2018-05-01 PPS School Board Work Session
| District | Portland Public Schools |
|---|---|
| Date | 2018-05-01 |
| Time | missing |
| Venue | missing |
| Meeting Type | work |
| Directors Present | missing |
Documents / Media
Notices/Agendas
Materials
Department Budgets - Board Work Session 05012018 PRINT (9ba6d91227f02193).pdf Work Session Materials
Minutes
05-01-18 Informal Work Session Minutes (28c8717b3dddf12e).pdf Informal Minutes
Transcripts
Event 1: Portland Public Schools Board Budget Work Session - May 1, 2018
00h 00m 00s
yeah so uh to our edging the mentioned
to our session today and so with with
today's focus is gonna be on so super
ten will count overlooked overview on
what to expect to see and see themes
you'll see in more detail to destroy
presentations and then I think I think
it's really really valuable at some
point in the format but asking the chief
instructional sites to walk through
their budgets prioritization what's in
what's out
so rather than here got the finance
people hearing about it from people that
are this wealth of the strategy in the
fall time experience track exciting
speeds but good agent okay okay so we're
gonna do another work session or no
later
conversation in various forums
additional proposed budget but we wanted
to start to do is kinda go over later
confer and as we thought about how to
format these conversations down a high
enough enough of an understanding that's
a little bit high level about how we're
scoping out the work to try to give some
story caveat you know this is a new
administration with new leaders we have
some of the departments and some still
don't have their peers in place so much
of what you'll hear them describe is an
affirmation of what their essential
functions are any more detailed than
that would be we get a little bit more
nebulous what we're going to focus on
today is sort of the academic excited
organization it's an organization moving
forward proposing
[Music]
so the school is the instructional
support so she's going to describe how
they are in the organization and
resources if a lot of organized repairs
for situating work as you reduce
resources into new areas in the new
leadership - you're going to hear about
that and if there's time we'll talk a
little bit of a high level this is where
attendance office I've been that
question and they're planning the
questioning which we're going to be
noting today but we may not have all the
details you want you want to give you
good information we'll take on the other
half of the organization the business
and operations side experiencing a lot
of change in flux itself
[Music]
so today services over three
presentations we provided and - the
shortest but what I see is the most
important thing for me to do is to
ensure alignment across all the work
that we do in schools with instruction
and the focus so my mission or the
mission of the whole division is to
develop a coherent and aligned
educational system focused on the
instructional core the instructional
core needs the center where teachers
content and students are together in a
relationship around marriage that
prepares all of them for college careers
00h 05m 00s
citizenship and political life so the
priorities for me would be to develop a
relationship where the team culture that
intentionally builds trust
engage
debate is committed to results and holds
one another accountable for student
success
accountability is really about shared
accountability we really can't hold
ourselves to accountability unless we
doing together as a team because there's
there's too much to do and we all hold a
different part of that we need to
develop a practice of systems thinking
that models cross departmental work and
that doesn't mean just in the
departments in our division but across
the entire organization we know the
intent of everyone in this organization
is to help students but in our division
we're the ones who actually know how to
do that so we have to work with the
other departments so they can understand
how what they do at any level of any
level of detail actually does certain
things so that's what we'll do in that
part develop an educational system where
every student enjoys access to rigorous
and relevant learning experiences that
prepares each first successful future so
this is we've been having these
conversations about what are the levels
call so that's what this chart is is
just showing that high level of in my
division I'm the deputy I will have
three Chiefs one is the office of school
Support the chief of schools who is it
who oversees the office of student
performance which you hear is referred
to as OSP then we have a chief academic
officer which is the least II is over
the office of teaching and learning
which we refer to it as OTL and then the
chief of Student Support Services which
is the office of student support
services with which has longer act act
freedom Oh
SSS
so each of those departments has another
layer and actually there's layers within
that if you look at the chief of schools
they'll be organized into school cohorts
and there will be an area assistant
superintendent and area director working
at it to support each cohort in the
office of teaching and learning is where
we'll have senior directors directors
program administrators and posis who end
up doing organizing and doing most of
the professional development around
teaching learning in the office of
student support services it looks much
like OTL and that there will be senior
directors directors program
administrators and businesses
so the our division budget is twenty
four point five percent of the general
fund of one hundred and fifty nine point
six million of the 650 million of the
whole budget so you hide the actor
accurate acronym sure what that word
today disc
it stands for division of instruction in
schools so my part is of our divisions
budget is 0.3% its point 1 percent of
the general fund announced just
essentially my assistant and any
resources we've used is between the two
of us school performance is twenty two
point three percent of the division
budget I'm going to show you a slide in
a little bit that shows where most of
that budget goes and then the general
fund is five point up sorry it's five
point five percent of the general
Christine support services is fifty two
point five percent of our nation's
budget it's twelve point nine percent of
the general fund and teaching and
learning is 24.8% the division budget
six point eight percent of general fund
budget
this is this all off my pleasure
yes
I'm sorry about the silence we are we're
putting out the Job Description and post
news we have a database for less we're
going to be forward to challenging
things we're looking to bring on board
anywhere from two to four or five any
none of their skills that we will be
organizing our entire school portfolio
into cohorts of students there may be
one assistant suits working side by side
with the area director that might be as
00h 10m 00s
assistant superintendent America the two
area directors and double coat over the
whole point is we know is we perform in
school improvement that our school
communities our leaders these direct
coaching magnets and supervision and so
we are looking to bring more an elevated
role of assistant superintendent where
folks have the assistance
support that kind of work is coolest in
networking so I can't tell you that
there's going to be four co-workers or
five boards likely that will be Canaries
in the favorites and the tropical system
super is an EP high schoolers experience
to support multiple pathways
that's to be determined of course I will
polish in a more specific cohort listing
and the organizational chart as we get
into active interview mode over the next
few starting relationship starting with
the jeep you can help inform those
decisions our intention is to find the
right people with the right skills done
and if we don't fight at all right now
we will organize in a way to support
working together one of the things we
also like the assistant superintendent
and area directors to do as a team
that's really worked repetitive because
oftentimes we find in school buildings
and I know I experiences myself when I
have a brand new assistant principal is
oftentimes you get with this slin work
that we really don't forget that
opportunity how the force works and then
when you can move into a principal
position you're still pretty three you
don't have those experiences so we would
like the assistant superintendent and
director to work in partnership with
what it has more experience and more
knowledge developing that as a model for
how the school should be working
together and that will be part of how we
hold them account
as well so that you're always thinking
about door developing that next person
to take your place so we have a lot of
strong educators in PBS right now but
they're we don't know that they yet have
the skill set to move to that next level
and yet we know they're good leaders so
we put them in that and and then they
oftentimes feel like they're starting
over
or some issues they've never experienced
so excited to be able to elevate the
role of principal supervisors it's not
just brokers in the organization who are
trying through relationship to bring
strategic interventions and supports to
their schools this wants to work in a
much more organized and scientific way
and so our conversations in that
planning forward is how do the these
three offices in particular they're
going to work and interdepartmental ways
to share those day-to-day week-to-week
struggles or areas that are in need of
greater support by leveraging you know a
reduced number of people working more
surgically to support schools and so
bringing the board
and I know it looks like it's missing
this from what we saw last week yeah
there was a box of your nextgame
identity yeah we had I'll talk about
that a bit later
