2018-09-11 PPS School Board Work Session

District	Portland Public Schools
Date	2018-09-11
Time	missing
Venue	missing
Meeting Type	work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Board Work Session September 9, 2018

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just a couple reminders up front what we're looking at the state report cards are currently embargo this was that's what a minute ago they are scheduled for public release your packet actually had an October 11th date in it I just talked about EE staff this morning and they are still trying to figure out what order to release pieces in and plan so if you see some red text in here there's a couple places where I just updated remove them because of that the issue that we'll look at is there's the piece that's intended from the public that's called the at-a-glance that will look at that and then there's the detail which is what determines the school ratings and ODU would like to separate those two in terms of public release to minimize confusion and to maximize understanding so it sounds like right now their intent is to figure out which one is best to be released first probably spaced of about two weeks apart and I'll talk about that a little bit more they technically couldn't still tweak some changes on this between now and when the public releases but it's it seems to be pretty fine at this point this is a look at the previous report card that we've had since 2012 13 I'm not dwelling on this at all it's just to remind you of what the report card has looked like in the past because it's going to look quite different this year the Newsday report card under the Oregon essa plan has three components to it the first is the at a glance report that's the one that's 10 intended to be more public-facing od went through a kind of a statewide input process where they were looking for input from the community stakeholders about what should show up on the report card how it should look different from how it looked in the past and what you'll see tonight as a sample is the result of that input and what they decided to release the second component is the report card detail again as I said that is the piece that determines report card ratings will look at that in a little bit more detail that also will be available to the public but the MTM around that is just to inform how the decisions about ratings were made not so much to tell the community what at the school looks at a report card style snapshot the third component that's mentioned in the essa plan is an online dashboard that piece is not ready yet Odia intends to have that available in fall of next year the purpose of that is to give an interactive tool look at comparisons with other schools with other sets of data and to be able to community to play around with the data so we'll take a look now for a few slides at the advisory for Part D one questions now I didn't ask how much time yeah I know I can do this way quicker than that unless you have a lot of questions maybe half an hour okay all right this is the elementary version we'll look at the high school version in just a moment this is the front page it's a one-page front to back document and I'll just walk you through what shows up here we won't spend a lot of time on the detail but just to orient you to looks at the Oregon for the report card purposes calls a high school any school that has a grade 12 so Trillium and MLC are counted it's high schools for their report card purposes every other school that's referred to as the elementary version but Elementary is Kade's middle schools of this version of the report are on the left-hand side there are demographics about the school that are presented racially disaggregated staff and student I should say teacher and students first images and excuse me and at the bottom there are some additional like the percent of vol students students with disabilities and so forth the next section at the top here is the school environment yes mobile students to housing insecurity homeless mobility so I won't preface this and say that od has not released their their a report card technical manual yet so I don't have the exact definition to give it the ability generators Rho DV is a measure of students whose class size is one measure here and then regular attenders is the other regular attenders used to
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be referred to as chronic yes Julie Julie yeah there we go chronic absenteeism pacing the measure that's been presented in the past they're just doing the flip of that for positive and so it's it's reported now as regular attenders and that's the percent of students who attended 90% or more of school days I'm sorry more than 90% this says 90% or more it's actually more than 90% students write at night understand or consider I'll also point out that the colored part of the circle is the school's statistic the gray circle around the outside is the state averages of compare the state performances on the right for the elementary report card is academic progress for the report card purposes this is a combined measure of the median growth percentile for this smarter balanced ela and math assessments combined together those are broken out when we look at the report card detail but for this of you it's a combined over student and then they take that compare it to other schools around the state and then raise schools somewhere on this low to high scale at the bottom of the front page is the academic success this is where student achievement on the smarter balanced ela math and the over science tests up here just for the 1718 school year at the bottom of both pages there are some narrative sections the state goals are are listed at the bottom center of the front page that language is provided by the state these school goals and safe and welcoming environment sections are provided by the school this year because of the short timeline and the number of schools we have we're going to be providing generic statements for schools this year and then next year we'll go back to looking at Taylor comments I just want to know I always thought that the state called education goals were kind of a bunch of gobbledygook and this slide confirms it just gobbledygook at that it's not even real they're not just opinion all right the back page on the left hand side there are some statistics about the staff again if you have questions about how these are measures we'll have to wait till they're technical manual it's released but educational assistants for example also include includes the aides it includes Gators counselors are rounded up so if a school is sharing a counselor and has just a fraction of a counselor it will still count as one counselor on the report card they just want to be able to show that there is a counselor presence in the school or not the main section here at the it is the outcomes section this is the disaggregated data on the regular attenders measure and then the ela and math measures and this is by the typical student groups that we see disaggregated years now and then the bottom section are the remainder of the narrative pieces again those will be the generic language this year for the district yeah just quickly though the layout is upside the back will report there's a little bit of difference the left-hand side is the same as the demographics school environment is the same also classified as irregular attenders the academic progress for high school the high school report card though is the freshmen on track measure or the L track graduate measure that's the percent of freshmen for the last six credits on the bottom four high schools its on-time graduation and then the five-year completer and then the college going rate that's based off of national super Clearinghouse data and all of these indicators are lagging at least a year because of the timing of graduation cleaning up the data relates to that then again the narrative sections on this page are this back page again the staffing data on the left-hand side and the disaggregated data here but it's the high school measures rather than the student achievement measures for the high school report and then the narrative sections on the high school back page are a little bit different they have a CTE advanced coursework categories and the man's combined the parent community engagement sections that were separate on the Elementary I will pause for a moment now for questions on that at a glance because
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we're going to leave that to come back to the question it's distressing to me that CTE advanced coursework are it just sustains the well you got your vote kids and you got your college-bound kids it just feeds into that same separation I would view a lot of CTE work as pretty advanced coursework just not for you but for the stage in their list all right we're going to switch gears and look at how the report card ratings are determined at this point there is no longer a single overall score of school rating as there has been in the past and as you know the last two years the ratings have been suspended anyway but the overall rating is now gone instead schools are rated on the nine indicators that are listed here three of these indicators of quite a high school only and the last indicator the on track the ELP applies only to the student the yellow student group so we'll get into this a little bit more in a minute how the student groups factored in with the indicators but that one and again only schools that have enough PLL students to get a rating what's the subgroup in size 4 that is in 20 this time and and then well every school get a rating regardless of what percentage of the student body took the S back or is there certain threshold yes there are thresholds but I have a slight little cover that then the ratings for each of those indicators are still a level 1 to 5 scale of 5 being the highest that scale is not maybe the way the scale is determined however it's completely different and I'm going to go from level 5 down to 1 to describe this the state has set what they're calling dips are measures of interim progress and they have said use 2015-16 as a baseline for each of these indicators and then they said it's rejected going out to 24 25 that's an 8 year trajectory after baseline schools who are already meeting or exceeding that end goal the 24 25 goal are rated level 5 on any given indicator schools that are at least halfway through the trajectory are rated level 4 and I'll show you an example of this on the next slide that's how you get to be rated level 4 those are the two levels that look at the myths for determining rating when we go to level 3 it's a different it's a different look at the data level 3 schools and level 3 on an indicator are meeting or exceeding the 1617 state actor tumor that indicator schools that are receiving a level 2 are between the 10th percentile of schools and the 60s the average for that new and then schools are level one if they are in the lowest tenth percentile across the state for a given indicator and it was super it's a little complicated and the fact that they're using kind of different measures for these makes it a little bit confusing let me know if you have a question about that before everybody's performance target if it's eight years out try to level five before yes okay and here's a look at that theoretically if all schools were fantastic it could be in the bottom ten percent correct the whole world report card model currently is a normative model with norm-referenced across the state everybody could be achieving ninety five percent or above and there will still be ten percent of schools that are that's the way this measures are this system is set up by the same token somebody it's not required but Fitz that's a good question that's what we wrote into our SF and it not be quite the fact that it's that you're always going to have somebody at the 10th percentile under NCLB we did have to identify the lowest I'm assuming they're still I think it was under NCLB but I don't know that SFS a language is a little different I think you are still required to raise school then you're still required to provide supports to the lowest performing ones whether States can pick that threshold of 10% or something different I think they can but I'm not sure but it's not a it's not like all the school isn't working there at 95 percent in the vestry it's kind of splitting hairs but
