified and non-represented employees these are the people who keep our schools clean the bus drivers who transport our children everyday cafeteria and nutrition service workers who keep them fed they keep our children safe they keep the lights on in our buildings they keep our libraries running they connect our children with future career possibilities they are the secretaries who keep our schools running and the paraeducators and the occupational and physical therapists who care for our most vulnerable children we are very deeply grateful for all of your contributions and all of your work director Bailey thanks so I'd like to read the resolution that we will be voting on Portland Public Schools classified and non-represented employees are essential members of our educational team from the moment a student steps on a school bus each weekday morning their learning experience is shaped by members of our classified and non-represented staff on the front lines and behind the scenes are classified and non represents staff are in a unique position to influence our school communities they create a positive learning environment for our students by assisting them in the classroom preparing and serving meals caring for their physical needs transporting them keeping them safe and aiding their families classified and non representative staff keep our administrative and school offices humming attend to our buildings and
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grounds help us communicate with each other and our community Shepherd supplies and equipment and because of this vital and integral role we are grateful for their work and support the Board of Education for Portland Public Schools acknowledges and applauds Portland Public Schools assistive tech practitioners attendance monitors book clerks bookkeepers bus drivers campus monitors clerks community agents certified nursing assistants custodians educational assistants whether before ESL programs headstart or general education food service assistance instructional text insistence licensed physical therapist certified occupational therapy assistants maintenance workers nutrition service workers orthopedic equipment technicians occupational physical therapists their educators secretaries security Tech's sign language interpreters transportation route schedulers that's almost a twosie analyst associates coordinators functional leads developers advocates evaluators photojournalist supervisors technicians and specialists and senior specialists and more to numerous to name for your efforts on behalf of the more than 49,000 students at Portland Public Schools of our community the classified UNAM represent employees deserve our collective recognition and thanks and I'll add our respect thank you so be resolved that the Board of Education declares March 5th through 9th 2018 classified and non-represented employees preciate in recognition of the many daily services provided to enrich and support students in Portland Public Schools toward their highest achievement possible be it further resolved that the Board encourages the Portland Public Schools community to join in honoring classified and non-represented employees for their impact on our students and our community so moved we're gonna vote on in a minute but I'm gonna ask super tech girl yes I'd like to invite our chief of Human Resources or as we like to say a talented culture kindly Rogers up to share a comment on our behalf to introduce the PBS I'm thrilled to be here tonight to introduce the PBS classified and non-represented honorees who were selected by their peers to be honored here tonight during the 2018 classified and non-represented appreciation week we received over 300 nominations this year selection of the 16 honorees that we will honor tonight involved our union partners and was very difficult given the many outstanding and deserving PBS employees nominated each honoree you will be receiving a paperweight inscribed with the PBS logo and the words outstanding achievement each honoree will also receive copies of the nominations submitted on their behalf and a copy of tonight's appreciation week resolution I would like to individually call up each honoree attending tonight to receive a gift from the superintendent in the school board honorees please be sure to pause a moment at the end for a photo math andr Fenner paraeducator at Chapman [Applause] Craig against custodian here at be ESD
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[Applause] Talisa Tulisa Green student success advocate alliance high school at me [Applause] [Applause] Cecelia Hornbuckle vice principal secretary at Roosevelt [Applause] [Applause] Kathy Huk educational assistant at Vernon [Applause] [Applause] Irma Johnson library assistant at Benson [Applause] Madeline kokis high school career coordinator at gray [Music] [Applause] [Applause] [Music] [Applause] truck ly educational assistant at Rose way heights [Applause]
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Leora mahoney bus driver student transportation [Applause] [Applause] Amy Wroe ona student success advocate at right [Applause] Melissa Watson asset management technician here at the BSC [Applause] [Applause] and this next one not only being honored tonight but celebrating a birthday today Karissa yeah Zelena white campus security agent at Lane [Applause] [Applause] several honorees were unable to attend this evening so I would like to announce their names Tony gay electrician here at BSC Jennifer George nutrition services lead at Dunaway Tang Winn custodian at Rose Way Heights and Tami - sure transport route scheduler in student transportation now I would like to ask the audience to join me once more in thanking our honorees for the incredible work they do each day for the children and families of the Portland Public Schools community [Applause] thank you once again to all our valued employees for your recognition and your for your service to our students thank you for for being here this evening
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there's one last piece of business we haven't yet voted on the resolution so can I have a motion so moved the resolution has been moved by director Bailey it's been seconded by director Esparza Brown all those in favor any opposed student rep Tran aye motion passes 7 to 0 is student rep Tran voting yes congratulations [Applause] so next we have a couple of first readings of our policies we have I'm gonna ask director Khan's damn who these keep these resolutions came out of her I'm sorry not resolutions these policies came out of her committee so director Khan's damn you want to share with us the policies thank you very much so we have two first readings tonight one is for a new poll no policy a teen dating policy which is actually mandated by state law another is a revision to our own non-discrimination anti-harassment policy this has been a long time coming these revisions to our anti harassment policy and we're going to ask Mary Kane from our legal counsels office to come up and talk a little bit about the substance of the revisions and of the new policy but I wanted to set a little bit of context which is the initiative of the school board to take an fresh look at this policy it's really been over a year now that we wanted to go back into the anti harassment policy and make some revisions it was precipitated partly by the settlement of the Whitehurst case and the concerns that came out of that and also by some really I want to call out the courageous leadership of one of our students who is now in college Annabelle Schwartz who as a senior at Cleveland was a real champion for pushing the district to make necessary revisions to the anti harassment non-discrimination policy and and the other piece I want to mention which Mary will probably address too is that these policy changes that the board will eventually adopt are being put forward in concert with some really significant work on the parallel administrative procedures that accompany them and that's really where the rubber meets the road as they say that's where we provide the guidance to all of our employees on the ground for how to implement new policies and policy revisions and make sure that they have the training to not only comply but to really be supportive supported in their judgments in dealing with these situations so Mary thank you very much for your work on on both of these and thanks for providing a bit more detail policies in that they are both intended to create a safer environment for our students and the teen dating violence and domestic violence policy is as you've mentioned it's a state mandated that we developed this policy it will address both sort of Rhian helped us through the 80s to develop an enforcement policy a complaint policy as well as there's an educational piece that is required and so those two will be flowing from the I'm hoping an administrative directives will address that similarly we expanded upon the non-discrimination policy we have kind of more clearly defined what discrimination we are prohibiting and we've also in the new in the proposed policy offered information about complaints to where they could be addressed as well as the title nine coordinator position and what work that coordinator will be handling as we remember constant mentioned a lot of the work is going to be in the administrative directives that flow from this the intention was to create a very
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broad umbrella in this policy and then do a lot of very detailed work on anti harassment investigation again Investigations for harassment claims as well as for those sexual harassment teen dating violence sexual claims through the title nine coordinator position we've done we've started the work on that already and hopefully with this passage we will we will complete that work shortly I also wanted to add that even prior to this consideration of this first reading and the board's eventual adoption the district has already provided stronger guidance to our through our principal leadership to really help instructors and administrators with handling these types of concerns we've started the trainings um the title nine trainings at the administrative level and the intention is to continue that and for that to a broader range and that will be we'll be able to do that more in depth once we have those ABS completed so just a clarification that teen dating violence domestic violence that is a new brand new policy it's a brand new policy and the other one is a set of revisions correct yes and I hope you have in your packet the original I included the original 21 days and the new policy has any all complaints regarding sexual harassment and sexual violence should go to the title 9 coordinator do we anticipate that about the time when we're done that will have me we haven't we have a title 9 coordinator currently it she's an interim at this time and we've begun the process to hire a full-time coordinator fourth paragraph says complaints regarding discrimination and anti harassment the first policy revision any other questions or comments be worth during the first reading process so we'll have lots of lots of time to work through any other just high-level comments or questions for Mary keener director Cranston great so these policies after tonight's after their they've had their formal first reading tonight they'll be posted up on the web page under the board policies section section under drafts so people will have 21 days to comment on them the last day to comment being March 27th 2018 the contact information for public comment is also posted with the policy so people are interested in commenting all the information should be there online and then and then I also want to tonight so thank you we're done with the first two meetings of those policies and thanks to the committee for their hard work so also on a flag as long as we're in first readings that last week we had four four new draft policies the naming school district property policy the public access to district records the cash management policy the diploma requirements for veteran's policy those are already posted they're in their 21-day comment period so we have six policies that are up for comment and the last day to comment on those four policies is March 20th so thanks to all the committees for I think that represents several committees work so thank you for everybody for getting those out and we look forward to getting any feedback from parents community employees so next off we have a resolution on gun violence in our schools and I want to recognize two
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before director comes Stan opens up I wanted to just recognize two board members who worked on this director Const am so at the catalyst for the council for great city schools to put together a draft resolution on the topic and I want to thank director more for really customizing tonight's resolution to an Oregon context so thank thank you both for playing different different roles in this director comes down before us tonight so Portland Public Schools is a part of the Council of great city schools which has 68 member districts across the country including Broward County in Florida which had our most recent school shooting episode collectively the school districts serve more than 7 million students and so as we were in this moment that we you know happens again and again that we all can't believe of having to mourn another set of students it seemed to me that this organization should be front and center in the conversation around school safety and so I reached out to the Council of great city schools to say what are we gonna do collectively as school districts to really stand up and say never again and the council has crafted a new legislative agenda that they're going to unveil at their legislative and policy conference in Washington later this month that some of us staff and board will be attending which is a pretty aggressive agenda and this is a powerful lobbying organization and a well-respected voice in Washington that is listened to on the hill as I said representing more than seven million schoolchildren so the follow-on to that conversation was hey we should have a resolution that each hopefully every member district can adopt to so that when we speak we say this is coming forward on behalf of all these member districts representing all these students families and educators so I won't go through the whole resolution it has been posted but it has it is very strong I'll go through each of the salient points first and foremost that we stand with the students of Broward County public schools in the nation and demanding effective and comprehensive action from the federal government to protect school children calls on the Congress to ban the manufacture sale purchase possession and use of all semi-automatic weapons and large capacity ammunition cartridges except those needed by the military and law enforcement calls for strengthening universal background checks calls for federal agencies to form a task force to reduce a number of gun related injuries and deaths stands against the arming of educators which as you know is an active conversation so it's pretty significant that this this broad-based organization is is drawing a line in the sand there and then goes on with several other measures calling for federal investment in school security systems in school counselors and all of that so I want to thank director more for adopting this for Portland Public Schools and you know Rita commented earlier that this is a this is not a watered-down statement from this very powerful organization this is a we have had enough and we will not stand by so it'll be very interesting to take this message to the hill on behalf of all of these people who serve children every day so I'm really proud that we are a part of it and we can lend our voice to this national movement Thank You director constant or more yeah I just wanted to say a couple things we're not we we all got a copy of the resolution - proposed resolution from the council and I have to say I was a little stunned when I read it I don't think I've ever seen anything coming out of a national organization that advocates for this level of gun control I am beginning to think that we might actually get something this time for the very first time this has been brewing for decades