but I'll just assume every everybody in
every layer level at your organization
is bringing Ecuadorians we need to be
clear about what that actually looks
like in practice
and that's critical about our policies
are enacted and we'll talk about this
cos we going to get the presentation and
all I'm saying and then it needs to at
least have its own distinct nice right
so everybody needs that awareness and
their practice and our intention is to
make sure that leadership and using amor
00h 15m 00s
represent the demographic every sir
our challenge this bill which I'm sorry
quickly as on my mind about the
diversity here uh is there someplace
that we'll see actually the people that
were given notice or they have given
notice to us in terms of diversity about
that that was
I would like to see kind of debrief some
lenses I mean we've been talking to
Larry or she could make sure it's
appropriate and I'll just make the same
folks
25 years ago when the district that
money there were at least three regional
offices that probably correspond to some
sense
but you're not talking are you talking
about that Geographic yeah and that's
not what I represented what the area
would look like the likely peripheral
Geographic and way to make sense but
they're different ways to slice it try
two different ways over four million
years it's really about the work that's
being done the expertise that's required
and how school communities work for
network ways around similar problems of
practice and challenges so relatable
well that's what I was going to say that
it's really appreciated about here and
comments dr. Curtis which is that we
have not historically had the mechanism
in place for developing there
school leaders and the truth is that the
budget doesn't actually have a lot of
dollars specifically for leadership
development but what I've learned is
when you identify that then you start to
build all your structures thinking about
developing everybody through out the
organization so for example the first
place I have to start is with me and my
Chiefs and we need to continually
develop both our relationship and our
understanding by learning from one
another and also looking how then we
will work to emeriti have a retreat set
on the calendar in January once we get
all these traditions billed to them June
10th we're doomed to then work with the
next layer which is Cu directors and
directors across all three the assistant
superintendents and area directors as
well so that will become a team that
will develop all together so that all of
us understand that instructional
leadership piece through an equity lens
but that will always be part of that
work and so our superintendents direct
in our side that equity like reigns
through everything we do ends that we're
doing and we will call out what those
specific elements are especially in the
professional development
so leadership development has not been a
robust organized set of strategies for
how we do that and so that's all graces
with every department and so whatever
want to go into next the teacher
learning where dr. Valentino talk about
how foundational core curriculum so on
our mission as as it stands today in the
absolute eating and learning to ensure
that all students particularly those
that have historically been marginalized
to have access equitable access to the
RN C the Bible freedom that across all
discipline that is rigorous and
equitable comprehensive and sustainable
and so a different way of describing
here and a local curriculum is that we
provide a comprehensive instructional
program where every student walks
through our doors meet them where they
are and
to the maximum potential the in order to
achieve that there are two slides that
identify key priorities for our work
moving forward and the first one is the
convolution and initial rollout of our
core curriculum in that--which arts math
and science one of the learnings has
been and it connects back to the commons
about capacity within the district and
the supports that have been provided
over time that the initial rollout will
need to be prioritized more carefully
because in my conversations with
principals and with teachers when I go
to the schools and then we have that
talk with administrators at the same
time and we need to narrow the scope
00h 20m 00s
prioritize more carefully and so one of
the things that we're doing now is to
revisiting what the original scope of
that work was and we sequence it so that
it actually is manageable bicycles what
that does then is move to the second one
which is to focus on our professional
development if this is the expectation
how are we going to support our teachers
our site administrators and ourselves to
be able to deliver deliver on that and
so given the financial situation one of
the things that we're going to be
leveraging more of this technology not
so much in the short term because there
will be a learning curve but as we
enhance our
and systems it will allow us to provide
our our teams and our staff with access
to learning opportunities out there
delivered 24/7 in a five by then and any
device and they're designed to
accomplish to face and those are
supports for teachers administrators and
the central staff the an area that has
become for me a very important component
of that work is the CT framework works
by participating in some of the meetings
more recently or on the modernization
and all of that CTE has has come up as a
really important component then that
have a closer attention right to it
partly metro ninety-eight as as a funder
of some of that work really requires
that we revisit word where CT stands now
and that's one of those competition
those meetings have happened literacy
team moving in the future and how are we
going to support that so that 20 30
years from now there's it's the liable
even met the assessment framework is
another area that has also come up more
recently one because as we roll about
our core curriculum work when the things
that we need is measures we need a
measures of progress in our
implementation but also measures of
impact that it's having on student
growth and achievement and there is a
district assessment framework that was
developed last year and so now is about
expanding its implementation so that one
we have a way of calibrating across the
entire district and to measuring and
to compare how students are performing
no matter where they are across across
the system and so part of our core
curriculum work is integration our
formative and summative assessments and
inside of that for that work as all of
you know PE and health has become part
of the conversation this year because
the state is requiring that we pay more
attention to it and that we make
agreements that we are going to
implement with fidelity whatever
agreements we make and so that has led
to conversations around how to best
support schools in particular medical
Mills and so we are a teenage and in
those conversations around the PE and
health requirements and how how best to
to implement them and support schools
- science and a little bit conversation
last Tuesday around the EEO program said
wanting to collaborate
does that include and maybe we should
mention if it does alignment of eld
standards which is which is correct the
there's a second slide of 1819
priorities reality right you know
continental there's still pretty common
for standard kind of catch up right now
and so this is a pretty ambitious
listing also I don't want to give the
board the impression we're not
presenting a strategic plan department
by department we're laying out of a high
level what these chunks of work
regrettably that we're managing
resources for we're trying to make sure
each of these end up with a very
specific set of action steps that will
allow these to move down and our goal is
also to to close those historic gaps and
snow that's a rule
peace of all things that supports going
to happen Molly over there under core
curriculum I notice that it does not
include social studies and that an area
where I know we were all over the place
Turkey
so as you know the limiters the history
social science standards are are being
finalized at least speak oh so they will
become available over the summer so over
the summer there is there is a group of
closest and some teachers who will be
00h 25m 00s
working in the development of scope and
sequence for that how it will be
implemented and wrote that will depend
on bandwidth at schools right and so I
didn't call it out as as as the initial
work because of the areas that we are
focusing on but there is there is an
attendant interest by some schools watch
began to implement as well as for and so
the PE and health isn't required in high
school that the student takes the
presidential testing the annual
presidential testing make it at it I
mean because when I was in 2008 alum of
Grant High School but I went to middle
school in the first part of my freshman
Indian resume and it was required for us
to participate in the presidential
testing which was a little more out for
the students couldn't get award
you know whichever rankings you did I
don't know it would it is in the state
of Oregon my understanding is that it's
not I don't think it's watered I think
some PE teachers included in their
program but I think it's a choice
the exciting thing I mean the other good
things are exciting to second thing as
well is that is the integration of early
learning and so TL so that we can begin
to look at it as a p12 routine you know
about that and I've been talking to
Antonia to sort of give some guidance
and direction about how to do that it
has been sitting with them on the other
exciting one is the formalization of the
EPS art master plan which we are really
excited about when we want to leverage
the commitment by the citizens of
Portland to support the Arts important I
agree to tax themselves but more
importantly they need the right solution