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that's true although there are a few measures where that actually kind of shows up I was out of mark I'm talking to their staff about this and there ll students for example show are showing great growth the last three years language arts assessment but they're rated level one for their for their growth indicator for that same group of students because as comparatively other schools are also making probably because yeah else because other schools are doing are doing stronger or that's just an example the Bishop growth is always to the overall you look at the growth hey maybe we'll get to it is this growth a student's one year to the next or his growth this years forward compared to last year's just too soon growth on this assessments is actually it's like a dual level normative measure students are compared to their peers around the state who have similar performance on assessments the state calculates a median percentile rank based on how the students perform and then you have this layer with these cuts with these bubble cuts it's also normative it's like a double is it disaggregated to where they're just throwing yeah come come back right and I explained that quick okay yes okay well maybe have a chance to measure some inner of progress here's a sample table this is real data right now a DD is not published in in their document has not published the other indicators but they have them because they're using the calculator they just haven't published it yet so this is all I can show you but la achievement for example the 2425 goal was 80% of students meeting the performance standard if the schools already at or above that than their level five on the report part if a schools that are above the 2021 target which in this case is 68% then they're rated level four if they're in between those two that's how that table is used for in addition to the ratings for each of those nine indicators that were listed each of the student groups that are listed here are also given a rating on each indicator in order to have a rating the group must have at least 20 students in either the 1718 year or in the combined last three years so for student groups that are very small for example if a school only has six or seven yell students in the given year the state will look at the last three years and if there are at least 20 students then that group still gives a rating that there is a component required by the federal government for that in order to make sure that we're as many students as we can in the accountability system od originally proposed 330 as the group size and federal government said no that's still too high so they went down the 20 20 is pretty small one student is by a percentage change but that's what they have to that's what they have to adapt the underserved race/ethnicity group this is a combination of Native American Pacific Islander black and Latino students that will get a calculation for any school but that group only actually counts for accountability if there are no students not if there are fewer than 20 students in all of these other's work we will spend this only that's the only time that case answer before the rating system here's a sample table if you cross the nine indicators with all the student groups you get this many cells each of them will get a rating if there are at least 20 students as we indicated this is this is nonsense data it's just for illustration purposes so don't try to make any sense out of what you're actually seeing it's just to give you my firm in high school this would be for a high school arcade and I'm going to switch gears for a moment and talk about participation on the state test in the past under the report cards participation factored in in that as a student at the school we missed the 95% participation expectations their overall rating was lowered one level per year that they missed that target the way that that's factored in now is is different so what I'm going to talk about only applies to the state report cards it does not apply to other places that only calculates proficiency on the state assessments for example on September 20th OTE will release 1718 achievement data it's what's normally published in The Oregonian and that will use a different
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calculation than what I'm talking about here this this is part of the reason they're trying to separate these things because it's going to be confusing for people to see one rate on the public release in September and a completely different performance rating on the city the federal and state expectation remains at 94.5% music rounded up and just say 95 percent that is a federal requirement and students who are required to participate in this state summative tests are any student in grades 2 through 11 students need to be have to be enrolled on the first instructional day in May and they have to have been enroll for at least half of half +11 more than half of the instructional days from the start of the year until May 1st that's who is required to test for this 95% rate the Oregon asset plan requires that the proficiency calculations are based on ninety four point five percent of students that means if a school misses that participation rates say they have seventy percent participation OTE will still use ninety four and a half percent of who is required to test us the denominator for this confirmation so all those students who opted out of the test are still included but they're counted this number that makes sense when you say in the whole hospital now when you say enrolled there do you mean in the district or of the specific school depends on whether you're looking at the district or the school report this was really a school focus its notes enrolled at the school student there are some students who are counted only in the district level for example students who are self-contained classrooms we have a fair number of schools where the ability rate is going to be considerably more than five percent a year yeah so they have to again for the report on purposes they have to been a role but this happen what's that sixty days and they have to be their own neighbors to be countable system so again the higher of either the actual number of students tested or 95 percent of who should have tested it is what's used as the denominator these populations under the Oregon a supplant schools who fall below that rate are expected to develop and implement a plan to improve that OD e has not yet said what that reporting mechanism looks like nonetheless we let our principal so they can start thinking about that but right now there is no reporting in place for this but it is written into the report all right now that participation conversation is important because you're going to see how that factors into the population scale is it dinner can you go back to slides where you notice a and the second pull out there will be lower the greater the participation rate right so say for some ridiculous reason only 10% of the students to get so we're only going to there Radian is gonna be based on the 10% that did no it's gonna be based on so if the school should have tested 300 students and they only tested 10 that school the rated the denominator will be the denominator for that provision so if of those tend to test it only two of the med and you were basing it on the ten you have a twenty percent right right but now you're going to have to divide it by 270 which is less than one percentage is the right special all right now we'll talk a little bit about accountability under essa and how the determinations are made you'll recall that in the in the past few years the accountability has looked at focus on priorities focus goals being the lowest 5% across the state priority schools being the next 10% above just above that that language is gone now we are now going to be talking about schools that are eligible for comprehensive supports and interventions are si si and then schools for targeted supports and interventions at psi and I'll go through both of each of those so here's the identify identification criteria for CSI schools the first bullet applies to high school is all made because high school is below 67 percent graduation rate automatically si si bps right now alliances the other in high school that meets this criteria close