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and it feels to me like we're finally maybe turning a corner and I'm I'm very glad that the PPS board is going to be weighing in and I think this is something I would encourage all school boards in the state of Oregon to take this up as well and I just want to point out that sin the school shooting in Columbine in 1999 which is generally seen as sort of the beginning of the era of school shootings there have been school shootings in Oregon at Thurston high school and Springfield Spring Water Trail High School in Gresham Reynolds High School in Troutdale in Umpqua Community College in Roseburg in addition to the hundreds of other episodes that have occurred across the country roughly one Argonian per day dies because of due to gun usage from suicide or murder or accidents this is a public health issue and it is it's something that our students are worried about every day and it is the responsibility of the adults to take care of them so I'm thrilled that we're passing this and I'm amazed that the Council of great city schools has taken this on so I'm for the very first time a little hopeful I think another part that I forgot to mention is just really lending some support to the student leadership on this issue nationally locally well I think it shows a great a great stance for PBS now we want to make sure that our schools are safe for our students and that instead of putting guards up in our schools that we're printing guards out there in the world and not in stores and places of purchases instead of going the other way and arming our schools or metal detectors shows are real I think shows support for student for students and putting students first that matters that students feel safe and that we don't want to turn this over you know make sure everyone else believes in our schools yeah and that includes our staff as well somebody with three PBS teachers in the family it's something that's always there in my mind miss Yusa is there any comment public comment on this resolution kind of a motion on resolution five six zero six so moved second it's been moved by director anthony and seconded by director constan a motion to adopt resolution five six oh six all those in favor please indicate by saying aye aye opposed student representative the motion passes on a seven to zero vote with student rep Tran voting aye and just to thank you for all of our counselors and and everybody who works with our kids to support them and our security folks as well absolutely thank you also we'll ask that the district staff forward on this resolution to state officials and I think you can take it yourself when you go to DC so we can effectively deliver our message it's superintendent railroad we have probably time for your report before that time certain well good evening everybody congratulations again to our classified and non-represented employees congratulations and thank you for your service well I want to continue to speak today this evening about how we as a school district are addressing our response to the unfortunate tragedy that took place this past February 14th at Marjory Stoneman Douglas High School in Florida I appreciate our board's courage and adopting this pretty assertive resolution this evening March 14th is a date that has been identified for schools across the country to pause and
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reflect on the terrible incident that took place and to promote a diol around school safety please know that we have sent guidelines to all of our school principals and encourage all of our educators to lead appropriate activities during this very teachable moment PPS is supporting activities that promote safe and supportive schools we are working to provide instructional resources to our teachers we are developing a web page that will list resources suggested lessons and other useful information you can find that posted tomorrow at PPS net backsplash moment I also want to publicly thank PA T president Suzanne Cohen for communicating a similar message to teachers across the district as well we are working with principals so that we are aware of all planned activities scheduled to take place on this date March 14th families may also have seen a related message that was sent earlier today as well on this date and every other day frankly student safety is our first priority and concern please know that we are monitoring planned activity as we learn of it we are working with our principals school safety teams our district security team and continue to plan this morning was another example of that of our collaboration and partnership on preparing for days like these with the Portland Police Bureau as well middle school update I just wanted to put a shout-out out there for the Harriet Tubman middle school community they had a tour this past Wednesday evening it drew over 400 people which was a much bigger than expected turnout shows that there's a very strong community interest and excitement in opening that school and moving forward so glad to hear that that was an exciting evening for our Harriet Tubman community I wanted to give a little commercial plug to an upcoming Portland Workforce Alliance activity on March 13th this is an annual breakfast and job fair for our youth it's my first one I'll be attending but I understand it's quite a production it's one of the ways that our students get to meet with the business community and I encourage them to start thinking more deeply about their future role in the workforce part of that event is dedicated or devoted to a job fair so thousands of our students will be bused into the Convention Center and will get a chance to meet with a wide range of business and industry representatives high school musical season will be what we've been talking about having an arts focused upcoming board meeting but I wanted to take the opportunity to share just a sample of some rich arts activities that are happening now because I don't if I don't mention them you might miss the shows and I don't want you to miss some some of the following student productions given it is season for high school musicals Cleveland is rehearsing Legally Blonde Franklin will stage anything-goes Grant and Lincoln are each performing into the woods on March 8th jefferson is staging a school play for the first time actually in several years called 12 Angry Men Madison is having just wrapping up a staging of high school musical and is getting ready for am a production of a student directed one-act play and films Roosevelt has The Miracle Worker and Wilson is putting on a series of short student written plays under the umbrella title of shut up you can't tell me what to do you're not my real dad quote-unquote so for more information I just want to encourage everyone to visit the school website or see today's edition of the pulse and hope to see many of you at these student performances congrats to our student performers and then I wanted to end finally this evening we're celebrating a lot of our high school basketball teams and many of them are heading to statewide finals this week we'll be cheering them on I want to wish good luck to Benson Grant Lincoln and Jefferson but I actually want to share with you this evening a short video it's about another group of student athletes and the power of sports for all of our students including diverse learners unified sports brings students with intellectual disabilities together with general education stew for good spirited competition so I hope that you enjoy this video of the unified basketball program at Grant High School [Music] [Applause] [Music] we're having a game with Wilson it's really big and I really hope my team can
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get the win it is an opportunity for students who have special education needs to join their general education peers in a basketball competition the message is that all students regardless of ability and different differently-abled lists should have the opportunity to play to play sports so to be part of a team it makes me feel that it just makes me want to make more baskets it's amazing to see the kids and have our the general education students of special education students all coming together and cheering each other on and the rolls are kind of reversed so this is a highlight of a sporting event that normally you know you wouldn't see students necessarily participating but this is their game it's a lot of fun for me and for the players they have a lot of fun out here [Music] [Applause] [Music] [Applause] it makes me very happy the basketball is always good [Music] I just love everything about it thank you that concludes my report Thank You superintendent Guerrero nice way to wrap up your report before we begin the public comment tonight I'd like to review our guidelines the board thanks for the community for taking the time to attend the meeting and provide your perspective and insights to the board we value public input because it informs our work our responsibility as a board is to actively listen with our electronic devices turned off a quick reminder that board members in the 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 appropriate guidelines for public input emphasize respect and consideration for others complaints about individual employees should be directed to the superintendent's office as a personnel matter presenters will have a total of three minutes to share your comments begin by stating your name and spelling a last name for the record during the first two minutes of testimony a green light will appear when you have one minute remaining a yellow light will go on and when your time is up the red light will go on a buzzer will sound we respectfully ask at that time that you conclude your comments so with that Miss Houston will you call the first two individuals lissa Zuniga zun iga thank you Board of Directors I'm addressing this though most specifically to You superintendent cadet oh I think the majority of the board here has heard my fix it on the front end testimony at least three times already in three years in a row what I'm about to tell you may come as a shock I know it came as a shock to me and my husband when we took in two foster children PPS students grades 2 & 6 back in the spring of 2015 like most children in the foster care system they missed a great deal of school like many PPS students foster or not they were academically behind and so with the school year drawing to a close I started asking about summer school opportunities and never once occurred to me that such supports were all but non-existent in PPS I learned that title 1 schools had summer programs but only for students enrolled in those schools I found a handful of Sun schools that recognizing the high needs of their students had coordinated academic summer programs but again limited to their students and with little to no support from the district I met Tim Schultz who was on his way here I don't think he made it a teacher at Harrison Park who in direct response to an urgent need had created PDX summer school but felt unsupported by the district and eventually gave up even though a PSU study showed that students enrolled in his five-week program made market gains PPS did offer a two-week summer program for ESL students which my boys were invited to attend after my persistent inquiries to say the least they were utterly confused by that experience I've
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had children in PPS for 17 years and I'm well aware of budget constraints but I firmly believe that offering year-round supports for all struggling students should be a priority hence my mantra fix it on the front end sadly my children are aging out of the front end of their public school education but I'm here on behalf of all parents and educators who experience anxiety as June approaches knowing that academic gains will slow stop or shift students are succumbing to Summer Slide instead of building on momentum what a huge waste I urge you to look at PPS summer supports or lack thereof and think about how much greater the gains could be if the offerings were consistent and served all students resources are being underutilized simply for lack of coordination an absence of an overarching strategy please design a budget and a plan that speaks to PPS is compelling goal every student by name will meet or exceed academic standards if you don't have the bandwidth and partner with groups like Saturday Academy and University of Portland which last summer jointly offered a five-week tutoring program that focused on reading and math rounded out by steam classes that my children found absolutely compelling I touched base with them this morning and learned that they need facilities for starters regardless of how we get there I'm on the last sentence it's time for PBS to actually offer year-round supports we've waited for three long years please take this step toward bridging the divide between students who walk across the stage diploma in hand and those who fall by the wayside thank you thank you and Andy good evening thank you for listening tonight my name is Andy lore last name is spelled LOH are I'm here tonight to express my extreme disappointment with the decision by Portland Public Schools to let the pre-kindergarten program run by Irvington extended day and located in Beaumont middle school to shut down near a mom horse program is one of the chief reasons our daughter Zandi now eight arrived at Alameda elementary so ready for kindergarten you know that several of her friends there moved onto Saban and other schools just as ready as she was and we look forward to sending our son Ruben for following in her footsteps next year it is an indispensable part of the Northeast Portland community more affordable than private preschools convenient for families with siblings and neighboring elementary and middle schools and in line with your district-wide goal of enhancing early childhood education in an equitable manner when I first heard the pre-k was losing its space at Beaumont my first response was I guess they really need the space after learning more my sad conclusion that this is happening because of indecision and lack of leadership the people who have been involved with the decision and communicated it to us miss King the Director of Planning and asset management miss kau and real estate program manager if you are in charge of planning and asset management and real estate programs respectively then plan your assets and manage your real estate so that good programs don't have to close down for no good reason if the district is not ready to make decisions about how to allocate space for next year I want to know why were the Beaumont art teacher and principal allowed to make an executive decision about their space after enrollment in the pre-k it already begun no less Miss Reiko Williams the principal at Saban has indicated that she would happily give the pre-k a home and the pre-k would be happy to move to Sabin as far as I can tell there is no legitimate reason why Sabin would not be a good home for this program instead the program is going to close its doors because you're and I'm admittedly paraphrasing not sure what's happening next year you will have to forgive me for the venom in my tone but after holding her breasts through last fall's proposed boundary changes this is this second time PPS has pulled Early's threatened to pull the rug out from under our family rest assured we will remember these missteps the next time redistricting comes up and the next time we vote for our representatives on the school board I'm asking one more time for you to proactively help find a home for a great program next year mr. M impor pre-k staff who stands to lose their jobs I assume our son and his 30 odd perspective classmates all deserve better thank you very much for your time hi good evening I'm John Brady be rdy I'm the co-president of the Sabin Elementary PTA although I'm not speaking on behalf of the PTA tonight instead I'm speaking on behalf of my two boys the you interest and proud alums of the Beaumont Alameda pre-k program and also