spend an opportunity to enjoy their
their keen positive experience body
spending did you expect on them
considering the very limited these State
Department gas bedroom so it's exciting
in our conversations with folks in the
community who are very pro arts
education is an interest in helping to
come together in an advisory sort of
refresh with art education master plan
and philanthropy concerning wanting to
support with that so we're excited about
with the next level education
experiences
then partly in reaction to see what's
included in core curriculum because arts
wasn't tested it was four years now it
was just an extra
so I get bristles
see core curriculum testicles I don't
think you have the administration that's
driven by
to us you saw many content areas listed
to be honest most school systems will
take on one part of a population and
make the requisite investments of
professional development and
instructional materials which are
teachers about it while trying to do
multiple content areas at once and hold
in and need some refresh district and so
the last we are as part of our work we
really need to frame our work and so an
instructional framework for us
curricular framework in order in order
to be able to formalize and articulate
00h 30m 00s
who we are as a department what our
focus areas are probably defining our
priorities and how we're going to
measure our progress over time
and so that would be done through an
instructional framework and our hope is
that our instructional framework will
inform the superintendent and what as
they move towards the strategic plan
that that aspect of the work of running
a school district and corporates parts
of the instruction and this is a very
important point because
is a clear articulation of the
pedagogical models that would be used
across content areas and with diverse
learners that we serve and so how do we
be really explicit Universal Design for
Learning how do we be explicit about
doing fortunately responsive in our
strategies how are we clear in the early
grades about how we build foundational
effective elements of literacy that
built into our models all the way up
through the grades so we need to define
all of that because in the absence of
that clear guidance folks living you see
variability and therefore you see
variability in outcomes and you
especially see it in the gaps with that
are subgroups of students so when you
talk about OB director special brevities
how do you talk about integrated eld and
all of our content areas at the same
time that we talk about designated ei
for red Els and particularly how we
serve
how that crosswalks to the actual budget
so what line item was that talk about
here would match look on the budget
document yes several lines of
development look like no money in it so
it's like I know it's got to go
somewhere else so how does that how does
that match to the actual owner we might
have to be at that level of
sophisticated budget book I hadn't
thought about it but PBS for that was
clear but we would have to dive in a
little deeper to the next level to be
able to show how we're setting aside
resources to be able to do this work
that's been months of sort of trying to
figure out what pools and resources are
going to be enough to move each of these
areas along but so then conversely for
prioritizing things what are what are
things that were prioritizing so we're
just skimming through like
both men trading numbers are classic but
one of the trade-offs were to prioritize
this that's the right work how much does
that cost and what are we what are we
saying this year were
[Music]
so it's not that we did you know three
months into the next fiscal year or like
happen we're not doing that hot how does
it affect the steps of all right well I
just say like you know what what are the
trade-offs of being intentional about
you know or we okay with spending half
the money that we spent last year in
textbooks really any elementary school
summer school programs it may be okay
because we're buying this with the
budget but wanting to be like be able to
think intentionally about knowing so as
an example purposes so the the office
budget is is inclusive of personnel that
includes site based sites site based
staffing which is of the staffing that
we have at 25 million dollars 50 million
is site based in this our classrooms and
etc so that really lowers the number
quite a bit and so with whatever is is
left this includes some central office
staff it includes the programs
professional development that is one and
also the the textbook purchases and it's
bike by cost to each department but if
you look at textbook purchases for
example one of the challenges that that
we're facing is the ability to have a
full complement of resources in every
subject area bridges in math for example
the first version of those was prior to
Common Core so schools are working with
metal materials that are
before we don't have the the moons of
dollars necessary to purchase a new
series so what the district has been
doing is refreshing and actually
purchasing from other school districts
that are eliminating theirs and we're
binding
00h 35m 00s
actually not only are they bridges not
aligned with common core but it was
never aligned with the original last set
of Oregon's standards when we went to
standards in 1991 that is when we went
to the first set of standards before we
wanted to come in core EPS hasn't made
that first step so I think you've heard
sometimes our superintendents say and
some things were like in the 90s well we
are so I think that
another is is our science program at the
elementary level we use Faust kids the
first so that those are examples of how
the then that having sufficiently the
other thing is that we did as part of
cutting our budget we cut 25 closest
those doses were originally scheduled or
art or marked to be working in schools
as we implement the core curriculum in
these three areas to service coaches and
support students in One Flew well though
they'll be gone so when the things that
that we will have to do differently
instead of providing a direct approach
Amaro it'll be a consultancy model right
where you cluster school sort of our
third earth individuals to the other end
then a child science and people will be
working with them so it does limit in
the way that we're going to be able to
support some of the work that we're
really now it's an area around
in-person support doesn't we do think
about winter under formats for getting
dial tone to teachers with doesn't exist
is an educator portal that it gives that
guidance cleansing planet suggestion
lays out many instructional materials
and so that's part of what our
conversations are right now is highly
open all of the emerging part very come
across content areas it is chunked out
an online so no teacher has to stand up
on a Sunday night wondering wrong women
teach savage and so all developed
teachers for teachers and so the LMS
when the things that I talked about
earlier fresh development was hard even
though that I'm over Buster neck so that
is the plan that we're gonna produce
that there's some other district they're
on an item system and important it is
working on canvas so some schools some
students and some teachers have already
been working on canvas for a couple of
years the the plan is to migrate towards
a more more robust than men consistent
effort which will do many of the things
that that was pertinent was was
describing so one of the reasons we
vetted this particular platform is
because we have to somehow leapfrog to
get our teachers
contents lessons video clips pedagogical
guidance so we're purchasing that all of
us been archived invented so teachers
you know continue and absorb all about
aphasia and teams of teachers and look
at those and so the it means it'll it's
it's going to be definitely a whole
different generation what they've
experienced yes so we're not reinventing
it we don't have no capacity to read a
better how do we because there's good
stuff out there
[Music]
so this is a newly formed Office of
Student Support Services so we just have
a draft mission currently which is to
provide from the responsive services
program and systems of supports to
students and families which contribute
00h 40m 00s
to not only be academic but also the
social because this is release we will
be gathering the stakeholders from many
different subjects to work on the
mission division of this so our new
office what do we do there are six the
first one is athletic that oversees
about letting through fourth grade
management
sorry no sorry I actually language yeah
so sorry and I did that I actually spoke
about so so the other one to get is a
special education which actually
financially is the largest part of this
office and it is for all of the special
programs in program any of our separate
schools credit contracts
there are educators myself so that is
especially Columbia regional program
that is the regional services that we
have a contract to serve for our
students with low incidence disabilities
we have a regional program provides
services support and professional
development for 22 school districts in
our area which include four counties and
three tsks enrollment and transfer which
a new department which is called our
multi-tiered systems of support we are
actually fully a member of our resources
and then this is one area that we're
building on we've made some priority
decisions and where we're putting
resources and this is one area that is
desperately needed
it will include response to intervention
which is RTI our school climate team a
restorative justice positively here
supports or QA
can either of you explain that show why
multi-tiered systems of support or or
use or tenant it's under your purview as
opposed to well it's the fact is the
multi-tiered system of support you look
at it from my response to intervention
triangle academic out so all this is