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of course for everybody else if that criterion is not bad we then look at the all students group so if you look back at that big colorful table the top row was all students so for CSI identification we're only looking at all students for the night indicators a school has to be rated on at least five of the nine indicators to be considered for CSI or TSI identification if at least 50% of the rated indicators are level one than that school is CSI I'll show you a sample in this area at least 50% of five rated 504 rated indicators are level one that school is identified for comprehensive supports so if this is the criteria we can actually make a prediction based on what we know our schools on right now or anything though we don't have the official designation yet is this concrete too they say sorry these criterias they're like not changing no these are not if anything changes at this point you may adjust the cut score thresholds for the fight although I don't think thick but stay we're going to adjust anything you have to be a title of students it's a good question you do not have to be a title one school to be targeted but targeted I probably should still have to be title one for comprehensive although I'm not a hundred percent sir as a reminder to be level one on the given indicator means here in the lowest 10% across the state know all schools what so for elementary middle it would be compared to all levels all right targeted supports and interventions this is similar there is not the graduation piece that we're looking at here for high school but again now we're instead of looking at the all students row we look row by row at each of the student groups that were listed for any given student group they again need to have five indicators rated and at least half of those need to be level one then that group is identified as TSI for that score so a school could be identified for targeted supports and interventions only for their ll students or they could be identified for their black but you know special education students could they be TSI for all students just for those groups so one word because when we're talking about during interventions for those schools from this is from the state's perspective we as a district heavily less ability to pass from the state's perspective when we're talking about interventions and supports it's targeted for those it'sif in terms of students who there goes all students they'd be in the CSI right so they're not they weren't I know okay so the concreteness CSI and the TSA are looking at different sets of students right so I'll show that right now perfect perfect timing so here's that kind of look on the table we left out at home we go again this is just jumbled data but for example for CSI identification we're only looking at the top row which is all students plus we're looking at the ELP contract the ELP that's included and on the version that's going to be published that will show up both places it just didn't show up share with us so we're only looking at that row this particular sample there are there are eight indicators that are written but only three of them are level 1 since that's not half or 50% this this sample school would not be SDS high school so just just the founder know Dean and one that says title one all night for the then 14 aside we're looking at all the other rows individually so again the same logic applies we're looking at the Pacific Islander students here they're rated on 7 indicators three of them are level one that's still not 50 percent and there is no case here where there is at least 50% level one so this school would also not be TSI Franny's student group but let's say there were four let's say this was a level one as well then this school would be rated TSI just for Native Hawaiian Pacific Islander students that's lightning that's
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okay so based on what you just said suppose for example you get a relatively wealthy relatively white high school that has less than 95 percent participation rate even though you're going to get very presumably very low grades on all of these things because it's not a title one school it still wouldn't be identified as needing CSI okay the TSI is just for targeted groups I'd apologize that this really is a except I did it's not your fault the feds had to approve every state individually necessary alignment between how states decided to define how they were going to do it right measure what we're looking for it was everybody was on your honor I'm almost done the report card details that's a published document I'm just going to go quickly after what you'll see in that the very first page in that document will be you this table for the for the individual school the remainder of the last two pages are just going to be the participation rates on this these ela and math assessments I don't have a sample to show you but the pages in between there's one page for each of the indicators the sample gears for the ELA performance indicators I'll just walk you through what shows up on this so the subjects at the top rapper right-hand corner will be the cut scores for that indicator that will better apply to the readings the state's long-term goal for that indicator is published at the top of the table then the last three years of data shown the average of those three years of data and then it shows which one they're rated on so again Markham's example they only had they had fewer than 20 ALL students the last three years but they had about 45 total across those four years so in their case they would be rated on the three-year average rather than on 1718 because they were not twenty students in that particular case it's unfortunate for them because then as I mentioned earlier their yellow students are showing great really fantastic growth on this measure but that is tempered by using the three degrees in an actual level that that group gets and then you've got each of the groups that are listed down here the all students disadvantage the racial groups and so forth that's what's in the detailed report yeah so when you say cut score is that the actual individual students score on the test or what what exactly no go back to that slide where I have the five levels here so for love the but most of the times would be in percent of perficient's yeah correct so in this case at the LA proficiency the level five cuts for a good twenty four twenty five target and we look at whatever that I was eighty percent for this yeah those up here so lady compared against that and then each of these to another I mean this bottom two are really cut scores in that sense they're well they know hardly that you're right the way I described it was this is my last slide this is just an overview of the timeline version that you have that that second to last row is different than what you have it just because of what I mentioned earlier Odie he is figuring out internally how they want to do these there's timing as he was so we may or may not see something public on the 11th the the final data will be released internally on the fourth which is here that's not changing but those release dates will land somewhere so trying to summarize here so they're the initial release that will be actually
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based on the students who took tests achievement right and at a later release that punishes schools that they've felt before although they 34.5% and is that where they get a rating so though what is it 24 25 just like eight years old is that the term was that mandated by the facts or is it okay but but the feds didn't say you need to be looking restain what yeah I was proposing okay I get that but does anybody know what the rationale is for doing it eight years oh okay okay so so assume you get you know your work so well with its it Albany sorry NCLB and you know semen cam and QAM enormous [Music] so so suppose you're designated a CSI argument yep what one of those categories um what does that mean is this is this like a is this accountability as and we're going to punish you and stigmatize you or is this we're now going to provide extra resources to do something productive well the intent is how that actually plays out but the intent is that resources are available including funding from the state to come into those schools that work with them whichever indicator supposedly they have things that they have a toolbox of technical support that they're going to be able to deploy to districts who have like problems well we're not gonna hold our breath on the technical assistance they're the Duke the difference here on si is unlike an NCLB schools were accountable for responding with here's our school site level plan for addressing these these achievement gaps the difference here with essa is the LDA is responsible for saying we have this list of schools under si si these in the TSI here's our gameplan for accelerating student outcomes in these areas and that is where they'll be some set-aside title one that that will be available but you know districts you want to model this you know but that offer a more robust response for addressing these gap ere growth areas are there going to be for us to determine so this really is the work of OSP and all the departments to work with those school level leadership teams and ensure that the structural change objectives the strategies for supporting and providing research based intervention are captured in their cap their school level improvement plans and those things roll up into that the scented response I'm assuming there's gonna be another timeline around what are the next steps for districts in a trip in addressing the issues that get called out bringing one of the schools in our portfolio and we're gonna have quite a few we already know why I would suspect that almost every school in the state where there is enough indicators they'll they'll get dinged for at least one TSI it's just a little different to come up with a district plan to address to schools than it is for 20 forces right you got a very different kind of capacity for providing the diagnostic around the conditions and capacity in that school your own ability to sort of deliver the professional learning and interventions etc so I'll do of all all the work that many of us enjoy doing and there are concrete things that can be done about it so to that that's where our team sort of was going to you know dig in deep with that conversation and collaboration with our schools and that takes resources which they're in person so I mean it's a state gonna pony up the natural resources isn't she adorable folks give her a hand so there's some title and set aside so that that will provide something some installment but I doubt it would be able to do something