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um the hundreds of alumni parents who have enjoyed this program Beaumont Alameda pre-k is an educational treasure and instead of fostering in the district seems intent on undermining it for three decades the school has educated pre-k students its beloved in the community and can boast hundreds of support of alumni families for the last eight years they have occupied a room in Beaumont middle school and the district promised the pre-k the use of this space for next year then without warning last month the district reneged on his promise this is left close to two dozen families scrambling after enrollment has ended at other pre-k schools you have to understand how difficult that is it has dealt a serious blow to a successful pre-k program this is a pre-k program with dedicated teachers it prepares its students exceedingly well it's one of the most affordable programs in the city and offers generous financial aid this is a program entirely in line with what the superintendent has said he wants to promote value and expand and without explanation the district has denied it the space it needs in the end for me this is about being true to our words we teach our kids to keep their promises so I don't think it's too much to ask the adults responsible for teaching our kids to do the same keep your promise to Beaumont Alameda pre-k and do it soon please the longer the pre-k has to wait the harder will be to recover keep your promise provide Beaumont Alameda pre-k with the classroom you said it could have so that it can do what it does best teaching kids thank you very much thank you both for your comments lastly we have good evening chair brim Edwards and members of the board my name is dr. ben hoffman h o FF ma n and I'm a practicing pediatrician at Doernbecher Children's Hospital here in Portland and I'm here representing both OHSU and the oregon pediatric society and I'm here tonight to express my strongest support for initiatives that would delay school start times for adolescents in the Portland Public Schools simply put we're failing our kids perpetuating programs and policies that fly in the face of existing science our unsleep and the biologic imperatives of adolescents well the science of sleep is indeed complex the facts about adolescent sleep are pretty easy to understand while teens may look like young adults their biology is fundamentally different it's a well-established fact that teens need between eight and a half and nine hours of sleep per night to function they're at the peak of their abilities and during pupil or changes in the sleep/wake cycle we find that most adolescents get their best most restful sleep between 11 p.m. and 8 a.m. at present in the United States approximately half of the public high school still commenced classes before 8 a.m. and Portland Public Schools are right on the margin of that in most cases school start times are based on anachronistic needs for agricultural workers and outmoded transportation programs and while I understand that the implications of effecting change in high school start times include many broader implications for elementary middle school students in the district I don't pretend that these changes will be easy to mitigate I do feel like they are important there are a number of trusted and empiric medical and health organizations who strongly support this initiative including the American Academy of Pediatrics through a policy statement the American Medical Association the US Centers for Disease Control who all recommend that that high school start middle and high schools classes start no earlier than 8:30 there's a lot of data behind this a large multi-state analysis from the University of Minnesota and the Centers for Disease Control concluded that delayed high school start times resulted in significantly fewer car crashes decreased tardiness and absenteeism as well as higher scores on national state nice tests I would suggest that later is better when it comes to this issue 830 recommendation was based on the fact that teenagers need eight and a half nine hours of sleep and don't get tired until 11:00 I would think that nine o'clock is the right time in reviewing the literature that exists and the facts that are known there's little doubt that teens would benefit from later start times you can try and fight biology but you assuredly will not win and more specifically our kids will lose as a pediatrician my career has been guided by one simple principle and that's to do what's best for kids I urge you to employ that principle and address the biologic needs of teens to allow them to thrive to make us all proud and to become the leaders that will take our fair city forward Thank You chair brim Edwards members of the board superintendent Guerrero my name is
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Steve Novick Nov IC K and I want to second the doctor's recommendation for later high school start times I would suggest at a minimum nine o'clock if students don't get tired until 11 they probably don't get to sleep until 11:30 and if they need at least eight and a half hours of sleep that puts you the age you're not gonna be able to get up get dressed and get to school in half an hour Seattle has gone to between either 8:45 or 855 for all of their schools I think that we should beat Seattle and go to at least nine the RAND Corporation says it's estimated that if you give teenagers an extra hour of sleep you can expect to see high school graduation rates improve by 13% and you can expect to see college attendance and improved by 9% an economist in California named Teddy Shapiro has estimated that giving teenagers an extra hour of sleep is equivalent to trading a teacher of quote average effectiveness that I know that's a hot potato until I talk about being a gravid to a teacher of 8080 84th percentile effectiveness finally I'm here to tell you that doing this would not be political suicide I actually pulled on this issue of my City Council race we had a question that said Novick supports later high school start times because we said what the research was and we asked people if they thought that was a convincing argument to vote for Novick 65% thought it was thirty percent thought that it wasn't perhaps more importantly only 16 percent thought that it was not at all convincing which means that at most 16 percent of people are really against this idea and I'm sure some of those 16 percent just thought no reason to vote for Norfolk was a good reason so I think it's actually less than 16 percent at this point I'd like to yield my remaining time I know this is technically against the rules but faisal Osman formerly Youth Commission is here with a couple of colleagues and it would be great if the Youth Commission could be heard briefly mr. Novik we have we don't allow people who haven't signed up because a lot of other people have asked to sign up well yeah what I what I would ask yeah but I would ask is any testimony be provided and we'll share with the rest of the written doesn't worry yes okay then in closing I would just like to say and I just apologize by saying that a lot of other people called in to ask to comment and we're not allowed to all right well then I'll disclose by saying in the immortal words of the Greek goddess of victory just do it you had me at the competition with Seattle miss Susan anyone else said that's it okay student representative Tran do we still have a student section 4 comma or have we so it's all together yeah the students have preference thank you I think it's okay so next speaking of the calendar this is more des days and dates versus times we have an agenda item that's of interest to families staff alike it's the school calendar I'm going to ask director as far as a brown is the chair of the teaching and learning committee to introduce this item this week and we reviewed the calendar that was the that was proposed by the superintendent which starts school in late August and gives a family week in November and eliminates late starts and early releases for the most part for elementary and middle school and we and we've gotten really good feedback from the community on the calendar as well so the teaching and learning committee is forwarding that proposed calendar for board votes which I did to add anything no we had a recommendation ready and it was referred to teaching and learning thank you for giving it some time our original recommendation was really unchanged as regards to the student calendar but what we did add in partnership with p80 is we wanted to make sure and include on the school on the student school district calendar also the the specifically designated days for staff PD teacher training the days up front in August so we wanted to clarify those details you have that most accurate version now and and that's being here for your consideration and I
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think what was impressive also is that staff shared with us the the many stakeholders that were whose input was considered in in really creating this new calendar so it also got us two more full school days right excellent point director constan so I just want to say I want to thank the superintendent staff for bringing forward this calendar I think it is one of the most student focused calendars we've had in I think my two decades with PBS a couple years ago we had some parents who started participating in the calendar committee and pushing for many of the things that are contained to this calendar including an earlier start which allows kids to get more instructional time before important AP and IB tests so thank you for bringing forward a calendar that I think really maximizes an OPS optimizes our instructional time for our students anybody else have anything they want to say about the school calendar there's two days professional development for teachers in August when they return to school and I think that's really important in terms of creating really successful environments and schools for our kids so I'm really appreciative of that extra day of PD in August the superintendent asked our student rep what he thought about it and what was your response this is a great calendar director more next year we talked about days start times for high schools just say one step at a time director I will I'll pile on to that in saying that it's best practice to adopt a calendar more than just a year advanced so once we get this in the bag let's start thinking a little bit ahead I think somebody might want to say something chief human resources officer I just wanted to add for the superintendent and directors and the public's benefit that as development days professional development days for our other labor partners are finalized that they would be added to the calendar as well so as our classified connections were the dates were finalized in partnership with them we would see that on the calendar on the website as well we recognize our families were very anxious to see the calendar we were working feverishly to plug in the other staff development days so that's what you're seeing sort of as additional detail I think it's important to note too that I think this calendar reflects wise planning in past years we haven't always planned in advance for snow days and I think we've got an excellent plan this next year regardless of whether it's a year like last year or year like this year so I think that should give our family something that they can really count on anything else just want to acknowledge you know nobody not will never have a calendar that everybody is happy with and we certainly received letters pushing back against some aspects of that we do read all those letters and here we are we're never gonna get consensus on this but we did have a lot of stakeholders weigh in on the front end of it can have a motion it's been moved by director Anthony and seconded by a director Esparza Brown all in favor please indicate by saying yes yes yes any nose student representative Tran yes the motion passes on a seven to zero vote with student representative Tran roading yes thank you the teaching and learning committee and all the PPS staff who worked on that especially Rudy thank you very much Thank You Rudy I don't think we would have been able to leave tonight if we hadn't Rudy wouldn't let us leave tonight without adopting this get that calendar out okay so our next agenda item you know this is this is somewhat of a forward-looking board meeting because in addition to the calendar for