attempting to capture is that set of
strategies and bodies of work strands
that would be led a little newly
launched department we are talking about
an entirely new office of chief bringing
together two supports and so all of
these are aimed at getting the readiness
to learn so that the multi tier system
supports that applies for the academic
oxidized the teaching learning with
articulating for for Tier one curricula
vetted evidence-based to to curriculum
in programs and there's two reasons but
the term can be applied to everything by
the UM TSS in your resource management I
applied it to school improvement across
large districts and now you look at it
all the same is that whatever good the
stuff is you're differentiating levels
of support and intervention whether
you're talking about schools or students
or in this case our department thinks
about differentiating and supportive
schools how do you offer a building
content knowledge in each of these areas
and have some mechanism for working with
different school communities who are
raising their understandings but also
may have specific
crises issues incidents where the team
I just want to add something thank you
it's it's you know they've been working
in those two pieces especially vir smrti
in separate phases and everything
together so if there's another sort of
cross department part I want to explain
and you'll see when I show OSP that
there's part of mt SS in their core
functions as well so our superintendent
explain the behavior classroom climate
and the academic side but then if you
also visualize the bottom is the core
which will be in Cote L right and then
there then you start to identify what
our tier two interventions in one or two
or three interventions so in terms of
00h 45m 00s
this office she will oversee all of the
behavior side from core to tier two
interventions in tier 3 interventions
the RTI part will be a person who's
anchored in her department but will work
really closely with the Lisa's
Department on the academic core so that
they're working in partnership so just
to give you an example we're talking
about elementary literacy the the
director who's in charge of literacy and
ensuring that we implement the core
we'll also be working with this RTI
person so together they identify whether
our going to be our tier two and Tier
three supports and then there's a
component in OSP where assistant area
assistant superintendents and area
directors will really be focusing on the
cap and the data and data literacy and
providing reports and together across
all three of those we will be teaching
this is the way you look at what we're
doing first what is the implementation
of the quarter look like which will be
in OTL while we're doing that we're
looking at individual student data the
same gorilla students that are starting
the fall through the crack because they
don't have what they need and we will
have people anchored in both departments
to look for those academic supports and
then the behavioral supports mostly said
in a student services so you can see we
have to work together in order to get a
whole system of MTFs to work so we'll
talk about this at the end of the
presentation about how we begin to build
that kind of system performance and
progress monitoring so it's hard to
track it now we don't have the system -
we don't have the projects you can't be
able to make those decisions because we
haven't talked about an assessment
system capacity requirements and we
haven't had professional development or
money for professional development to
teach people a real RTI process where
you actually watch the progress of every
student and those who are behind you
watch that progress every to succeed but
it's attitude I mean we've had a
terrible chicken and egg
times where we don't resource the
ability to get the student data that can
inform help us have evidence-based
practices and we know that area a lot
there the state Bria to do the work so
they'd have a lot of experience district
so yeah I just meant for people
or an RTI so that we can start to
partner with them in regards to
university
that might be something but budget-wise
that mean we do the last apartment over
to counselors school sites are section
504 students threat assessment crisis
response our Rapid Response Team which
is part of article 6 or now we call
particle trauma
our suicide prevention mental health
drug and alcohol nursing and
school-based health centers so it's
really all those critical supports to
help our kids
before me
this is Brenda's referencing the fact
that we made permits to actually follow
through and implement Plus enhance our
ability to act quickly in crisis
so Brenda being the 2/3 response tool to
put together a multidisciplinary seven
people where behaviors of health
providers and that is another area just
like NTFS wearing a repurposed resources
in order to make sure that we're really
looking actively districts capacity at
that Tier three area providing teachers
with some some wellness opportunities
providing students and families with
access to a school site that doesn't
happen
especially related and then also
offering more of those therapeutic
intervention coaches so that we would
support this system building that
capacity and this late so much
areas getting a portfolio that also
generally is yeah I'm going to subscribe
to the here there's zero doubt
00h 50m 00s
and I plan on writing it's still like
$10,000 and I'm sorry for pages to page
seven but how do you get me thinking
about but well so I can fix that I have
your fun let me at Overlea so this last
pair of you were making twenty two
requirements we're out of your fantastic
areas so is this a budget that will get
us back in compliance does that support
the services and the work so the
$800,000 for the IEP rating I believe
just moved from one budget to another it
was under the HR department and when we
eliminate yeah so what we did is we
decided in a number of areas in HR to
actually put the funding where it's
supposed to go
so I EP writing make sense that would
fall under the special education we know
so if they need to do something together
like it somewhere else maybe it's a go
to line whatever or where that is
and I was gonna wait to render the
finish before I came back to ILC tag
calm down
yeah we will took tamale what none of
that hasn't met - we do need to do that
that cleans make that's all transparent
that buddy book is one sorry initiative
so gives him that second okay both of
those specifically on ie writing I was
having our budget legal requirements
Department before basically moving out
to the school it's not as clear in this
book because there's 30 different ways
we can you know present this and all of
them work differently but it is being
moved from a budget finance piece where
it was how it is a sort of incidental
but necessary cost to the district to
the content based department where it
will be how you are correct that there
are still done so much for your
organization some of those account lines
which are accounted for in the bottom
line they need some clarity and I think
collecting those pieces that way
specific questions about that we can go
into that line item by line item Keith
that is unintelligible to everybody but
the budget part mistake is $500,000
from here to here so that we have the
plain language answers that you need
that are also refined the other people
are doing for this that is information
that they need that's arisen if we have
in a under in a format that's too large
to share with anybody else but we could
definitely catalog those a crosswalk
that to the actual budget so I didn't
answer that I'm aware of and we have
addressed those issues like this or
saying prevention training or
at rest so so the area that I you know
about we have made plans to suggestion
could we have a separate piece of paper
that looks at the division 22 and
whatever well there's a budgetary impact
thank you that answer goes
on say special ed and MP SS and some
things around student success those are
you the one left holding the baby or is
it and that's an answer so we will be
responsible for the content of the
professional development it's going to
go under Oh TL for professional that
would coordinate the district's PD plan
but each department because of our
expertise will be responsible for
providing that
so here's my observation is every
00h 55m 00s
department was kind of throwing out the
opportunities they work coherently
organized into one universal PD catalog
that had been vetted it so now this way
every department she for being to come
together as a multi-discipline
department who actually published a
catalogue of those those opportunities
they're producing sponsoring or some
that might be available through some
other partner closely related at least
in my mind accessing resources or
counselors and school sites like the
Family Services is that going through
your department going to or like mental
health service the emails oh yeah it was
great yeah Cascadia we currently in
contract Lydia
the county horses Center
so anyway so I wanted to tell you these
are sorry so as I understand it okay Jim
gibla so looking into that and try
understand what the process I think it
didn't think it was scoping like
single-digit million dollars I would be
surprised at that Rhode Island also
there's a pros and cons to building for
Medicaid right that's also a moral issue
so you would have to make sure that
you're building that into your budget if
you're actually point
services thanks my question yeah so you
would have to do that you'd have to have
some sort of allocation to want to turn
the Medicaid building and then how
you're providing the railers thence back
like a hosta civility so it's very it's
similar and most disability of the life
he's here to do then but so it's
something we definitely need to talk
about because it would be a great
benefit to PBS because we have a number