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so for us it's just part of a part of our general game is how we lived in conditions and capacity schools on our own teams ability to deliver that kind of feedback as guidance that's the work after mark sleep is really charge and adjustability l but we're gonna be operating off of the differentiated interior model support system so basically our schools that are selling you know significant areas of growth we're going to be you know making sure that we have a service and also try to allocate resource as well to support some of our schools that are 20 years support so the team and I are preparing for that we already have an understanding already kind of have a gauge of where our schools are and we're ready preparing for what that looks like on the ground I think I feel confident that you're gonna have a robust service delivery model in place where these specific schools will be seen a weekly basis and the work has already started to the superintendent point we're not waiting for this stuff to be clarified we already know and we're already on the ground already starting the conversations already pushing the work forward so it's a pretty blunt instrument the nine indicators we want to get to a much more finessed way to talk about the conditions in our smoothes from the clinical practice point of view some of you have heard me describe these as we visit schools together how fast we go depends on what we have to work with available so a lot of it we'll start off with with initial guidance and the way that teaching learning and student support services looking to differentiate its existing resources but to do this work well and to move schools in short amount of time meaning to three years that's going to require an investment so I'm curious what her parents so say pick math achievements for economically disadvantaged compared school so what is it that PBS is going to do for a map for those particular students it's going to look different and feel tangible to those students in there well we'll have a coherent consistent core curriculum for starters are they gonna get some sort of intervention or specific we don't have a pedagogical model that differentiates for diverse learners so we start by having a same foundation around the core curriculum the instructional model will allow us to differentiate for Els for black around respect kids and if our teachers have those there's strategies that repertoire then we should expect to see outcomes get better for kids so you know I know folks want to hear like an easy answer there'll be an extra teacher that extra adults not going to be any better trained so all of our teachers are some that are serving all of our students in some cases you know we want to deploy tier two like an illiteracy reading interventionist so it may may be a reading specialist who has particular training in some areas but over time we want to see all of our teachers have those strategies themselves that question well taking taking lack of sorry about just what the content is in every subject area I've been challenging and so by identifying and becoming more students based district that actually has clear objectives with the scope and sequence attached them gives impairment a level of understanding that there are progressions to the students learning within the year and across grade levels and across subjects and so part of our work has been in development expertise it also comes with a mentor study so teachers actually the first development will be taking the cup of unpacked standards and developing little units the limited lessons that have a sequence of habsburg we're hoping to be able to complete this year so that we can attach assess the formative assessments that go to that so a teacher can immediately see how a child is progressing they can communicate that out to a parent then we also are looking at our part of the assessment that says within this quarter and the unit's taught within the quarter what's a progress enroll for that child for the whole class what put the students at that grade level so we are really trying to build
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value looking at student performance we're also looking at teacher performance over time we can't do that unless a person development support system that our subject matter experts are building for teachers and so but we have got that wet arguing to be treating around and so for us couple of attention since last spring and this year we're taking the first iteration from last year from the feedback rating what it is that we need to encourage our teachers and our site administrators have to be instructional leaders in many in many schools that is has not been historically the the concept that drives the work at the school and so if we're going to guide principals in this process we have to be robust and so there are ever been a number of things that you will go easy that if you haven't seen already that will actually it was wrong apparent how we're going to move this so I think what you're hearing this answer this response director Graham Edwards is everybody I guess so there isn't a consistency of practice there isn't a standard basically sequence there is no way you see the variability in any casual walk through but that's the case I guess so that answer sounds good about what we have I guess what's the gap between that and what actually is happening so your fifth grade students not doing well in math they asked the school early so what kind of supports are you giving so we can't you're saying we can't say right now yet we have in every classroom of core curriculum and the teachers are the training differentiating instruction yeah in the case here for two decades yeah I'm just thinking like what sort of supports we're gonna give cuz kids only in three months so yeah what we have started pretty assertively to roll out this training for our teachers this Thursday we'll be spending another full day with our principals to understand what many of the teacher leaders that represent every one of our schools have been coming together to construct and bring back to their schools and so we want to get into sort of the content of it dr. Sarah Davis here's the director you know I mean it's it's a fair question right it's a parent my kids not being served by the variability of academic freedom that we have existed under so what are we going to do differently for my child there's a question in here to figure out how to do this torts in our argument system and so we're looking to as part of the revision we're all scared Eureka teachers this is the person to pull those teams back together but to have it be wider representation Ross our schools so that building more than one asked me fools and then we're starting with print steam because if we start getting if we start growing the capacity of some of our teachers but that's when we give back to the school buildings in terms of PLC's or other things that we also need to be working having systemic structures with heart delay those foundations were for a small that's crafty team and so as individual teachers are struggling they're reaching coaching its and so we need to we address things as best we can and we make we can make change progress and I think all of us would like to see an army of specialists across the district and also to add one more layer super tenet around the desta support model previously we had OSP where we had like nine senior directors that were supposed to supervise schools but also do a lot of operational managerial function well based off of just hearing feedback with both principals and even some of my internal staff Joe get this token Scott you know that we were getting back was that 20% of their time was in buildings the other 80% was on managerial operational function so it's very hard for us to to tell our leaders a B and C
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there's no critical partner in the work that's also teaching them guiding them and coaching them up to be ready for the market so now with this model that has been reversed so now ours are our senior directors are tagged with being the instructional leaders their core job is to be on the ground 80% of the time being the critical partner for leaders throughout this work so now they're on the ground in schools on a daily basis supporting the work while our assistant suits are doing the operational managerial function so I also want to put that out there too in terms of how are we getting ready for this are we getting in front of this well that's that's that's I consider that a very very strong service in a sense of how we're really deploying strategically central office function at service to build up the capacity of our leaders the good thing is I mean just from the 20 schools I've been in in the last seven eight days you know our principals of our educators are really overdue and sort of having an appetite of urges and guidance they want a general outline and scope sequence that affords them in an open-source way opportunities to make choices from the resources were identifying that they may have access to so they can actually engage in conversations with their colleagues when they come together around a similar body of contents and some built in performance tasks we it's previously been impossible to do that because folks are teaching what they wanted so you you could visit in a hallway for the same classrooms at the same grade level doing different lessons can actually have a conversation about student learning you could student work on the table you can have those conversations that encourages peer collaboration and innovation and elevates that practice to higher degree so that this is this is the work many of us enjoy doing this is this is the work we're ramping down so that it's accompanied by a pretty robust professional development plan we were able to do a lot of booth camping and deep dives over the summer for you know entire cohorts of teachers we want to do a lot more of that so the harbor once the school year starts except to be on campuses we integrate over teams and departments come together and to be in those conversations and to see that kind of guidance and to bring together those representative teacher leaders in each of the content areas as we're iterating the scope and sequence the core curriculum and keeping our principles two steps ahead by making sure we're feeding and developing them as well to be these conversations back on their campuses a couple of questions at the even middle school on high school level as subjects get more and more specialized differentiated and I know you have generally have more than one if you've got an AP as well that is it realistic to expect that team can provide high level guidance for anything from ceramics to physics to you know you know pretty specialized Tapia there isn't they certainly can give you know kind of general guidance in terms of instructional strategies but in terms of how do you how to deal with that complexity and you don't have to answer that now that's something I just wanna yeah it's a little tougher with the more specialized the content area becomes ideally we want to give you know high-caliber feedback and even those areas you mentioned certain areas in the art so it's hard to do that when you've been a district when you know one arts Joseph or the entire district for example so you know our feedbacks can be based on survey teaching strategies oh I did want to chose here I did want to go back on the progress question and get a clearer on what those indicators are mentioned there's two different ways of measuring the there's the our schools are going to be rated on progress and besides just the absolute time the kids master certain what exactly so for student achievement there are four in four educators if one is the performance on ela last year just last year's performance what percent of students in prohibition the same thing for math then there is a growth measure for LA River math the growth measure