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next year we're also going to have our first board meeting discussion on the 28 1819 budget we already had a work session and four on the budget sort of some principles and so we thought we'd ask the superintendent tonight to sort of walk through the timeline the guiding principles school staffing and anything else how you want to frame the start of the budget great and I'm glad we're gonna have a continued space to get into the details in fao and our budget committee meeting but we want to make sure and provide at least some high-level updates as often as we can as the budget continues to develop so we have here this evening our interim budget and finance team the the distinguished Jim Sher singer and returning back for more Ryan dutour as well as deputy Curtis and assistants to Lopez in case we need though for backup they're here as well avy room can put our two Tony on the screen so so you have the budget timeline in front of you so with way we'd start we'd we'd walk this will kind of give you some some expectations for the next four or five months this is relatively high level as you can imagine we have a lot of detail beneath this for our respective HR teams our instructional teams and our finance teams but kind of give you an idea of what to expect and when you'll be seeing information also some some key dates in here when we're gonna be preparing information for the public for fao and then for our CB RC meetings as well so we'll go through that piece we're also going to talk we'll give you some insight into into the analysis we've done so far to kind of give you some ideas on how we're thinking about revenue and expenses and then a pretty significant portion of this presentation will be given by dr. Curtis and Antonio Lopez on the staffing piece because that's the piece that we really have probably the most most definition around right now is that can I helps us understand a few p key key pieces so as you can see you know kind of the key pieces of work probably best to look at this from from left to right obviously a lot of work goes into the budget we're really working hard to make sure that this work helps provide focus for the district and good clarity as we as teams are reorganizing their work and that type of thing so our our central office and our school staff spend a fair amount of time on the budget work the next row down you'll see all the other work sessions for the board and what we have envisioned here just like this meaning is will be giving regular updates on the budget so rather than giving you one 250 page book at one time then you have to flip through we're gonna give you bite-sized pieces along the way as we know more to kind of help it's a lot so help you digest you know the that's the six hundred and some million dollars that are in our general fund budget you can see some key dates here when you get out into April to when the superintendent will do they will propose the budget at the end of April you'll see right now we have approval as of the end of may we have a proposal out to TS CC which they've responded favorably to to push that approval date into the early part of June they're definitely T SCC is evaluating multiple municipalities that point so they have a little bit of a project management they have to do they've asked for they've asked us for some things in exchange in terms of clarity and how we package the data but I I believe we'll be able to work with that it'll be there's statute around this and this is an exception to the statute so we'll have to ask for formally asked for an exception to give him that daily so we really pushed it back and so I made a lot of promises about how we would involve them in the process and get them data so that they can get their work done and assured them this is a one-time thing and when the next year rolls around we'll be more will be early for the reason why we asked for to push back the approval date is we're actually getting the budget later and if we're able to push back the approval date later it gives it gives the community and the the board and opportunities to spend more time with a complete package so it's just a variety of factors this year they'll give us more time so I think we don't just be a one-year deal we definitely have good arguments I'm just reflecting what he said you know in a way that tried to make his point for them so he knows we're representing him here there's a reason why we want to push that later so the last piece
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obviously we have to have the budget by law after the budget opted before the next fiscal year starts so this is toward indigene so it doesn't give us a lot of buffer but you know I think this timeline gives us plenty of time and room to process data give you good pieces of information so you can make good decisions our FAO meetings were also committing to deep dives Staffing will be one example and how we you know the calculations we use to put staffing into schools and in other places as the budget evolves we can be flexible and if their place where we want to look at deeper dives that's that will be the point of those of those discussions at your direction and then on the bottom for the community piece so that these this is probably the line that's that's the least define now that as the t SE c-- date is defined as in terms of how how we want to structure those discussions the kind of information we want to put together and really make those meaningful and and also focused so with that so we will talk you know here we are early March you can see that we go to see BRC later this week and we're gonna talk about staffing with CBR see once again kind of a good small piece it's a significant part of our budget but we have some moving pieces in there in terms of how we're making priority calls and resource decisions so we want to give them plenty of time to really get as deep as they'd like to on that and really understand the logic behind it so with that we're kind of an analysis phase right now to understand revenue and spending I'll turn over to Jim and you can walk through that piece of it so we have a next slide so the first part of the budget process as we said is superintendent is asking everyone on the leadership to you know it's not the right one they'll find it is the first part of the process is superintendent is asking everyone on the leadership team the Chiefs on the team to really rethink their contracts rethink their people rethink their strategies from the standpoint of are we getting results and this is true on the instructional side and the business side of the organization and so one of the things that on the Central's office side that came up about that is we a lot of vacancies in the central office right now and it didn't make much sense to be filling vacancies while we're rethinking what we're doing so the logic was that until until you really have an acceptable plan for how you're restructuring and knowing exactly what you want that were that that it doesn't make sense to fill vacancies because you need to know what you want before you go out and to get it and so I did an analysis of what that meant on the current service level side and that's what I hope would be up on the screen there it was so profound and but I do you have the paper copy sir yeah you have the paper copy so we can just work off of that I'm kind of old anyway so this helps this is very similar to the to the analysis you saw before the primary adjustment although there are a few other adjustments in it they're a relatively minor is that I removed the central office vacancies from the base expenditures and it took about through about twelve or thirteen million in costs out of the analysis now that's not really realistic as a practical strategy because I know it isn't in finance I'll tell you that right now but but on the other hand everything we do has to be justified and so it has to be added back is the logic of this and but this shows you how important that thought process and determination has to be I think the other thing that we have incorporated in these numbers and we'll just constantly update them and eventually turn it over into a budget document but is that when we aligned the what do we call that MTS or TMS or whatever it is the system that we use for doing the formula with the way the budget works we saved money in the process when getting the FTEs aligned so that's the other significant that's the other relatively small change that's in these numbers we are working a lot of other things we're
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doing let's see oh I'm started on a Medicaid analysis made some phone calls got a lot of advice need to sort of incorporate it into some sense of the revenue potential we've done some work on the poor's raids we've got a lot more we've got some more work on the ending balance a lot of that kind of analysis work we're building into this but we just don't have anything to change the numbers right now I think that's you know where we are hopefully what the directors are noticing is you saw a prior version of this current service level analysis you might want to circle or highlight the date at the bottom right corner because what you see is a slightly edited version on the expenditure side this is just our rough continued conversations around some initial sort of deltas that we're building in as each of the central offices develops their own budget but Jim CFO share singer mentioned you know a few places where we already know that's going to be the case we're not going to backfill the non-essential central office vacancies for instance and we're getting a bit more accurate and some of the numbers so while you still see a gap between the resources and expenditures you notice that the numbers you know already started to shrink and that will true now as our as our Chiefs and the central offices develop their budgets well ultimately you'll get the details about how we how we land a proposed budget we've had some good conversation about think throughout how we can work through a process of improving contract management yes so you know we need to have disclaimers this I know this is very very preliminary so but do you have any kind of ballpark sense of what if we restart Medicaid billing so so I I called it his name is Eli I think you know you know him he sent me a whole bunch of stuff and gave me some advice about where to go to find out more and I just haven't had the time to work my way through it but it's certainly on my on my agenda I've also talked to some other districts and I guess I'm finding that though I mean this is not a excuse or anything but although this is an issue all around the state it's not just us and they don't they seem not to know as much as we don't know I don't know if I'm saying that right yeah I think we are an acknowledgement that Medicaid reimbursement may be an important area where we can recoup some monies for services were providing so what we want to learn is what's a process and a mechanism or a capacity we need centrally to be able to do that it's hard to conjecture what that could be but it would I would be surprised if it weren't a few million dollars annually where we were able to do that so hopefully that helps our left-side revenues column a bit but that's just one of a short list of ways that you know we've discussed with the team around sort of looking at that as we look at other efficiencies across the school district I think you heard earlier we've already started to distribute equitable staffing logic model to the to our principal so they could get going with hiring I we don't think none of our schools really should be experiencing a decrease in their overall sight budgeting so you know we we've kept any sort of cuts per se away from our school so we have to find them here emanating out of this building it's no surprise here there's a big line item here on non-personnel costs it's upwards of 97 million dollars that's going to be an area we're going to be looking at very carefully and it's add value to student outcomes and support to schools so that includes contracted services and a myriad of other things and so we just want to be good stewards of the public dollar which i think is really the superintendent so looking here at multi-tiered systems of support and trying to wrap my head around what that calculation actually represents since it is something that we are actually doing
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but something that we're also in the process of reimagining so is this two million dollars additive in that reconfiguration or what does that really represent no I think that's a good question director constant as you know from our collective bargaining agreements as you know we agreed to make more robust are our direct supports to to students more positive behavior interventions more tier two evidence-based practices beefing up a Rapid Response Teams for kids who are in crisis so this this represents sort of a this is just an earmark kind of a list around probably a couple million an additional new resources we agreed to three but that's because we also have some pre-existing resources that we're dedicating that direction also I would be surprised if we will go way beyond the three million to actually get lift off in this area but it does represent when you see multi-tiered systems of support those kinds of student supports that our schools would would have acts - that includes PD training and it's also important to mention because I know this was a pain point and the last budget development that we had to in some ways go back and correct this fall was making sure we have slightly padded special educator staffing allocations as well so that we're counting students who are in process as well and we're not trying to add her shuffle personnel after the start of the school year so hopefully our schools will see that that's just a little bit more generous than then typically yes yes Oh so if no further questions on these two pieces so we're gonna dig little deeper on this on the staffing model now and I think this represents a couple of changes for the district one it it pulls the staffing in earlier which there's a lot of really good things for the district it helps us hire good teachers earlier and come to market faster so that's that's good it also helps us start to solidify from a finance point view helped solidify one big piece of spending so we can start to work around that so I'll call my partner's up here to present this so I think our deputy superintendent is going to share some highlighted slides I think some of our board committee already went through some of this and we shared the details of it as we continue to work with our site principals but we wanted to make sure for the public's benefit we also highlighted some goals of our staffing model this year so first I want to share with you the highlights so here's some highlights staffing model schools equity allocation will now be tied directly to student outcomes the second one is reducing the need for variance from from agreed-upon staffing formula the third one is allocating k-8 by sections or classes not school-wide ratios which are hard to understand the next one is k-8 dual language immersion do.i sections are now counted separately to provide sufficient staffing so it's not on a detriment to the nape neighborhood school staffing and then equal KPI baseline for PE aren't library and library at each school so in terms of the student experience sorry is it okay if we have just questions yes so I think it's on a slide going forward but I can explain it here before when schools made decisions about equity allocations each school would have made a different decision and we might not have known why they chose to spend the allocation that way so now we're asking them to tie it to their cap plan by looking at their data and identifying where the need is and then justifying how that staffing allocation is going to be used what's the strategy that they believe will impact that outcome and then how will we measure it just to say a little bit more on the equity fund device as I've kind of looked under the hood through this first budget development season here on board is what