of streams medicaid-eligible but there
are a lot of additional complexities in
regards to learn but specifically with
and we do we've sewed that so and the
entities of some of our staff actually
does some of that certification today
through hemust
and it is an extra workload
[Music]
I I'm not sure they fixed everything me
and then to most districts the accepted
district config as PPS have just let go
of it because we were spending more
money tracking it then we were actually
getting it wasn't cost effective for us
now in PPS it might be so I think we
want to see what happens with the
legislature I know that Jim is doing a
little research that he and I didn't
touch base began on that but I have been
checking with other districts and what
they were doing in most people I have
been doing it were doing it so those
changes everyone was doing it up about
three years ago
it's flash fiction central office - and
about a third handle it off of that
approximately $30,000 investment we were
bringing in about three million bucks a
year so very much work that absolutely
and the workload issues out in the
schools
I know that we got those solved and then
we started doing it as soon as we gather
the salt but I think that just my civic
reasons I'm not going tracking it all
good
01h 00m 00s
it's the question at hand though is do
we need to build any of that into this
budget or are we gonna spend some time
exploring there is a small amount built
into this budget right now I don't
remember the accurate number but we have
long on the revenue side we build on a
small amount of relatives business
depends where as we kind of learn a
little bit more over the coming weeks we
want to sort of move your hands are
dancing so my priorities for the
remainder this year is to first post
four positions
hire staff of our professional
development
Oh TL
establish a budget reporting mechanism
that has
now give me both for internal processes
as well
for me with my department senior
partners and directors so that were so
the Reinhardt metallurgic finally budget
contractual agreements organize and
facilitate the vision and mission work
that I talked about review contacts in
all of our departments to look for
efficiencies and monitoring components
and one example is our resolutions
request contract currently
that provides contracted services we're
going to bring those services in-house
we have some highly skilled staff that
weird
to grow that department and then really
what we need to look at is adult that
adult remediation needs and resolution
our quest has a branch of that excellent
and what they do so we really want to
use them to to augment and support but
bringing people in
her own staff
more beneficial or our shooter
the latter
across cultures and languages because I
know worse about some of the glitches
with our non-english speaking families
in this
last one is to just establish those
meeting structures and processes
development rate but really I think you
raised a wonderful question again where
is your translation services is it
spread to the different departments for
is it one specific rate constants
indications okay about school-based
translations understanding that used to
be the school based responsibility but
they didn't get extra necessary extra
money
so I believe it's all in communications
and all 16 communications but a lot is
it was spent by the schools directly
good contractors are very like treating
the past dollar spend up contractor
schoolers they just house but now it's
all so one sample families have learned
IEP is translated if they came out of
the school budget they were likely to
I'm so connecting with interpreter
translators around retraining a car a
so we don't ever walk back to the issue
so if we're doing these questions when
we get
earlier session which is okay and you're
so early in our in our tenure Brenda and
I have just begun
around where should the how do we best
collaborate these coordinates
so the bullet point organizing
facilitating vision mission work with
stakeholders
Hoonah statement so the stakeholders are
going to be a variety of the fold staff
from multiple departments I would like
to have a family and
input administration
so
it's a variety of
because this is the office of students
01h 05m 00s
of course so I think that we need to
really make sure that our mission vision
mission and work reflects so there are
there are a number of
but I think
you also want to do some thinking as
this this is something that we have
nothing
welljust okay so move on to the budget
Student Support Services is
we are 84 million as the largest
percentage of the office buzz budget is
special education services which is most
87 percent which is about love the
percent
the general fund
athletics for the office budget and 7.7%
I didn't want to talk a little bit about
that the athletics department has been
under budgeted for multiple years and so
we have right into that ship so we
ensured that the budget reflects the
actually spending over an average of
trying to do averaging over into the
military for three years three years I
think it was a three-year average and so
what we did is we which
well um not quite what really what would
happen it started with over you would
overspend every year and a budget was
artificially low
you know expensively what this does this
allows until you continue to offer the
current level of service without
overspending a budget so it throughs up
there really what it does intrusive
budget he will still use his foundation
to raise money that we provide it it is
it is a it's more accurate foundation so
I think now we have to debate about
whether or not that's the right place to
invest one
talking about what are the core services
that we expect to be delivered character
has there is supplemental funding before
what I think many could argue our core
services like for example when we
started the whole mill School Athletic
programs there was no additional
resources for that
so is this film relying on student fees
no this budget does not rely on student
into the general fund and then we're
balancing the athletic I don't as per
the three-year average so anywhere
you're asking is is their participation
fees yeah yeah PDF say this we didn't
increase and because we're in a budget
cut mode we have looked at making
reduction of staff letters when we found
that we were not even funding to the
level in a reduction that we had to say
first we have to break the ship then we
have to look deeper at everything where
we gonna copy or not because to touch
those
we're actually cutting services to kids
we're actually going to cut out certain
sports programs and the kids that they
give an impact are the kids who are
historically underserved of course we
don't want to do that it's always a
challenge
planning for efficiencies budgetary I do
want to look at how to make our office
more efficient so we will prioritize
mandatory services in a legally
compliant
that includes all of our parts title
and because there are a number of things
01h 10m 00s
that haven't been monitored on a regular
basis I am coming in a time to lead you
on a monthly basis not on personnel
budgets for every single month and every
single department that's what we
constructive review context critically
in order to monitor for the
effectiveness of the contracted services
a lot of times were continuing to offer
contracts over and over again and we're
really not monitoring for that so we
really need to look at what our needs
are and then the services
including in the contracts some kind of
evaluation mechanism that's what that's
what I would make sure to make buddy
we're not a standardized so our
attention
and then the last piece of that to make
that transparent
and then we already talked about the
restructuring of small entity
again next step is
the mission is to develop that align our
system of the frameworks I was in 312 so
that we have a seamless system of
support to implement a comprehensive
multi-tiered system of support and roll
it out along with what it was used to be
called as the rabbit responsible which
is how they destroy territory
research and implement a drug an alcohol
and a dual diagnosis airplant implement
our custom we have started that this
year we implemented a student level
student threat assessment in all of our
high schools we also implemented
level two threat assessment which is
community based and then we will roll it
out for our rural schools are all
programs and our element raised next
year
we have it at the I think it's the North
Precinct Sparrow and then we so we go
there twice I'm unfamiliar with space
issues getting this ugly in there and so
there are a number of different
purchases department division well
justice DHS doing correction
yes
and then a number of our different
departments like our reconnection
services especially we've modeled this
after sale appraisers leveled threat
assessment we do a number of months of
training with them they can often help
us train and so we're modeling our level
two team after the stabilizer model
which is called a big bid
it was big
and then the last thing is to just learn
more about my new departments in order
to so two questions through ones of
parent engagement or how do you see that
run across
so I renewed
supporting her
academic success that recommended
curriculum materials
so be able to I coming out this can
explain a bit about that wait a minute
when it's a perfect yeah so I merely
some changes to Antonio's it's
cleaner people oh it's me they have time
01h 15m 00s
to match up where did libraries oh okay
very interesting libraries
alright go in the office of school
performance Antonio is the assistant
superintendent oversees backward it's oh
you did - this is the life of an email
response they may have the boolean
single okay so the mission in office of
school performance that the office
develops towards and supervises schools