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looks at students who have at least two years moving data how much growth did they make compared to their peers so you figure out how much growth they made calculate the median percentile so you rank them all let's figure out where the midpoint is and then you sum that up to the school level and then you compare that schools media combined the median growth percentile to other schools around the state so for you know a fifth grader taking the math yes is there a raw score that gets translated into proficient or whatever so is it progress on that raw score are they comparing a fifth grade raw score with a sixth grade ross boring that's for the growth measure yesterday now a number of years ago there was a YouTube video that says statistically using that kind of growth it's not a ballot measure for educational purposes it's these yeah as I wanted to get your take on that so I don't know the video you're referring time there is this thing out there called value-added measures yeah I you out of gross that's a measure that's a statistical method that's been used for for teacher evaluations are examples that looks at student growth near each year I'm totally in the camp oh we shouldn't be do this is not this is not valuable growth this is not looking at growth teacher level this is looking at growth at a school level and it's not using the same statistic methodology this is a fairly straightforward rank with students figure out where the initial point is that other one uses some fairly sophisticated and they're not really very sound for like to date of billions as long as so is this anymore balint at a school level yes sure it's okay at a school you've got enough students that you're measuring growth on usually you're looking at 300 students let's say for school to give you a fairly good measure of the growth and it's a normative measure so you're ranking students we can argue as we a little bit earlier the the merits or not of using a normative measure because somebody's always but in terms of this model it's simply ranking students figuring out the midpoint comparing them against their peers that assumes that the scores from one year next but you can you can really compare the fourth grade test with the fifth grade test and the numbers are valid to compare not only within the test but from one year to the next correct so that's it that's a good question a good point of this the scale score is a written scale it's a Rasha in a typical scale that's used to do this and it does align across all the grade levels that's not to say that the content the content is great specific so a student that is earning a passing grade in a really high score in 4th grade that exceeds the fifth grade benchmark you can't say that that student has mastered fifth grade content because that's not what they're taking magic against they're only being measured against so in terms of measuring growth or you can mathematically calculate the amount of growth that's expected at each grade level you you can measure the growth then four-year process but sort of assumes that's all linear it does and it also assumes reasonable error measurements of error around us at those individual student scores and it also sends a relatively stable student body we have schools of three hundred children where you'll have more than 50 kids transitioning in and out of everything he did suits so is it to two years in a row at the same school so is the school being penalized in that measurement if it's the non-local students here so for the growth measure students have to have been there on May 1st of this year that not have that's a test score this 1789 1670 so here if you look at the hands which I don't have a sample to show you here but if you look at the group sizes for the growth measure
01h 00m 00s
versus the straight straight achievement last year on the test they're gonna be a lot smaller for growth because you've got a lot of kids who either left the school or who didn't test both years and you know you mentioned there were two before I thought you said they were two different oh I was mentioning two to two levels of norming in this model one of them is because students are normed against their peers when you're calculating what their percentile ranking is so there's a level of norming there students are always ranked someone's always going to be at the bottom and then the model itself for determining the cut scores is a moment looks across schools to see with your median percentile how did you do in relations all the others that's on the Tuesday peer-to-peer norming is that within a school doors that's dispersed across the state yours may be a question for the communication team but how are we going to make this understandable to families because I mean if you look at just that chart for one school it doesn't say anything so I'm curious how are we thinking about how we're going to communicate this to and what it means to families in the district before you walk in I was talking about how the challenge is gonna be how to do that how do we educate our school families to kind of understand especially if they see their school sort of exhibiting a lot of some of these indicators ratings so some of it you know we're gonna have to do with the school level ideally an eau de you know this is thinking about what tools he can make available to districts and schools to be able to you know educate our parents that are you all invisible so they can do that or we can impress upon them the importance of doing that but a lot of it is just going to have to be you know some data evenings with families information that we might post or host sessions about because you know you have to kind of get walked through it to understand it in the same way we're doing right now so this is why I sort of on the timeline knew you wanted to start by getting you know you a heads up with it as well we've definitely covered this topic with our principals during the Leadership Institute so that they're anticipating you know some of the communication and questions they they're going to likely be receiving so we need to have a common strategy sort of laid out about I support our schools with that we can't be at 79 schools Joe's been making the rounds already so we just need to be able to do more of that and the idea is you know we also have you know a set of a team of principal supervisors who can be out there Kraig's team out in schools helping principals kind of communicate understanding for all of this to help navigate is there communication I think that other shorthand things you know the board went on sale the first came about it was like what schools aren't making AYP and then it became sort of this cluster of schools and the question is well that's now because news that you know are going to sports an intervention will that be sort of the badge that people like I don't want to be in one of those schools or they're not doing well and so thinking about how like right out of the box when we have those identified but we're going to talk about it versus hey these schools got labeled that and we want to stay with my parents being like that's who I want my kids just thinking about how it gets ruled out the very so we're gonna inconsistent in our message and approach that our job is to help school communities increase their own capacity and conditions for teaching and learning there there isn't a school in the portfolio that doesn't have worth that it could be better at so everybody needs to have improvement targets we didn't create these designations they're gonna be there and we have to have a response to it and it's where we've been historically underserved in students so we're going to want to be aggressive about it anyway start to decrease the number of labeled schools but you know we don't want to be punitive about it we certainly don't want to give out sort of that kind of impression either so we're gonna keep talking about it in a way that the system beat these having been a principal you know they turn around like this this suppose these schools are response they're symptoms of system levers and barriers a lot of institutionalized practice and so how do
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we disrupt that by improving their own ability to better serve kids just a final question given the issue you know they're issues around is this a valid test is it culturally appropriate and we can talk on that forever but also even if it were our all our kids equally prepared to take the test does it actually reflect what they know and what their skills are if they don't understand interface and I've heard enough horror stories from last year's of kids just not understanding that mechanics you're basically checking out after 10 minutes what is this thing to some school districts do a great job some do a lousy job at preparing students for for navigating this particular assessment well we can't say for sure is whatever measure tool you want to use we know a hundred percent of our kids are not a graduate so we have work to do regardless of this test or any other tool that we want to use and we'll have more more formatives that will be telling us that along the way so we can progress monitor and get into real conversations around where are we seeing the needle move for similar profile students and schools so we can be learning from those promising practices scattergram that's exactly right and that's the Moneyball and I'm dying to get it going so my question is with limited resources how much do we have what to invest in this test results versus my authentic assessments that actually tell us what's working and to adjust instruction leave that out there again that's you don't have to answer that but right now but it's I mean that's to me is a real question for sure we should have before our building leadership wants not to have kids demonstrate their learning that are more authentic portfolio based performance-based absolutely and this is the summative assessment of the land so if our kids are well-prepared they're going to do well on this test or any other so it's one uniform tool it's not the most important one necessarily but we have to have some way to collect data across school you know that there's a lot of philosophical debate about it but if we're being standards-based in our approach okay so this is just the first installment right so sometime in late October issue will be getting more any specific school-by-school okay so so that's probably the next installment right I would hope that when we're talking about this in school communities it is with a critical right now for some of these issues yeah we're going to need to put comms package together so that fake use suggestive scripts don't want to have our OSP team sort of you know a company and our leaders as they those school community meetings so that it gets framed in the way that we want it to be cuz it's not necessarily how anybody else is gonna freely just to be glad it's true an important monthly yeah i yeah the the point i wanted to make is that while i do not at all disagree with anything you're saying about nation we are not going to have access to the parents of the four-year-old in our school communities we are not going to have access to the majority of voters for our levy or our bond to the parent community and the number of schools being identified as having issues is going to be going way up so I can just see the headlines name it's gonna be quite a list we've already made that prediction yeah let's all I've seen some really close attention to the disaggregated if I'm a particular underserved community I I would be making the point