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I was observing as I heard explanations is that the equity fund was in some cases serving as an adequacy fund and so the equity funds intent I think is to make sure that those additional resources are going towards serving and supporting and resourcing strategies for kids that are not a great level who represent any type of outcomes gap at the school level and so all we're asking so hopefully what we've tried to remedy here is that schools are level funded to be able to staff their classrooms and that that equity fund truly is something that they will articulate in their school improvement plan and be able to share with us how they're using that equity fund to push outcomes for kids explain the cap plan and then Ryan maybe when we go back to you you can do C B or C and F AO so we just so that the broader community knows what we're talking about so if you could maybe talk about talk about the equity money funding being linked to the cap plan so I did check on cap because it used to be continuous improvement now it's comprehension comprehensive assessment plan you'll notice I just said school improvement plan it's all the same thing that acronyms change on us too and the DOI is the dual language immersion program sometime soon before the start of the next year when will they be available you know I haven't had a chance to even know what the cycle is those are all readily available system suit Lopez yes those are currently available and you can view them on a website so we can share what that we use so you can you can look at any school those cap plans they don't have a these are ongoing plans once you meet the call you might start another call right buddy has it has timelines in there so we can give you access to those thank you so there's some pretty profound changes in this school staffing allocation that I think some not very many words but some pretty big shifts and I'm wondering if you take the fourth third one down allocate allocating k pi sections classes versus the current way it's done by school-wide ratios like say what they what that means for students because it sounds very antiseptic but it has a huge impact on we will we have some more slides giving more details greater each of those that was just kind of highlighting our goals and then we have much more detail for you and the very next slide is talking about so what does that look like from the student experience so before we were revised the staffing allocation most Kate five students had two periods of PE per week and some had three now all k5 students will have three periods of PE per week the second bullet most k5 students have two periods of art per week now all k5 students are insured at least two periods of art per week so you can see what we're doing is just trying to ensure that that each of these things that we are doing that we see value in are systemic and that every student is getting access the third one is that the equity dollars are allocated to support the schools in need and that was what our superintendent just described as it's not adequacy but it's truly to get at our goals for equity and to drive those improved outcomes for equity quick question so the three periods of PE a week does that make us compliant with the state no it doesn't know okay but getting closer yeah getting closer you still have two more years we're taking baby steps so just to explain a little background I always like to be clear about the why so why would we even make changes to the staffing methodology so some of the things we heard from different board members community members parents sometimes principals is that there was inconsistent course offerings and middle grades in high schools so depending on where your student was you might not even have all
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of the core for the same number of minutes the lack of consistent rationale for school site staffing due to historical discretionary and various variations from the staffing formula so there was a formula and then there were different reasons why we had non allocated FTE that was held back and then addressed those so in this process we were able our great data people were able to look at the data and see where were those decisions being made anyway and could we just provide it all up front and explain it all upfront and we still are finding there are areas that you know there's individual building by building or program by program where we still have to make adjustments but this was our first run at it also there was variation in the use of equity allocation and we did not understand the that there was connection of student outcomes there probably was from the school's perspective but when we just looked at the data there wasn't a system-wide expectation that it had to be tied directly to that so we're taking one step in that direction next year and then we'll work with the senior directors and the principals to see how well that that worked and we might decide to get a little tighter in some of those parameters but we decided for this first time we wanted to take steps cautiously because you're right there are a lot of big changes with this and then the changing state requirements you've already mentioned PE those requirements the timeline which push back a little bit it's not pushed back as long for elementary school a little more for middle school and that's not only because schools across the state don't have the resource to staff them but it's also because a lot of schools do not have the space in their buildings to offer that many sections in fact we're hearing our principals are having to get pretty creative already with the three sections so we know there are things we're still going to have to iron out as we go forward so our goals similar to what I started with equitable equity to support our equity objectives to provide an academic baseline that was consistent with offerings at each of the schools eliminating the need for as much non formula and I'll explain in another slide what that looks like we wanted it to be explainable so that board members or if we're explaining to parents they can understand why we allocated staff the way we did offers constrained flexibility provides principals autonomy in defined areas like with the equity money so they still get some autonomy because they need to look at their own school's data and need but there's still some parameters around that and then to make it scalable as we have enrollment changes over time it's nice to just have formulas that can easily scale up or down as we we find out what those changes are in the program's enrollment or in budget and then it provides stability over time anytime you can make things clear and simple to explain and people understand the rationale for it and how it helps students it helps us stay with that Amica members making a stable organization over time this next slide kind of just shows the buckets and the biggest changes in this new school site staffing allocation to many s words in a row for me we had more money in in a contingency before that we called non-formula and now we've put more in the instructional bucket so first we staff the instructional FTE the school support and Antonio will explain how all of that works the equity allocation and then we called it now planned contingency so we had some buckets there are places where we knew we needed to set aside for example with the moves with the middle schools right so there's some areas where we knew we weren't gonna get it exactly right and we we'd set some money away - or FTE a way to solve those problems now and then we have some still for the Fall balancing and so all of that together totals our current school staffing so now the conversation by sections in Antonio knows this so well and is so good at explaining it I'm gonna let it him alright thank you dr. Curtis good evening sheriff iShares directors and superintendent so what I'm gonna explain in terms of how these sections have the sections work right in the past we used
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to do stuff in by ratio what it means is we counted all the kids in the school and then we divided a we pick the ratio to be 25 or 26 by classroom we divided by that number and I gave you the number of teachers right in ideon matter if you were a immersion school or school with nan immersion it was all put together what we're doing now that is a lot more transparent and more equal is that we're doing by section and we doin it by grade not the whole school so we look at first grade how many students we have and then we have the class size range that you will see over there that will determine the number of teachers that will get by grade level versus the whole school right the other thing that this does that that is really principals are really happy is that immersion is done separately whereas in the past it was all together and so you have discrepancies in terms of how was put together so I'm gonna go over in terms of explaining how the session works and then I'm gonna explain how P in arts it's separate we're stuffing separate that way to keep the sections clean by teachers and then I will give examples so the next the next slide is this is what specialists write P we're gonna increase it from two periods to three periods and the PE teacher is gonna have nine sections per day or 45 sections per week right and then we will we will allocate the ft depending on the size of the school and we will allocate the P in increments of point two and P schedule is going to be centrally defined and for the specialist the number has to be under 35 like PE and art okay next slide this is for music and library they're gonna get two 30 minute periods per week and similar to be it's gonna be calculated and because they are taxed then that will be the same as as we've been doing in the last last year's library it hasn't changed we are located in a purse 0.75 and we're requiring minimally that the school have a point five media specialist or library teacher in the other point two five which is have waited you can actually get another half-time position for a library assistant but kids should get a lease one thirty to forty five forty five minutes per period each week okay then let's go into the next one so this is this is how it looks like if you look at on the tab enrollment we this is a this is a k5 school you see how we separated immersion in kinder and I'm gonna stay with kyndra but it works for the other grades in kinder you have 25 students and if you look below section by grade in kinder that means that there is one teacher right and then if you look at the neighborhood program you have 50 students then that gives you two teachers zoning kinder you wanna have three teachers right and when you add all of them by the different grade levels that will tell you the number of teachers that the school is gonna have then on the bottom left corner you can see the 18 homeroom teachers and then we added the 1.2 P instruction remember that we counted the number of students right and then multiply it three times that they have PE then that will give us the number of PE teachers that we're gonna did and then we do the same thing
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with art that they get we use the same calculation does that make sense so far so is that planned contingency that you're calling it now basically therefore fluctuation in enrollments yes what is 1.2 P instructors look like the way we're gonna do it is like in school like this they will have a full-time teacher in the school and the other we will work with that teacher another teacher PE teacher to be there one day a week and then we'll work with the other schools that have point two so that way we can say this teacher is a this is cool on Monday this teacher is a this is cool on Tuesday the point to part yeah and it's allocated by one day okay how would this compare with say last year for school like this because we are increasing P actually they're getting more as before before they used to get two times per week now we're increasing to three times per week so they should be posted school should be getting more for I'm speaking also the entire school yes in terms of total FTE how would how would this compare with you you've got a sample school here how do I compare with last year's formula I think when we look over all the schools if you lose in students then you're gonna get out I mean you're gonna get a less FTE but we all still gonna guarantee that you gonna get you know three times per week of a PE in the library so we have some schools if they los ft is mostly because of fewer students say that wasn't quite my question okay so taking this same school layout if we used last year's formula with this give this school same FTE more not to say how about the same okay numbers right but my understanding was that where you have maybe one strand of a neighborhood program and two strands of a dual language and maybe your numbers dropped on the neighborhood side so if you were allocated by ratio you might get portions of a teacher for the neighborhood program and now because we're funding by classroom they get a full teacher so because the ratios gives you portions of a person portions of an FTE in elementary schools that doesn't work so by by allocating by classrooms so I get I get that conceptually but actually showing numbers I think the instructional system why it's definitely more ft it's about 50 more FDA across the entire system for all there couple other changes in high schools we'll talk about the system-wide is more [Music] and also takes that part where people are wondering well where did you get the other FTE and it was all in that non-formula and now we're saying we know you needed those whole teachers to fill those whole classrooms so using a strategy keeps you from getting portions that's why it costs more so my question is around I'm sorry is that what you said so now I forget what my question no so my question is around with the addition of the specialist so with the PE teachers and the art teachers what is our guidance around how the schools will absorb the loss to the instructional time in core subjects in k5 because of the additional time that those students will be spending in those specials I
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assume that there is some consideration of that with a systemic guidance or not quite there yet it's not as okay I think it's an important question though I think that we will get a better sense once we get the schedules from the schools how are they able to accommodate that be in the instructional minutes per content area because I think we want to make sure that that response is consistent as well right I think it's a it's a it's a very good question at all levels elementary middle and high we certainly want to hold instructional time sacred we want to protect core instructional time literacy math etc and we want to give our students you know a balance of access to specials and elective so you know part of what we need to make sure we're providing guidance to our school communities and leaders about is what does that protected time look because you you could sort of begin to supplant that which we don't want to do and the truth is this has been the part of the challenge in the the whole conversation in the state with with the mandate to add additional PE minutes the only place that can come from is the total amount of minutes for instruction so you you can't add more PE and also have the same number of minutes for reading math everything else so the the truth that we've all been living for a long time in the state is that we need longer instructional days to actually do best practice in every content area because otherwise you have to do some kind of integration which we should be able to do that around some things for example in elementary we will be doing that with the health curriculum it will be in with the language arts curriculum because the standards fit with just a lot of the reading and writing is also technical reading and writing and nonfiction so that's how you choose other try to integrate the other content areas but those are the things you have to do when you don't have enough instructional minutes I certainly support the call for more funding for more instructional minutes I want to take you back just one thought to what you said before about needing the whole person and taking you back one slide two libraries and what director Lopez that I am hearing that some of our principals are cutting back library 3/4 librarian positions to the halftime that you suggested Antonio and filling with another person as a library assistant to make up that 3/4 time spot and that for many of our librarians that makes that no longer a viable job it's not sustainable it at 0.5 when it was at 0.75 and I hear we are losing some people because of that and I want to go back to something you said that the FAO meeting it's really hard to get good librarians hiring on that's very difficult I don't demand an answer from you now but I want you to know that I'm hearing that that is really an issue thank you for the library because what I forgot to mention is that high schools get of one point no media specialists in case schools that have a greater than 80 percent historically underserved grade at one point Oh wonderful position the class size ranges so where the plan is to go up to as high as 28 for a kindergarten and up to 30 and up to 34 as maximums before something else kicks in to talk about how that's good we are committed to working towards the class size goals that we agreed to in our collective bargaining process to use the