by providing professional development
coaching and differentiated supports in
order for principals to become as strong
as our capacity really attending to
those rituals village of their research
teachers make a difference with
individual kids and classrooms but the
only way you get high-performing schools
is through instruction
he's willing to push those changes it
was how to support people and so on
these leaders model and support teachers
in these teachers these leaders model
and support teachers in utilizing high
leverage culturally relevant and
rigorous instructional strategies so the
strategies will be identified in the
professional come from OTL as well as
the content professional development but
it's really the work of autistic
performance to ensure that we are doing
an adequate job of developing this book
so it's just really a close working
relationship between
coordinates for TL as well as support so
the priorities that aren't working
collaboration aside from the other two
offices to implement the instructional
program and to access the wraparound
services to ensure a strong principal
and vice-principal in every building who
is well matched to the school community
that was one of our strategic priorities
recently and to provide high quality
feedback that deepens skills and
performance resulting increase to point
of everything we do is to improve
instruction for students
so this is just showing you the a couple
of models of to the question about how
many area system where informants and
area directors we have one model is
showing that there would be a cohort
that is supported by an area system soup
and a narrative director the other side
shows okay maybe we don't find that
people are really ready for that
assistant superinten so we'll use the
ones that we do have and then partner
those area directors under them for
being partnering a couple of cohorts the
the most important thing here is that we
actually get a structure where people
have the knowledge and skill so we meet
at every level so that people see the
pathway but they also get the support
and the training you need to be prepared
for each level the future core functions
and services and this is one kind of
still under development is to hire
develop instructional leaders the
services are to provide that leadership
development opportunities for building
administrators and the impact is that
you'll have strong instructional leaders
that lead the instructional work in
schools that raise student achievement
asperity isn't by subgroups that we need
to be for to also support schools so
when is the instructional leader but
that is supporting schools all kinds of
things go on in those schools so
providing the professional development
coaching and differentiated support and
to be the bridge to the other
departments if there's something we
didn't through HR or budget or whatever
that might be
that they are the ones on the ground
those area directors and assistant
superintendents working closely with the
principals to find out what they need
and then come work with the other
department and then school
accountability is through the cap in the
MTS s model so here's that other length
2 TSP to Mt SS in OSP so OSP provides
the reports some assessment literacy
training which originally come from OTL
but we'll continue that training over
and over again as people know that to
help them be supported in that way
assessment literacy trainings that's not
just literacy trained and the impact is
01h 20m 00s
that we raised an achievement for all
students and eliminate those achievement
is where disparity disparities
say and then another court function is
the induction to support the retention
and growth services building pathways
for success for all of those leaders and
the impact for us there then we have a
strong full of ready leaders to take
those outside so you're going to hear
overlap and coming weeks reimagine
challenge of culture department will do
some overlap
goals in question
so the school support budget is 5.5
percent of the general fund thirty five
point five million to 16 and you can see
that where most of that money goes is to
charters and to our multi pathways to
multiple pathways to graduation and so
the kind of thing we have a follow up
slides you can read all of those other
numbers yourself but the biggest ones
I'm gonna highlight right now though but
can you go back so I guess we can so the
office of school performance and senior
leadership so you might affirm that
about I guess the budget
don't they have a lot of grant work too
so in terms of just the general fund
part okay so we parse that out
the chef Oringer so I just wanted to
call out those two suits to make sure we
all kind of shared understanding what
happened there
so chargers here one question at some
point I think it would be good to know
what percentage of our students are
actually I kissed your hair that really
excited so and then just to bring us all
up to the same understanding of the
charter schools we serve nearly 2,100
k-12 students annually in innovative
programs with specific educational
philosophies and delivery models that
offer additional options for students
families within the public school system
charter schools enter into a contract
with PBS for sponsorship in the maintain
a high level of autonomy in exchange for
increased accountability the charter
schools are funded through the state
school funds that are passed through PBS
general funds state school allocation
using a mathematical formula depending
on the
in addition PPS includes charter schools
in our equity allocation and this is the
PPS decision calculating the FTE that
those schools will be entitled to
converting you have to eat of dollars
and include in their allocation and that
Weston e-learning 3 it's my whole we
just did that because those 2100
students are our students right in the
school year 1819 that passed view is
estimated at fourteen point four month
meaning only one amount no not just
equity a stain one out that goes state
from the state to the charter schools
and do we pass through 80 percent or 85
oh I didn't see you back there turn
right it is 85 at k-8 and 95 and what
about in that and that is two and that's
outlined by the state so we need do the
we do exactly what the state requires as
part what is it for comfort of
alternative schools again that's
determined by statute and its eighty
percent
that operating and that changes we give
that figure from our budget office every
year what that operation
so so the state mandates the that 85%
than 95% we do that we do know been
01h 25m 00s
among charter schools around the state
of absent state to raise that higher
charter schools in our district have
historically common tasks leadership has
always provided that we followed the
state guidelines of what we are required
to pass through they've asked for
districts up
but that were adding it
so when you add in equity funds what's
done I mean I want to say equity was
$300,000 or so right across all the
chart across all the church was it was a
because we need west end of the tunnel
we have a play that we play the specific
equations based on population this
population in a lot of church schools
which would use the dollar to attract a
more diverse school campuses like this
[Music]
it's like no cat for how many students
whoever shows up at the door before we
do have his Caesarea logic level for
staffing administrators but not in
charter school is that what was that
your question
what was more like a general but okay
yeah it was because it was mentioned
about so yet look the question came in
said it's mentioned about principles but
on the chart it doesn't show where the
principles would lie on this chart and
then I know there's a previous charter
to where it said the area of assistant
superintendent so I'm trying to might
get a visual of both charts put together
and see where the principles apply and
how the students would have their
support from the principal because as
you mentioned the leadership that the
principals have to withhold for their
teachers just alone so just trying to
find the balance of both charts together
in other words to share with you from
Staffing that included school level
administrators
today we're talking about central office
administrators that's right oh no I got
so multiple pathways just to give you a
little background on multiple pathways
serves more than 10,000 k-12 students
and Lane up in our most vulnerable
students by providing schools and all
districts white credit recovery during
the day in all comprehensive focus and
alternative schools as well as an
evening and a summer so multiple
pathways to graduation works with
parenting students and their children
aged six weeks and students pre-k
through 12 also includes our
community-based alternative schools who
serve over 2,000 students who had
disengaged from comprehensive high
school programs and creative a really
great presentation at one of our
teaching and learning committee meetings
all of the multiple pathways to
graduation schools and programs provide
direct services to students and directly
impact our high school graduation and
completion rate so when we were looking
at where do we reduce the budget in the
office of school performance
you saw the majority of it goes to
charter schools which we don't have a
choice on that the the next biggest
bucket goes to this work and it almost
all goes out to fits directly so if we
were to cut any resource for them it
would have actually cut the number of
kids we can serve and they're like
that's amazing what they serve what they
have
supporter it is where we're getting the
eight pieces individually it should be
noted that interesting the equity plot
the contracted alternative schools don't
get the equity funds but our charter
schools to do so change them my mind
01h 30m 00s
that somebody we need Enix well I think
the bigger question is why is it twenty