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and to do this point you know saying what you gonna do about this before four years ago was when my school would get dinged for one particular group and so they were on the list the watch list exhale okay so we should probably move on at this point just just personally um I need find it helpful to have some sort of primer on SO versus NCLB how are they different I mean just or don't even talk about NCLB like so aside from the testing and the accountability stuff what else is in essa that we need to know about because it's not just this okay well I mean some of the next level of operate operationalizing the performance targets for instance is our school improvement plans are going to need to go through a refresh because they should reflect the thresholds or the performance targets thing to make so that's one thing we have to spend some time internally talking about for instance and then have very have strategies that are tied to those specific areas well next year there will be a so we just said working together on which is a nice segue to the next topic Thank You Jo well thank you okay so so I'm gonna pass out a hard copy I don't know if ever one happened one this is what I'm gonna ask you to do this is a debrief of the budget process that I missed last spring but I'd love your feedback on how that went so I'm gonna ask you to find a partner and you're going to talk to yourselves as a pair yes I'm asking the board three questions it's kind of what went well kind of what needs improvement and then anything else you want to tell us but I want you guys to talk together in an in a pair so that you can talk about what went well too in your regards and and what needs improvement and then once you guys have had about five minutes of debriefing with each other I want you to pick someone should be recording what you're saying not to that form it's going to come back to me and I want you to pick one thing on that list that you want to share with the group and then I'll take the full debriefing and compile it and give it back I'll put it publicly I can put it you know back to you guys and back to the but most importantly the budget team we're gonna articulate the one thing and then we're supposed to write so the two of you are gonna pair up and talk about as many things as you want and write down as many things as you want and then you're going to pick one thing to report out to the whole group right here chime okay and then we'll give the whole list to everyone go ahead and put your names on the papers so that if I have questions later I can ask
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and really it's all relative [Music] but to everything else [Music]
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so we're at the five-minute mark can you give me an idea of about how many more minutes you like zero zero one more minute or three minutes it will do in three minutes that's a heavy picture thing they gotta make sure yeah okay is there one thing overall or one thing you can do whatever you'd like to yeah don't tell her that the rule is you're supposed to share one thing as a parent the most important she could be good Julia could be bad Scott okay you're not gonna give it to me in writing I'm gonna run through some items of where we're headed it was like don't worry about that one what are they going to be you know there's going to be a process okay - we don't know yet I rise are to find appropriate proof [Music] okay what would like to go first to give there one thing the most important thing this weekend okay shall we just we're gonna get started we kind of decided enough done the most significant thing was the integration and the real articulation of different staffing formula that was that took shape in the budget so that process started before the formal budget process there was a lot of thought that went into it before that but to really fit it into the budget process and then actually fit everything else around it was pretty significant okay should we say we agree with them it's so we're still gonna answer just one question okay I thought we each go you can have what you want you go for it and this is what could be improved to have information provided earlier have it be actionable transparent and have the board making decisions so does the sort of refinement it would be nice to get excuse me for talking economy's a marginal analysis so keep bringing this up the one and a half million we didn't spend on literacy books if we took a half million from over here and put it there what would that what would we be giving up so a set of I guess choice
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choice points almost in every department maybe two to give us some intelligence we're saying oh we could take some from over there oh but we don't want to really give and which gives us a comeback Marshall pry organization there is more information available to the board and much earlier in the process than there had been in years past it's not proposed like everything is relative well we have a fine team in place and have people working already we're already we just had a budget team off-site meeting where we were talking about how a visioning process turns into a strategic plan and turns into a budget and talking about that work so it's it's rethinking how we do budgets here and hopefully you'll be able to see that in the process this year so if you would be so kind if you're still writing notes that's fine but if you'd be so kind as to by the end of tonight so you can keep writing to give me your notes in lieu will transcribe them and share them with all of you as well as our internal staff okay and put your name on your paper in case I don't understand something I can ask you the question well I might need you to read it to me that's a staple so I'm gonna continue with budget and we have a very preliminary draft budget calendar to you I synthesis will be a lot a legislative year right now when we look at the board approving a budget April 16th and then not going to the tfcc until June 15th so there's probably I think we need to really adjust this this is based on staff outlining what needs to happen in terms of timing the one I know in a legislative year we probably want to put our proposed budget out as far as we can to get the best revenue number to face our proposed budget on it doesn't mean that we won't start talking about it sooner but it does mean that really putting a proposal together we want to make sure that we at least have the co-chairs budget before we're putting a proposed budget together yes very important to me on the timeline and it it's not clear to me here with the timeline you've got when can we start hiring we are notoriously late so when you have a proposed okay what I've done three in previous years is by March 1 we're starting the hiring process okay okay that says good answer I like that answer so you see if they are not asking allocation so you know we would move up and start from there you know to the point around building a budget around that now that we've gotten pretty sophisticated about it I'm looking forward to the board seeing you know the more finalized spreadsheet of our our staffing allocations we have we are maximizing a lot of the reserve and set aside so there's you know a couple million more new staffing that's that's continues to drift out to schools but but we share your concern about the human capital issue around you know hiring the best and brightest candidates out there early so that our schools can reasonably predict staffing if we've done a good job spring and fall enrollment and staffing balancing that that should stay pretty consistent what was different this season was we had a lot of reconfiguring going on we had foundational staffing levels that were totally inequitable it shouldn't change a lot from year to year now unless you have something specifically not this is also so one thing is at the state level I would say on the revenue side that that's true on the expenditure side it's it's that's pretty I think we have a pretty good process if the unknown is the revenue side so by December 1 you have the governor's budget so that's our initial stake you know and and what we know is that usually grows by the time you get
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to the co-chairs budget not always but most times right it's been a few biennium swear that hasn't happened tonight yes which governor so it's the current governor so it's the incumbent mm-hmm regardless of okay master yeah they're already working on it now that's why we've been reconciling the k-12 funding with them about what current service level is do they recognize they recognize the difference I'm not sure they will accept our numbers but only say now understand what it is I don't know that I think they have a full understanding I think it's whether there's enough revenue to support everything that everybody needs is really more that issue than the current service level you don't feel like you and the revenue service on to it well I don't want to make your dumb even bigger so today I was asked to and I confirmed with Guadalupe this evening to join a group that's working with a business group that is looking at revenue reform as well as cost constraints around health care and retirement system so so I will be attending that group and that workgroup and it has about eight or nine superintendents and I'll represent Portland there and they're bringing in their financial people too because they can't do that work without the financial folks and so I'm hoping that that conversation will help drive some ways that you know right now we have this pers issue that's coming for the 1921 biennium and that will be difficult to to keep everything that we have now with that coming towards coming to us so really we're looking at not only looking at the expenditure side with the state and having that arm wrestle over with that level is but also looking at the business community about what do we have to have in place to have revenue reform so we're looking at it from both sides thank you so so this calendar is a draft we will continue to revise I'm trying to get a little bit a better feel for what's happening at the state in terms of timing to to bring this forward I will bring a shortened version this is definitely a more developed calendar but the official budget committee meetings and board process that we need to have I'll bring a shortened calendar for you to adopt it's called the budget calendar it's a legal requirement that we adopt that that the board adopts that on an annual basis so I will bring that back to you as an action item in the near future so just looking at the March to 1960 so three and a half weeks between its abuse and when the board supposed to vote on and one one week of that is spring break I think is way too little time I understand like having the you know co-chairs the being formed by the co-chairs budget but last year we got the budget and then 10 minutes before the board meeting we got the answers to questions and I just think there needs to be there's going to be questions that board members have once you get the proposed budget but also the community and this goes to this issue of loading on something without adequately having time to discuss it because sure I mean some of this up here is the earlier stages is are theoretical and some things are gonna be changing but maybe they have a fixed when you get that sort of I said budget winning its proposed so I would extend that I I would actually put probably we're gonna go out to the maybe the second week in April to bring the budget document to you just because I think we need that time by the time we get the co-chairs budget to bring a real proposed budget not just a 20-page with something that has more information if you push that back again you're gonna course so I mean I so then then I'm saying the April 16th would really move in to me and then we get to the TSC see by the june and we have time to publish in between and i think there's multiple meetings of the board to address the budget it's not just it's