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example of kindergarten we set a goal of 24 students but we know that there's going to be variability from class to class school to school so for the purposes of staffing we set these ranges so I don't want to confuse is our public or our parents to think you know these are the maximum now we're still shooting for the 24 we can't control for you know school age attendance in certain boundaries but we're going for the 24 and per our contract will obviously take one of several options to account for any students over that amount but for the purposes of staffing you know we went with a section based model hopefully it results in not less at least level but probably more staffing being allocated to our schools and for schools on the cusp particularly I talked to a parent today at one school that's has 30 kids in one of their grades and that looks like one strand kind of continuing through and there's any way to avoid that we want to make I'd be sympathetic we want to have the most ideal classroom size and programming we can make sometimes it's a it's a facility constraint because there isn't another classroom sometimes there's a decision if you know we tip a certain number will allocate the additional teacher in some cases it might make sense to deploy an educational assistant to to sort of bring down that student to adult ratio or we have the the option of supporting the teacher with additional compensation but I just don't want to cause anxiety that you know these are what the numbers are going to start to look like we we know through this process we're naturally going to have some classrooms that go over the class size goals that we're going to work towards over time so where are we now is the staffing set at this point or is there still some give-and-take going on I know there's the staffing there's sort of the initial plan I don't know if it's the initial plan or the plan is is out there so we've allocated the staff staffing principals know what it is they're now getting feedback to us and questions like what about this I this little I might have that class and I'm trying to figure out how that fits with all of this and then we meet daily to look at where those requests are and what we've helped back and can we do something to help adjust that knowing that it's not going to be perfect there will be places where we can't quite yet get to those goals we're trying to minimize that and so far we have been able to respond to all we know that more will continue to come I'm particularly sensitive to the schools that were part of the middle school configuration and where we know there's been long-standing boundary issues that we have yet to get to and when I mentioned some buckets for the contingency the one that has a pretty good sized FTE and it was the one for the middle school conversions because we know some of those we don't exactly know where the kids will land so we're trying to help schools on both sides but also try not to over allocate because then it's hard to pull it out and then we may have needs that we can't fix in the in the fall thanks I appreciate that so we have one more staff member to add to the presented around the instructional FTE instructional FTE is just one part of the staffing formula and so what happens is that schools operate right they don't put a point eight or a point six for third grade teacher in front of a roomful of third graders they find the money through the other portions of the staffing formula in order to make a whole person so in the new model as dr. Curtis mentioned more of what used to be set aside that might have been used to create this eventual outcome has now been put into the formula so that it's secure structural FTE and the same thing on the equity side so the end result might have been the same and how the schools actually operate but it's just simply more clear and certainly more guaranteed by putting it into the instructional so this shows 18 and you sixteen point three so you can see they got the whole
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teachers so and that gets back to in previous years the equity portion at time is being used to plug holes instead of right so I really appreciate the detailed questions of the directors in trying to make meaning of but I think what you're noticing are some key features of this year's methodology for allocating staffing to our schools so you know we've tried to correct for what we heard and gathering feedback was problematic previously so this this issue of partial versus full teacher positions to staff as section is not a small thing so in most cases that resulted in in schools experiencing an uptick in their staffing allocation especially when they're hosting co-located programs and so that was that was a key thing we were trying to solve for you heard the second one not using the equity fund to make up for that foundational base funding but to actually dedicate those funds to serve their at their achievement gap efforts all right so the six through eight we're basing this staffing on the sixth period for the middle grades that means that students take six teachers teach five and one period Eastern prep period and again I'm gonna go over some of the examples that's the class range right and this is the day guarantee curriculum this is what we guarantee that students will get right and this is why this is a another feature of this stuffiness that there is a guarantee that students will get in terms of the curriculum in access to access to electives okay the next one so this is how it looks like let's look at sixth grade again 43 students sections by grade if you look at six that's two teachers then in the neighborhood you had a hand you have a hundred fifty-one right that gives you about five teachers 30 students per teacher right so when you are all those that gives you 21 teachers that this is called is gonna it's gonna receive right then you multiply that those 21 by time by six because students gonna takes experience right that gives you a hundred and twenty six sections does that make sense so far you get the number of teachers right you multiply by its X because there are six periods during the day right that will give you a hundred twenty six sections and then you divide it by five because teachers teach five periods right that gives you that this school is gonna need 25 point five teachers almost results of looking at it this way is that it is going to force us to have a more balanced student load for our teacher core right and you can see on the class size because we did it by you can see sixth grade the class size will be 21.5 for the immersion and for the neighborhood 30.2 if you look at sixth grade that gives you the class size and dr. Parker's indicating that's one additional FTE compared to what it would have been last year on the formula yeah thank you all right high schools in high schools we still using the ratio plus enrollment and with this one is ensuring equitable programming for all students we still bound by our agreements with the Union we cannot go over the 180 that is teachers in over a hundred and eighty students so we asked in principals to stay between that 160 and try to avoid a 180 as possible we also apply in equity the same the widower for k-8 which is the eight percent if you qualify for
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equity and with this model it is sufficient to me the 80 percent students taking a full load so just a question on that last item yeah so about four years ago we had like 17% of our high school students taking a full load and 17% I think the latest numbers have us 268 which shows lots of progress and that's of the high school counseling staff and administration scheduling kids freshmen especially freshmen and sophomores into pretty much full schedules I mean the numbers look completely different than they used to look and so I'm wondering that we're we're scheduling to 80 percent which is more than we have now what sorts of things are we just putting that out there for the the schools and they've got to try and reach the numbers or we as the district the central office providing some sort of guidance on ways in which we can have our students take a fuller day and perhaps get some other CTE or IB AP dual credit conversations directly with this staffing because really honestly just to keep on top of getting this out the door and understanding all the elements and making sure we're providing what they need has taken all of our time and energy however I know there's a lot of efforts going on with the measure 98 money there's been a whole group of people that have been we have of course a whole I think it's 60 CTE pathways we have high school principals working with staff from OTL to design what we think is the high school success vision that would include more opportunities for CTE and then dual credits that would be dual credits for first and second first year of college as well so those efforts there's multiple efforts that we're working on and getting it into a sort of a unified coherent process is we're still working on that that will take us a little bit right now I'm just gonna say my view when I got here was that because of how many things were done in the district individual high schools were kind of making their own decisions in isolation of what other high schools might have been done because there wasn't a a system-wide process so we're taking the steps now to figure out how we would move to a system-wide process and wanting to do that in a way that's not disruptive to the students and to the teachers and there's so many pieces to that it just was in a conversation and I PC around even the grading by proficiency and how that is impacted even when it's different building by building and ultimately they all go together so how we help our students see a bigger vision for themselves before graduation and what they could actually accomplish has got to be in one large vision so we've got pieces that are working really hard we just have to connect those and that probably won't happen until we have our scope and sequence because we need to anchor it in our core instruction so we we're working on the edges to get things ready so when we're ready to join it all together we'll we'll have the readiness there you can see our deputies giving you a preview of coming attractions but perhaps the best person to speak to guidance and expectations for our comprehensive high schools is our system our senior director Zola Fontaine here stepping up to the plate sure thank you um actually there's been a consult elay 'red issue in regards to how we're moving from the 68% you quoted to 80% it's actually 72 percent when we actually did so it's not as bad as you thought but it is still quite a leap to make and a big there's several layers to it particularly when you start talking about them the notion of what is a full schedule a full schedule for some students is only four periods a day because that's maybe all their IEP has in it so there's a number of different things that we're trying to understand and resolve with all of the relationships that we have in our community with different stakeholders both for both for our colleges as well as some of the different apprenticeships that we have we're trying to find ways to properly way what that equates to as high school credit in side their schedule and so there's a lot of technicality that we're trying to do where we're trying to give balanced and
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appropriate weight to things an IB classes definitely more challenging than a first-year class for students we're also looking at drafting an administrative directive in regards to what our expectations are for the schools to do this because the past practice has been too loose and we are looking at at Tidy tightening it up then the notion and the discussion has been at every comprehensive high school and they all have plans for how they are trying to remedy at inside each of their own particular circumstances thank you go ahead director more so I want I want to go back to the middle school middle grades so for the last decade plus the middle grades have been the most where the inequities have been most visible and and most egregious so can you walk us through how this staffing system is gonna ensure that every middle grade student whether they are in a middle school or in a k-8 is going to get you know a full educational experience can you walk us through how that's gonna work so I guess first I would have to know exactly what you think is full because the challenge at middle school and probably why it's felt the most inequitable across the district would be because statewide we haven't funded middle school high enough to have enough periods to offer all the core and then have sufficient electives so our requirements this year with this level of staffing every middle school student needs to have language arts social studies science and math and then they also need the PE and health for a quarter each so that leaves about a year I mean one and a half period so one half semester and for electives it is a challenge if you are a student who is an e ll student that has yield eight D class because that's your elective man or a student on an IEP that goes to a separate class so our staff and OTL and student services are working very diligently with middle schools now and will be to see how do we push in those services so we can ensure that all students will get access to like a stem wheel or elective wheel in some sorts it is still a challenge with world language and music where you tend to want to have kids have it every day all year students will have to make a choice and that's the tough part so I think probably Antonia can speak probably more directly to it but it looks to me like schools made decisions based on what the school community thought was the highest value to them and so in some cases they created like a seven period day or a modified schedule they might have used some of their equity money to help in different ways they might have had different numbers of minutes or in some cases they may have decided some of the classes that we tend to call core weren't as important maybe they just gave them a semester versus a whole year so we're kind of stating what score and then requiring the PE and then saying with that little bit of time you have for elective let's do some kind of wheel where we can so kids get a chance to explore different things but with world language and music and I can even just speak for my own children in another district they had to choose so I think this is really good one chose something else the important question of an invite senior director Brenda Fox come up because I think what director Moore is bringing up is the what are the key reasons why for the last couple of years there's been so much conversation about ensuring an equitable middle grades experience so what you're hearing tonight and our staffing is a move in the right direction it's not perfect it's not ideal but what we want it to find is what is going to be guaranteed in the way of offerings at