percent of the student population just
uses an alternative for our traditional
that's like every right time so yeah
I've never heard of that yeah so there's
something about our offerings and our
program we should pay attention to some
of those practices there's some
learnings so that we're doing that
across more of our schools sorry kids
don't feel like they have to choose a
different alternative you're probably
always we support teachers there's
likely something about the demographic
that's appearing in these programs that
somehow are not being served this is one
of our priorities
keep it on that huge homeless and
clearly not doing a good job supporting
for many of these programs are and I am
learning from those promising practices
which actually have part of our
treatment I just want to say one thing
one piece that data I think is really
fascinating that's what we did a joiner
of studies one of the last things fair
finger did before she left 18 percent of
our high school community joined PBS
after ninth grade I think one of the
things our interesting just
and so I think there's house just
broaden the event conversation just like
what our superintendent said
so one in five students did not go
through our eighth birthday and they
might have moved and they may have
stopped early in a lab that they come
back or adore they come back after ninth
grade they don't start
practice not around probably do that
environment
join our high school programming after
that dream so it's just interesting when
we talk about something that that isn't
just seem to bring up in this context so
they don't stick at one point we had
this stunning map of our high schools
that showed random percentages not
random but how many percentages what
what percentage x of the faith schools
population had been at number Y schools
before reaching that high school and
Madison was at about 8 for 30% of the
kids and Roosevelt was over 12% it's
like at the school and then at a
different school every year before they
got to manage their gutter was really
stunning we should recirculate that team
is highlighting some pretty big priority
areas and under the choir implementation
but this I gotta say
schools and I want to say thank you to
Karina and everybody in this program
that is literally saving my future
straining mmm fart feel but what does it
say now middle school option here
contractors an alternative school I
don't know what we're talking about
where those kids are going in now we're
going to share their success
what working our best working our best
good question about so going back to
this chart about what's penis high
school programs
so it kind of I guess I'm struggling
just a little bit to figure out what
determines when something is he in the
OTL
find it
trying to get it but picture so I'm not
actually sure what their highschool
01h 35m 00s
answers that's well we're looking at
yeah exactly exactly the split on that
thing will about and its soda sizzle
so kind of the logic is that
[Music]
you're wondering about how about
organizing yeah yeah I'm trying to
figure out the logic of it doing this is
speaking like a case can be made for a
different athletics school-based
programs coaches but but the other thing
is I mean so my understanding of OSP has
been that its primary function
and I may be very wrong but I thought
the primary function was supporting and
principles like school leadership
its primary function should condition
that includes not just the principal or
any of those programs that are directly
serving kids towards graduation so
really really if you're going to move to
schools at scale okay okay so I should
just maybe I should preface this the
difference between OTL and OSP has
always been very fuzzy to me so if we
the way I think about it is if all the
people versus the content and the
assessment curriculum for the most part
would be in OTL but all the leaders
supporting the teachers supporting so
when we look at staffing and all of that
you've got these leaders that are
providing the support in terms of
management as well as instructional
leadership but they can't and actually
Antonio groups but well really well to
them you should say with you although we
haven't had one is that what and that is
that the instructional model and that's
all the only groups of it up the how its
implemented a is really that four-speed
part right how do we make sure that we
usually happen how do we make sure that
they
is that in the classroom it's been
visible in terms of what it is how do we
make sure that whatever is preparing
that instructional side in a pedagogy
side that in the schools is implemented
so that's how I see it but there there's
such a close relationship or shimmy and
what you share this morning was there
hasn't in the past there was in fact
relationship and and there wasn't the
resource in OSP so they weren't be very
separate and you can see what we're
trying to do is really kind of overlap
these to say we all have a
responsibility around the instructional
core which is why it lives in my vision
priority because that is what I'll have
to continually ensure is that we are
doing that work together it was probably
about a computer vision separately
beyond city of socratic thing it's a
three headed quality of support similar
to the deputy so we have to change that
paradigm by making sure these
departments are working very closely
together around the table talking about
the same set of schools looking at the
same capacity system performance data
conversation
good examples of how to that divide
because I like my grandson is it I don't
see migrant on here it's like shouldn't
01h 40m 00s
they be together somewhere so the the
federal programs have been spread all
over the places part of the challenge
OSP had title and my understanding is
historically kind of nobody was watching
that once so Antonio did something about
that and since so he he had it in his
apartment we have now moved all the new
programs grandpa and programs to ot else
so it has that instructional piece and
Antonio thought that was what we needed
to do but he was holding on to it before
because we really don't have it all
together but soon will you do that move
so young so we published it without a
budget
see this is what we keep finding out
every day why is this over here
microphone I think we've answered a
question question investing that is
important it is important to know that
in the past there were three assistant
superintendents riding in funded
programs America was under one of the
assistant superintendent hours area
declared in last year when that position
was eliminated then it was left or
speaking on T L so we absorbed some of
those last year so that's why you have
this occasion is because it was tea
party was three assistantship is okay
so whether you find Leslie but I'm not
quite sure where this
you have a under TL focus or premise on
assessment framework this performance
aspect is a school level indicator is it
under this assessment in okay I want you
to type check and get there for ten
minutes did you get in one question I
think all my questions will be answered
so just to go back with the mental
health and trauma
you have mentioned with medica Medicaid
pain clinics but sounding like that for
the public schools and paying for that
clinic instead of Medicaid those
Medicaid was the thing for that clinic
and she had also mentioned having
therapists to speak with my high school
counselor was certainly have a PhD so
she was able to treat you know on
multiple levels but if she was to say
have hours in the clinic and Medicaid
started paying for that the neck should
be able to rule some you know balance
out some fun to go back into the general
budget because they medicate you
campaign for her service
okay so you can probably tell by this
presentation
going at a reduced budget it was really
difficult when what we're trying to do
is FIFA FIFA stop and because we cannot
cut a special education and don't want
to but also because of maintenance of
effort and then when we look on officers
plane performance that the biggest
chunks were multiple pathways to
graduation the charter schools which we
don't get a choice over and the senior
directors which were pretty thinly
staffed in fact they only have a budget
themselves of twenty five thousand
dollars to support all the schools in
their cluster so there wasn't anything
we wanted to reduce there on the so the
area that we were looking for
efficiencies one of the things we've
learned is that we had what we call
SFA's or community agents in multiple
divisions in the district and so we've
identified that there's 21 FTE Student
Success advocates and 9.5 FTE in
community agents and when we talk to
01h 45m 00s
people about what they're doing there's
not a clean line so what we have decided
is the project manager in student
support one of the projects they're
going to do is meet with all of these
different community agents and see if we
can get a framework and an understanding
of what are they all doing when it first
of all what we really need what are they
all doing what should be the right
structure and then that will be in
student support services once we figure
that all out however for the budget
reduction piece the only thing we could
find that we could reduce to take a
parent or at least a little bit out of
OSP
to reduce those community agents in the
office of school performance so you'll
see in our West
RV school and family partnerships so
what we also find is they're called
different things in each of these
departments so that's what they were
called in OSP
we reduce those four partly because we
needed to make a reduction somewhere and
we know that those tasks are getting
replicated in other people so we took
those for having a particular language
very important so we have some multiple
languages represented in all of those as
well okay so we're just we're not making