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not just two meetings but there's meetings in between where well i I'll set up a timeline for questions okay we'll give out the proposed budget okay by this Friday or by the Sunday have your questions in will respond to them and have questions back in the packet to you on Wednesday and then we'll give you another conversation about it give you more time to ask more questions and again so have multiple times where you can ask questions and get responses so that within you know a couple of weeks you have more than one pass understanding the components of the budget to let him on his way too short and especially with spring break in there but I'm also concerned about I'm seeing March 19th April 16th and June 25th well I'm talking about so it launches more like a listening session yeah yeah yeah so one of the things we're gonna be doing is having as we did this year having at the board meeting like we're gonna spend 40 minutes like once the budget under la trio spent 40 minutes on a portion of it one of the things I think we found this year is the public comment got filmed with like the other stuff mostly the middle all the middle school changes so they're really other than that we had one or two formal budget hearings but there there wasn't a lot of comment at the meetings just because there weren't any time slots so I don't know if we if we're gonna do it that way we might want to think of some way to get the variety of ways to get input besides just let me public comment but also maybe comment cards or someone that's in the online I usually develop an online presence for comments as well yeah the other the other thing that I would say is I think our work sessions we can become budget sessions where we spend more time going through the budget and then because at that time of year that's the appropriate word for us to be doing it doesn't mean every work session but maybe one of the work sessions each month is also where you give time for again give an hour and a half for testimony do you have that many people and then give that you know an hour and a half to the board in terms of getting conversations and and there is a gentleman raising his hand I don't know what the protocol is [Music] okay so yes CB RC is something that we need to figure out um my question was so the budget book that we have used is impenetrable I gather it's required I gather that format is required but it really makes no sense to anybody as far as I can tell um is there some way we can get a budget document that actually makes some sense so instead of doing it by you know you know the budget codes can we do it by like yahoo area departments so we still have to do it by those but those are state required budget records by the Department of Revenue state of Oregon requires us to use those in the Oregon Department of Ed between the two of them we have tight constraints right however usually I create a budget document that has an executive summary at the beginning as the financial data in the middle and then statistical information in the end and so there's different looks and diff information that is high-level summarize and then gets into more detail and then we have some historical information we have variants information so it'll be a much different document than probably just how it was organized there was no way to tell like a lot of things whether it was up or down why sure it's like what kind of decisions are we I mean it was unclear what on decisions we were making it's like whoa and that looks like a big number but like is that a lot less than last year we're going to get
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less and I think also the translation for like what what that means like what a particular number amendment does that mean we're gonna be providing last year's plus or or less and so getting that so we can actually have it in the context because something may look well that looks pretty reasonable and then you realize like oh it really wasn't compared to where you were the year before or that you might need to have an extra community conversation if you're gonna have a pretty fundamental shift on something so our budget document will could include a variance document that compares various areas throughout the budget that shows how much it's up or down from the prior year we won't do them every line but on significant differences and then we'll have a there are convinced why it's different an explanation as to what what what is making that different so that'll be part of our document we asked for like last year like 10% so many different sure departmental budgets and what had been reorganized such that comparison available but I think it would be helpful to have a little more surround the budgets put forward by each department budget and the the priorities that they wrestled with and ultimately making recommendations and the sort of opportunity costs of some of the investments that they have included in their budget it's just a little more color to each budget holders considerations that I was just saying this in the trio what's awkward about the way this process went this last cycle and in this conversation the budget development is substituting for mister shouldn't be doing that we should be should be incision being online resources should be getting attached to sort of priority and action steps you've already been having your long conversation about and so if you heard apparently on sets a vision strategic resources right like that's so that goes right now order of things for the next page I hear your feedback on on the draft calendar it's got lots of work should to be done I will incorporate more in about the process of BES leader so what let's think we're in the spring vacation okay so well we will incorporate and I know that we're meeting later this month with you for the first time so yeah okay so then on the next page if you look at this is kind of a what we're starting right now is we're going through a visioning process and that is gonna then drive into our budget process in the second half of the year and then if you look through July through December will then be doing that multi-year financial planning so this first year will create a budget for the year one of the multi-year plan in support of our visioning process and our development of a strategic plan and then in the so if you think of every year from July through December we'll be updating our multi-year finance plan and then from January through June we'll be developing our budget based on that plan so and we'll be looking at metrics along the way to see how our investments are doing and if we're making a difference for student achievement and we'll continue to modify our investments if if they're we usually go for a three-year term to see if you know some of you are gonna strategically we're investing in well modify along the way that makes sense but after three years if we're not seeing a difference we question whether it's something we should continue or should we change it to something that you might make it more of a difference for kids so we'll be going through that reviewing process on an ongoing basis which means that we have to have some evaluation capacity we will be assessing our investments with metrics and about whether they're making progress or not that is correct yeah and so this piece that sort of ties in with the board to translate the pilot numbers into questions for the public to lay you know as well and - well of course we can take input on anything but if we have a sense of what our key questions are those key trade-offs however you want to phrase it impose those to the public in a way that makes sense which
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has never really happened before and then all that would be really helpful for us and helpful for the public and for us to get input so I can I can say that we will have improvement in this process this year but you look at a couple years from now and we're gonna have a great process but it's gonna take time for staff to get used to what we're doing work we're taking a complete shift and it's not and I'm not just talking about the finance in your budget team I'm talking about the disco team that teaching and learning our programs our chief of schools we're all gonna operate differently about how we're developing our budget so it takes a while to work that through the system it also takes a while to work that through the board so there will be an improvement in this first year and then the second year you'll see even more and in a third year even more refinement so it's an ongoing continuous process it's like cut out to the view we want to get thought depending on the questions we posed TV you may get an answer that's not high leverage right it is historical that the response you know to supporting schools is more untrained FTE that isn't necessarily the answer to a lot of our issues though we haven't invested in the people we have so how do we actually account for the strategies that we need to execute on there this is just an example so you know we need to make sure sort of there's leadership and guidance coming from all different aspects of resourcing obviously other just a related question if we're actually asking for public input that means more than the big tent meeting out of school that means differentiated outreach shut down we have a couple of was there a meeting at so I'm gonna be putting a little option on the southern consideration on the ballot I really am looking for direction from the board on that that I thought we were talking in the November of nineteen well so because one of the things is if we were I may