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grade 6 7 & 8 no matter what school you attend whether that's a k-8 or whether that's a comprehensive those models will never be equal per se and we're not going to begin to pretend that many of our school communities are able to enrich their offerings as well and so there's variability and inequity there and that'll be a next level of conversation for this board to think about in wrestling what kind of a policy or what kind of commitments do we want to ensure to continue to raise the foundation of what is offered in our in our middle grades programming but I'd love for Brenda to Fox to elaborate a little bit on what that sort of foundational core programming actually consists of so when we're looking at core programming we're looking to make sure that there are minimum standards that we are addressing for all of our students and what you're seeing is the tyranny of time taking over a little bit we have a finite amount of minutes in the day to get in everything that needs to get in plus those enriching opportunities like so every student we're guaranteeing as dr. Curtis said they're gonna have the basics language arts math social studies and science and then we're looking at meeting ours Noa ours for PE minutes what and as you may know there's been a stall on the minutes but it doesn't mean that we're not required provide the content and the oer very clear that we are required to address at every grade for every student the minimum of standards for physical education and health and we're coming into compliance with that right now this year we also have the collective bargaining agreement and we are stamped on a six period day and the teachers have a maximum caseload of 150 students so that's a place where it's sticking those of you who have heard me speak before you've heard me talk about a flexible schedule and that's what we need to consider moving to it and that that means that within one day a student schedule might look different from one day a than it does on day B or one or two or blue or green whatever you want to call the days but it would look different and those are things where we need to get and part of that work also is if you remember the middle grades framework is also looking at embedded opportunities for supports so how do we embed eld into our day that's part of the work we're doing on the scope and sequence every scope and sequence for every content area has English language proficiencies embedded in it so the work is beginning we got a walk before we can run and this is a this is a hard point that we're at right now but we're at a really good point we're really starting to walk what we talk and guarantee that every student has access to the core content curriculum as outlined by the state and and that is also what we know is best practice so I've had I've had the opportunity to hear about the elective wheel and all that right um so I'm guessing most people listening to this have not yet so I I think manoa develop the budget work I think we also need to be you know sort of publicizing what the middle schools framework it is looking like right point because it's it's changed substantially in the last four months so I I think you know it still gives me a little bit of heartburn to to think that we're talking about minimum programming but you know we are where we are and an awful lot of work and I a great deal of it was done by you so you know a lot of work has gone into this I'm not sure that most people are really aware of where we are so I wouldn't you know be good to hear more about that but the other two other things that I wanted to ask and maybe highlight so is it fair to say at this point that the programming let me put a different students in low enrollment middle grades are still are going to get this at least minimum level of programming regardless the number of student bodies in the building yes okay that's big that's huge that's huge I'd suggest instead of minimal we say
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it's foundational okay so the other thing though is that I think what we've learned one of the things we've learned is that there is an art to scheduling and and I'm my understanding is that we have not as a district provided a lot of training or support into principals and around scheduling so it's this is a job I would not want to do because my head would explode and I have we set up some kind of support system for principals especially new principals I mean we're gonna have all they're gonna be a lot of changes happening are we are we working on that because if you you you may have the right number they ve but if you're not sure how to use them right schedule them it's it's not gonna be optimal you're absolutely correct and one of the arts discussing is being able to see three or four things what this one decision will mean in three to four steps from one dimensional chess it's it's really it's really large and I was fortunate enough at a time when we had a consultant come in and teach scheduling so I was a fortunate enough to experience that right now we worked to get a scheduling person to come in and consult with us and and he wasn't able to make it with us this year so we're hoping we'll get him for next year but we are going out to schools when they ask for help so I'm going out to a school on Thursday morning to help with their scheduling and I know other people are doing so as well and then dr. Curtis maybe you can speak to that more well I think you answered it and that is right now if people are asking for help we're giving help we have been focusing on the the newly opening schools and making sure we're providing help their senior directors are in touch with their principals and if they need that help and support there there are a few people in our office who can help with that I know Shawn who helped with the staffing and was helping as well so we've had a rich discussion I'm gonna director Anthony ask his question and then I'm gonna see if student rep trend director rose unless that's a question then we'll be complete this section go ahead a couple of comments and Miss Fox if there is anything that I can do to help support you in advocating for a more flexible schedule around the middle school day I hope you let me know in the past and I certainly see the need I'd like you to go for a change ahead to slide 14 and I want to pile on on the subject of scheduling and I assume that this new school support FTE allocation is liable to result in some cuts for some schools and dr. Curtis Mr Lopez as we're looking at that I hope that you are having the senior directors stay in contact with the principals and see what people and what skills you might be losing because if you take away the one person in the building who actually knows how to schedule we're gonna leave a smoking crater and I I and I know you know that but I really want to make the point we have we've created a system where we have many people with their fingers in the dike and holding back scheduling holding back student discipline holding back all kinds of things as we're retrenching I hope we're being very thoughtful about what we might be losing at any one school interruption resident did you have other slides you wanted to present it's up to you this so here's what i'ma say - I think we're going to be done with with the questions so go ahead and present through if you can do it efficiently and I'll ask the board members to just we've been through we've been through this once before so I know this is a great
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opportunity to do a deep dive and very much appreciate the staff it's a great thing is there's gonna be many more opportunities to dive into the details I think we can go through just a couple slides that I think are most relevant I think this one's self explanatory but again consistent with the theme of a transparent logic bottle for how the support staff get allocated assistant principal secretaries counselors try to make those ratios as ideal as possible of course they can always be better as we get more efficient as we get a little leaner maybe we can turn up the dials on improving those ratios but for now this is a way that we can kind of make it work across all of our schools next slide let's keep going let's talk for just a second here we've already been alluding to this but how the equity allocation actually gets determined what that criteria is if if mr. Lopez you could talk about that yes these are the schools 19 of the 31 k 5 schools and 20 of the 26 K this how they qualify for the equity it's a percent based on the free and reduced and historically underserved and like it was a before now with that with the section that is cleaner and more transparent then we want to be more intentional and how that equity is allocated specifically to address those students that need additional support and to be very specific in terms of how is documented in the in the comprehensive assessment plan for a long time historically underserved students in schools with a smaller population of historically underserved students have really been neglected yes this world like if a school is struggling with black males the equity can be specifically utilized so how what are the support the extra services that this population will get regardless of heaven yes so does this can be more intentional and then could I ask maybe our chief of HR to speak to this last slide it's just a few variables to keep in mind you know this is never a perfect science these projections for first staffing but we do want to be clear around what are some of the areas where we're taking into account thank you the as you heard earlier instead of the non formula allocations we have planned contingency now and we're really thoughtful in where those buckets of FTE for our contingencies went you heard dr. Curtis talk about a significant amount for school transition so our middle and feeder schools targeted intervention after OD defines targeted schools we expect that I believe in August we we are holding some to be able to allocate resources to those schools and then the last two I think are important because we always have planned for fall balancing planned for what we don't know yet about enrollment and the unexpected students that we have in one building and unexpected less students in another building but one of the things we're trying to use some data that we already have available to us is do some planning for vacancies that we know occur every fall and so what you will see shortly when we begin posting internally our open positions is some vacancies that are posted specifically around positions that we know open up every fall and that we don't currently have plans for know about so special education is one of those areas certainly some of our higher need academic areas and so that is where the planned contingency are allocated for this upcoming year thank you if I could ask our budget director to close us out with this last slide so what does this package gonna cost us and what does that look like overall when you tally up all these refreshed changes priority around staffing by section keep preserving a true equity fund making sure we're ensuring foundational middle grades offerings all of that sort of comes to a grand number here and maybe he can refer you back to how that appears on our
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analysis that we started this presentation with yes thank you that's a really good point and I think from my from a Finance point of view this is why I still have confidence in the budgeting process is it it helps us if we say we're gonna improve outcomes and improve improve equity and give our students more offerings we need to make sure that we're actually investing right alongside that so you see here pretty simply I'll take you to the very bottom row you see here about 14 and a half million dollars of additional spending versus last year's staffing model and and the fiscal year 1718 that's actually what's happening today that's not a budget number that's actually what's happening today so so you see a pretty significant increase I'll just highlight a couple different pieces if you look at the very top row you can see the number of FTE increase that we talked about before across the entire system it's about 50 if you see the base salary piece so now we're starting to also get you know the p80 increases are in here as well so that's starting to drive that number up also and then you've the estimated overage wages so that's the piece we referenced we have a class size over a certain amount that's our it's a round number at her Aspen and how much that might cost us this year so if I were to kind of parse this apart the actual staffing increase the 50 FTE that's about five point five million dollars the rest of that comes in you know higher fringe expenses and more health and health and wellness expenses etc but you know five point five million is the price tag to put on this you know this approved staffing model so they're just the two 273 that's the budget are close to half of the general fund so if the allocations have gone out to the school just so we're all clear about half the budget in in motion already and that's the typical first stage here is to get out to our school communities to make sure they're aligning with priorities to date we heard clearly you know middle grades and hopefully what schools are experiencing this is a little bit of a dial turn up here but a lot of the cost is in fact on those natural salary increases that are going up here but it is not a small point that you know some of it is out the door here now for our school communities to begin doing their community planning around school year 1819 that's great because it means that that budget calendar which we're really sort of at the front stage of we're really a big piece of it has is on its way macro budgeting we really we have you know generally speaking we have two moving pieces at this point we really have the central office staff and we have the contingency the reserve so those are the two pieces we're spending a lot of time trying to quantify into the math and the central office staff and we'll also have discussions about reserve as well okay excellent presentation good discussion board members big thank you to all staff all right next on the agenda the board we're gonna have a consideration of a step three complaint the board received a packet of information on the matter which we cannot discuss openly at this time due to legal confidentiality but will now be voting on whether or not to hear the step three complaint so board members I would like a motion to hear the appeal to hear the appeal in this matter it's been moved by director Anthony and seconded by director Esparza Brown and I requested that motion because there are discussions underway and we hope there'll be a path to resolution individual votes to hear the appeal may or may not indicate how our board member will vote on the final appeal so board members all in favor please indicate by saying yes yes any opposed the motion passes on a seven to zero vote thank you all so next we're gonna go into committee referrals I'd like to ask director Esparza Brown who the chair the teaching and learning committee at I think it's two board meetings ago we referred to resolutions to your committee and we had a meeting on it and like you to share that and anything else from your committee you want to share whether there's been to teaching and learning committee since then okay so this is just a committee report