sure that we continue to have that
represented languages so I don't want to
say we're not losing anything because
that was to say there wasn't value there
was value and want people in accounting
but we just think we don't have any
coordination so that's the first thing
we need to do and then we can see you
know what are we what are we serving and
are we doing it well and where are the
gaps so I guess I guess my question more
specifically was
we say if we support five languages or
just to ensure that we still somewhere
in these people have those languages
covered
well we know we have them covered in
communications translation we would
likely not share the goal of saying we
want one cookie or in family
communication units that is able to
support multiple programs and partners
if that unit has to verse multilingual
that's working closely with
communications there was a lot of
duplication this was an area where we
felt we could get time
but dr. Curtis I don't know this
question for you or doctor dollars you
know of it looking at the OTL budget I
don't see alive or itself in the
original chart I mean I realize that
charges of the whole detailed chart
handle it is there it's just deeper down
in OTL okay okay but it's somewhere in
this budget just not somewhere yeah
thank you
that's the thing you're not hearing
today from all the departments is what
is that reimagine a charlatan potential
customers we reduced and the dying
Blackbird specifically much more than
okay I'll be brief because it's just me
and my vessel insisting do you want
maybe the one minute these are a few
things I do fastest but it has a small
or anyway so just friend it out there
try to make sure it's working with our
cabinet level of leaders to the
portfolio high level just the top part
of the org chart which represents my
direct reports to deputies you've met
one we'll factor the other side 50% off
style defense for the next 48 hours
general counsel Chiefs of Staff and
newly minted talented culture Department
and that matters because there's a
couple of other areas you'll see under
the superintendent and one of them is
the racial equity which I'll talk about
01h 50m 00s
in a second with three elements that
works in collaboration of other programs
and departments those that are specific
student initiatives that move and
support specific underserved student
groups community partnerships because
often times they are the ones that have
the expertise and they're valued
partners and how do you leverage those
in evaluate their value and impact and
then serving the diverse
that we have we have to have a workforce
that reflects on families so how do we
work with our talented culture
department to really be active in our
recruitment and development a diverse
workforce so those are three elements
their strategic specific plan detailed
work on these three department because
it would be presumptuous
so we'll be inviting the Advisory
Council to help co-construct that who
are you doing conversations with many
many many stakeholders on this company
then on the left side to the system
performance conversation all of this
work whatever I find has been anemic and
the organization is any ability to
really track against key performance
indicators performance metrics across
each department there are no evidence of
balance for cars that we are reporting
on on a quarterly basis to board and we
don't have a way that really accurately
do program evaluation of grants
investments that we made etcetera so how
do we know that unless we're able to
disaggregate my students served by
program internally or externally or in
the community to kind of gauge whether
there's a return on investment this also
includes sort of the broader assessment
portfolio obviously that's going to be
connected to teaching and learning but
we need a check and balance and not just
localized formatives but also state
testing so they sort of that big event
all together so we can we can work with
it as we do so this is a small team
that's been here working on their IT and
just by pertaining it and for the moment
we'll be giving a directed direction I
think the board saw on my entry some of
the ways that I have tracked school
capacity and
and over time we'll get to a point to
where we can start scatter plotting the
building capacity of our schools to be
able to serve an accelerated student
learning once all of these ingredients
start to get into place and then we can
have very very informed conversations
about what's working and what's not so
that's sort of the wish there go to the
next page I only make reference to the
racial equity plan because it's a
five-year plan to expire two years ago
by the way
call for annual performance reports I
haven't seen any so I want to pick up on
the good thinking there might be I just
haven't seen them we want to pick up on
the good work that was done there and
sort of what did we learn how do we use
that as a springboard to the next
five-year plan and how do we work with
the broader community to develop that
and one might be some of the elements
that I talked about sort of three
components that I see part of that
effort those three areas there's going
to to budget in this equity 2.0 but I'm
calling Network there's some personnel
because we do have some students that
work out one per cohort and I on where
there's areas are that requires support
that may be really important moving
forward to inform some gap areas there's
some contracts have been a reduction
there overall but it's about five
million now set aside once we identify
what it needs so we can set about what
providers would be a match in some of
those areas we can't begin the replicate
some of that work because they're doing
a pretty good job with it right now in
some cases and then the talent
America's tradition active in a child
practice do something that work
that's a percentage of all those are all
generally going towards racial equity
priorities of course that plan should be
throughout all of our departments and
then I talked about this is the
performance work but it really would
cover that team will start to really
organize data across all of these areas
with students school and program so we
have evaluation of progress monitoring
so there's there's seven FTP and there's
a small reduction there is some work to
do that includes an office or evaluation
and program a grant evaluation that
sometimes is so that's my quick quick
pass okay so I just see the experiment
just gave us the answers to the high
school programs PCC and PS use dual
credits is that to pay actually for the
credits pretty good so some of some of
that so I don't have the entire list but
when I look at that those sort of the
big picture of the bigger buckets that
would come
01h 55m 00s
so that comes out of that so there's
things like that that are just generally
I think except where we left off and
went pay attention to the last slide
kind of where we left there but we would
like deeper into the other departments
that we do we mentioned stay on the
operational side
[Music]
today percentages - actually I was
trying to cross where is it here because
one of the things is when it's in here
you have some contact stuff last year
whether it's up and down to see you like
what the dollar that is and then how it
escalated from yeah in the book dealer
speaking of the book is used by program
account department so that's motif one
day and in some cases the amount may
appear it's like different deflated but
they're they're imagining entirely
different water right it's just yes
what's the budget to know are we
is there a budget generally a shift in
priorities it's not it's not clear and
if it is how much so and then whatever
what are we intentionally not
or doing what's up and good to know that
people so to flipp that is instead of
sort of translating it before maybe
along with translating back into here to
do comparison which in some ways looking
at this book doesn't give me much
information
is that are aware a way to see the
dollar now percentages putting that's
the percentage putting what the dollar
number is that we have such a reorder
that to try to do it well that's why I
was that was more question of whether
that actually makes sense
I mean we could do is department by
Department miss teen and you'll see
green arrow the banner is now and some
of the simple explanation because part
of the function you are trying to call
out what's it mean to work stranded
without doing forward most pieces that
we're adding for the same amount or less
resources that we're trying to try to be
efficient about so in some ways it might
be rather than going through that
numerical exercise which you just got a
lot of fruits and vegetables that
well let's get it we're making a
substantial 10% or more greater
investment or Lester well that's but you
already know me for 65 positions yeah
very Morgan yeah yeah like one of the
things about senators I took a 10%
increase in the tag plan writing it
sounds like a lot but it's actually very
much at all so I guess I'm trying to
think it was like when I go for this
budget like but what is it that we're
putting our chip sound on in a big way
and what are we not so that you know
three months I'm not going to the
superintendent saying how can we about
rid of X you know didn't know that
because I thought that was when the
budgets are just finishing examine
what's out okay one last question
because we never we're still hearing I
was still really confused about where
the tag department is
it's a Tokyo office of teaching
02h 00m 00s
sometimes it going to get you know it
has a bottom this is like top tier you
know what three four levels of the work
charts not going away and it's not going
to matter okay so I'm going to adjourn
we've got a little bit over we're going
to reconvene it six downstairs in the
boardroom at for the for the budget
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)