02h 35m 00s
just want to make sure we don't miss the reports for committee this was actually it's a committee report that was good good catch it was a okay so on February 28th teaching and learning met to receive updates on two resolutions that were proposed last June the first was resolution 50 480 resolution to create a comprehensive professional development plan that stated the superintendent is directed to bring to the board a comprehensive plan for how decisions are made concerning professional development time use by school staff this plan should include a yearly schedule for each building so we heard a report that highlighted the PD plan for this academic year which is the PD was two half days prior to the school year 36 - our staff meetings on Tuesdays and 70 hour late openings for - our early releases and so forth and then we also discussed that the plan will look different for next year and that that will be it's in development currently and that will be completed by the end of June for next year's PD plan so the second resolution is 54 81 and that reads the superintendent is directed to bring to the board a comprehensive ESL education plan for students above the primary grades which includes an analysis of intensive English language instruction for ESL students whose primary language is one other than English or Spanish and are at the lowest ALPA levels so we received a report from the e-l department and to give you a little background on this the request was to look at the potential of an intense language study program for our newly enrolled emergent bilinguals based on the program that's used by the Mormons in the kind of a language bootcamp so staff presented what after looking at all the information then presented the PPS program model our current model and a proposed model that includes teaching really both English language development and academic content acquisition so the staff also reviewed that they have have undertaken an outside evaluation of the program the data is currently being analyzed and we'll get more reports on kind of the next steps of that so those were the two resolutions then we met make a request that thank you for the report and that for those individuals on the board who aren't members of the committee that just to ask staff to distribute the two items to the rest of the board members so they have them the reports the reports yes okay thank you we met this Monday and we looked at the issue of alternative programming we had a great presentations presentation about avid programs we have a school of distinction an avid school of distinction which is Marshall High School Madison High School God I'm sorry Marshall man Madison High School they shared the professional development that occurs in the summer there is also a professional development opportunity this week and board members are invited and can we make sure to get that date out to all board members we had also presentation on reconnection services which is to really go door to door to find those students that have dropped out of schools and basically give them a an invitation back into the system we find that there's disproportionate representation of students of color and 26% with IEP so that certainly has us take a reflect back on our core programming and how we're doing as a system in meeting the needs of those students when when we have that
02h 40m 00s
disproportionality and let's see there's great opportunities now with the measure 98 money and being able to provide that hands-on learning that students often who are dropped out of school at some point need in order to be reengaged we talked about the Discovery Program which is a program that has essentially two FTE teacher two FTE associated with it and what this one was is takes place at Alliance high school and it is a program modeled after a school in Colorado that's kind of almost like a newcomer program into Alliance high school where it's a six-month program that students are clustered so they six six week program okay that but they're with a cohort to bond empty look really look at their social emotional needs and to prepare them to be students because some of these have also mean they've been unsuccessful at other places so it's giving them kind of a soft landing to help them learn the skills to be successful students and last which is congratulations to the staff that we have been awarded a prep grant it's a grant through the Department of Education that is four million dollars which is a significant grant over five years focusing on three things project-based learning increased access to CTE and social-emotional learning and gives us the resources to hire mental health workers social workers specifically with a cadre of interns their education Northwest will be the evaluators there so it's really exciting to learn of all of those opportunities for stuff for kind of our underserved students so that's my report man thank you were invited to sit in for as part of the time just tomorrow and Thursday from 8:30 to 3:30 at Rice and also April 3rd and 4th same time same place and the topic culturally responsive instruction really tonight in our business agenda we have a number of charters know I'm we're still in the committee reports sorry you know what do you have a report tonight okay let's go with dr. Anthony my standard part is just that super sac is finalizing I was securing a date for a conference so that's really exciting to me we're looking at the last week or late April I mean we're in the process of electing a new student representative so we're looking at potential candidates suggesting who's interested in things like that and then just in light of earlier I think Superstock will take a look at student testimony just because for my previous knowledge and from earlier in my term I believed that we always held a separate section for students for student testimony and so that's just something I feel strongly about because we don't really get to hear students come here so I think that we should lead the opportunity open for students so hopefully that hopefully Superstock can come to the board with the proposal about that which brings me on another topic kind of is that not necessarily a cry for help I really think that we need to prioritize on making a process of what we're when issues end up in super sac how are they brought to the board or how are they brought to different staff members and maybe that means having a meeting with board PPS staff superintendent in Superstock on how we develop that process I remember last year talking to Alima she talked about during the budget session a lot of students would come and issues would be referred to super sac but she wasn't sure about what's the process of how did they get out of super sac to see the border see staff so you know let's talk about like how much Superstock has done the past two years during Katie's term were during the
02h 45m 00s
Leamas term how many proposals how we brought on policies and see like why we aren't bringing policies or why aren't we really effecting change and see it like super sac is really sad to succeed or is it set up to fail because by the end of my talk my term I've you know in spite of everything else I want to make sure that the next student representative is set up to succeed next year and that they don't have to spend all this time navigating the school district navigating central office and that they can get into effecting change and affecting policy in our school district thank you I'll try and schedule something as we over the next month and a half that discussion so I'm a tonight entice business agenda we have a number of charter school contract extensions and I know director Anthony's committee has been working hard so which I does speak to I have just a couple of quick comments I know I speak for the whole committee and I hope I speak for the whole board when I say thank you neil and karina wolf they have not only worked very very hard supervising our charters but they've obviously been very effective and have done a really tremendous job and thank you very much it's it's been a real pleasure to work on these i also want to mention because i know it's been in the press and is really on people's minds staff is continuing to work with the staff at Trillium charter school and while they are not up for renewal the district is taking their situation very seriously one charter we are not considering this evening is LeMond French immersion and that is because chair Prem Edwards has very rightly been very persistent about raising issues of a lack of diversity in all of our charters and it's not to pick on LeMond specifically but since there's is a five-year renewal and the others are only one year we wanted to look into the issue a little more thoroughly on our own unfortunately between the legislature and the Oregon Department of Education they are not giving us a reasonable lever to use to deal with diversity and unless you have a pretty powerful tool to use as we find from our own programs that involve choice choice almost inevitably leads to segregation we have been in touch with the Oregon School Boards Association we are looking at every tool that we can we will be bringing Lamond to the board for approval at the end of a month and the last thing I would touch on very briefly I know that this is an issue for many of our schools but we had the data very clearly for our charters there is a real lack of adequate immunization for children in Portland and our charters in particular rates are ranging from sixty to eighty percent and in order to get herd immunity for those children who cannot be immunized you need at least 95 percent I want to mention the issue so that parents are a little more aware please please consider immunizing your children and with that I the committee is unanimous in recommending that the board approve these extensions thank you great thank you director Anthony those will be as part of the business agenda tonight um let's see director constan Rosen or Bailey did you have did your committee meet or have a report or something you'd like to follow up question charters run their own lotteries yes Sherman they do is there any transparency around those lotteries or how's that work the charters we have seen yes they are transparent and how they do their lotteries I don't mean to be elliptical or obscure the legislature
02h 50m 00s
gave charter schools the opportunity to have a weighted lottery so that they would be able to increase diversity the Department of Education has offered no guidance on that other than to say to each charter you should individually engage in attorney write your own process and implied in that is and good luck with the lawsuit because it is to my mind a grossly irresponsible thing to do to our charter schools it's interesting though when we queried about if any schools do have charter schools who have weighted lotteries they pointed to one in Portland which is Kairos that uses a weighted lottery and has a fairly diverse student body weighted by race or by income yes among other things but they do include race we have somebody who can answer why don't you speak into that because that way yes so the the weighted lottery that Kairos is using includes all eight categories on the application and parents self-identify the student to be considered historically underserved the student needs to qualify by at least two of the eight categories that OD e has has entered and so it's done self-identification by the parents and any student that has two or more of those boxes checked gets a second weight in the lottery do you have them in front of you that eight categories if not that's okay I can kind of name them I don't have them right in front of me race ethnicity address gender socioeconomic status I think I have the yep race/ethnicity English language proficiency socioeconomic status gender sexual orientation disability geographic location thank you so thank you for the report director Anthony you did you didn't have a report committee report your meeting isn't it okay director Rosen is your committee event next Wednesday what time you like those high school students me too that's the health safety and accessibility committee okay 9 o'clock for the health safety and accessibility committee next Wednesday thank you dr. Tom Sam your committee our meeting next week next Monday at 4:00 for the legislative committee where we'll go through the wrap-up from the close of the special session among other things so the Committee on policy and governance met this last week the primary source the primary focus of this discussion was further developing complaints policy it's a revisions of the policy I think we have another meeting this week and hopefully we'll have it first read at the March 20th board meeting anything else to report from FAO meets next Tuesday three to five so we're gonna go into the business agenda the board will not consider the remainder of the business Jetta having already voted on resolutions five six oh six three five six oh seven board members are there any director Anthony I've got a couple of questions on the contract for education Northwest as well if yours
02h 55m 00s
yes Liz do we need to pull it out the agenda to have it ask questions about it or I'm I don't think it needs to be pulled out to ask questions just to be voted on separately thank you I missed your question no that's perfectly fine I'm in a fog most of the time so you already provided a great deal of information on this contract I appreciate it very much I have only two other questions why was it done as a personal service contract and why was it no bid so the reason that it would have been a no bid contract is that we wrote they wrote the grant with us and I can look around and see if there's someone from our Oh from our contracting but I can answer I can confidently answer that so when we wrote the grant in April we approached Edie Northwest as and they wrote in part with us and and just with regard to the depth of evaluation and what we were asking for they were they are that they were the resource in town that is capable of providing that and so they are also mentioned in the grant in our receipt of the grant as the evaluator for the grant so I want to be really clear it's a it's it's almost four million dollars but it's three point nine and and and some more so it's not exactly it's not our full proposal is four million dollars and we are a couple hundred thousand shy from that so it's just under four million dollars very good thank you I just want to offer to director Anthony because I know a couple themes in that grant or areas that I know you're very interested in director Anthony's if you're interested in a briefing more details we'd be happy to do that yeah thank you yeah and part of the evaluation talks about social emotional as well outcomes as well as our academic outcomes so we're excited for the work so miss Hewson were there any other changes to the business agenda Deb emotion in a second to adopt the business agenda second it's been moved by director Anthony and seconded by director Cranston that we adopt the business agenda all those in favor is there any discussion I'm sorry okay all those in favor please say aye any opposed student rep I thank you that motion passes by a 7-0 vote with the student representative voting aye so our next regular meeting of the board will be held March 20th I want to thank

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)

2018-03-06 PPS School Board Regular Meeting

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Event 1: Regular Meeting of the Board of Education - March 6, 2018

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