we may want to build some supplemental things into this into this process because you're having you're having a conversation about the resources if you were on the land a resources or lack of it potentially adding you know adding things or subtracting things that it's just you need to sort of think about how that would inform what you might do a little bit differently in the budget process so it seems like that was fall but just to keep that in mind of like how would that play out I agree we have to be very conscious especially in the multi-year forecast you know to remind people and this is sort of what we need to do have an apartment community wide communication strategy around this it's going to completely change our game plan if we don't have the local levies convenient so many of our physicians and educators for instance we would have to do a pretty aggressive about face doesn't continue uninterrupted so we should be sort of reminding people here's what we have right now it would look dramatically different if you didn't say we need to start highlighting what has been the eye valuable I think that it goes through nineteen twenty twenty correct 2019 would be going out early which is what we did so July of 2020 is when I'd need to send it for the tax assessor to be assessed in the fall of 2020 and just one of the things that we've done in the past is been really clear like what part of the what things in the budget are funded with the local option so so that's really clear what what we're buying some people can imagine they say even if we don't go out in May like what it would look like if you didn't have whatever some 100 Evan she would hate her features [Music]
01h 50m 00s
these conversations but I think it's really important to paint a picture sit sir can I see two things um so I I think as we talk about the budget as you develop it and give us info I think it would be really helpful to get some comparisons with other districts because we only know what we know and I you know you've mentioned many times we are PBS has vastly under invested in all kinds of things it would be really helpful to get some sort of norming going on so we've invested in forecast fine which has a component where we can compare ourselves to every district in the state of Oregon so we're all dealing with the same funding constraints and we usually compared with the 10k group which is 13 districts that have over 10,000 students and we do $1.00 per student comparison and how we're spending our resources and so that will be included in the budget though don't be no process um and the other thing is kind of along the same lines about the levy we probably can't do this for the coming year but I think it would be helpful kind of thinking ahead if we could have some sense of you know with this amount of money we can give you that if we have this amount of money we can give you something entirely different and because I think that kind of thing is totally lost in the state budget discussion I think that's where the multi-year money you have you create lists of things we want to invest in and how much those things cost factor whether political options on the ballot may is the accountability piece of it like how like how effectively we're spending our money because we're going to have sort of the shadow of the bond that bond gap and also whatever comes out of the Secretary of State's on it and I just think we're going to need to be more intentional about you know setting a narrative around the effectiveness of the spend and transparency okay that is one area where we are actually very strong because we have the CBR see who has on an annual basis been writing a report about how we spend the levy money and thank you very much I guess I'm thinking of just like the broader categories of I mean I think generally in the public right now is a question of like how did we get that bond gap and I'm sure though he things that we raised in the audit that we're also going to need to be able to share and here's you can have confidence that the something budget is going to be well spent because here are there's a sort of structures we have to monitor that I think that's going to be some best side conversations and me haven't possess any sort of build the platform or successful I've sent you a little copy of a little white paper on why we ought to go out to me okay thank you but also as a serious request I think the board could really use some kind of introduction to forecast five the only thing that we've seen is that the nice little glossy sample they put together which is nice but we don't have any idea of what the the real competitor I have a CFO and a budget director and a betcha okay right now I'm holding those hats yeah actually I'm quite Brian tell Kevin I need a few more a few more hats I'm sorry I was I really didn't mean to stick you or even employees with it I was thinking can we get somebody from the company to come and well um I think it we own our data because it's really yummy sharing our
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data in comparison to others and I want right now I we have uploaded data into it and what we are there's a training in October that I'll be sending some folks to so they are learning how to use it and then once we have people that are alert that know how to use it beyond just me then them won't be able to bring back data to you okay okay good right thank you so I'm going to continue through the budget information here this this piece here just goes in and compares what a multi-year finance plan is compared to a budget they're a little different but one of the things that's really important in the multi-year plan is really having that stakeholder engagement that you're talking about and really doing that before you get to the budget process so you understand the community's priorities and that visioning process that we're doing this fall is exactly that that's how we will be engaging with our community to get them what's important so down here this just goes once we create that plan with the multi-year finance plan then we is our setting instructional priorities and then we decide how we pay for those priorities and then we're implementing our plan over multiple years and then we ensure that we can continue to afford it over time so that that is kind of in a nutshell the process that I'm hoping to bring to this district this last piece right here is about continuous improvement and how we look at our investments and making sure that we're progress monitoring is along the way and making changes as needed and providing data on how they're doing and then again getting stakeholder engagement at an annual process and going around over you know three years and you either something sticks and it stays because it's really working or we take it out and use it on something else so when you're talking about investments you're talking about programmatic in business they could they can be guess it could be things that could can be people can be both I mean it's but you're not talking about like you know stop knocking no no no I'm talking about strategic investments that impact student learning yeah so that the last part in maybe I don't know the last part here is going into a really nuts and bolts EE budget 101 process and so I won't go into a lot of details as I'll try to do at a high level but I just wanted to make sure that you had a good understanding of what statutorily we should be bringing in the budget process to to Portland so then really that we're talking about the board setting our district goals in and policies right that's your main work and then the budget will reflect how we're implementing those goals and then something that you can ask as we're going through the process is a couple of things in the CDRC as well how does this help to achieve the district goals and how does it fit within our policy okay so those are the the level of work we're asking the board to do so then you hold public meetings you hear public comment you approve and adopt the budget and you approve and adopt tax rates so that we can levy taxes to support our strategic work and then we there are public meeting laws so we need to follow the posting and we've and we advertise some in the paper and on our website making sure the community knows the process isn't gonna occur you can ask questions we'll give you more information so that we'll have that cycle usually I try to fit at least three cycles of questions and responses into the budget process so we'll give information early on in more work session and then as we give a proposed budget and you'll give questions we'll give responses we'll come back together take more community input you get a chance for more questions the givers and then we do one last one where we're giving responses and time for you to approve it then we have the tfcc process here and in a budget hearing and then you would adopt an appropriate adopt appropriate and approve the tax levies okay so and I kind of went through those
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pages pretty quick after it's approved and even before it's adopted can you make changes to the budget after you published it yes you can and even after you adopt the budget we come back to you later on with supplemental budgets which I think we did twice last year and so we will do that each year if so for instance we're gonna have to put a stick in the stand even if the legislators in front dumb it happens every year so there will most likely be an unknown final result for the legislature and we will be adopting our our budget and that's okay because we can do a supplemental later to true it up but what's important is that we appropriate by July 1 so legally we can spend and keep our doors open on July 1 okay so that is kind of it on the budget process trying to give you a very high-level quick just a little process in Beaverton has different you know I would say I have learned more about instruction and academics in the past five years in partnership with our chief academic officer in particular and as a chief financial officer get joined-at-the-hip to do the work I mean they are in constant communication and in constant understanding of what we've we are spending our dollars on and getting input throughout the system so it is I have learned more about how we do our work in classrooms how so that when when instructional people who are not budget masters are needing budget master support they get it from someone that at least understands a little bit about the classroom and instruction so it can't it I would say in the past we would be two arrows pointed to our the district goal we'd come together once a year and do our budget and then we'd merrily go along our way now it's it's instead of it like an H with one connection in the middle it's a ladder where we're connecting throughout the whole year and understanding each other's work and getting more dollars dary every student I would say when I look at the student achievement over the time that we were doing this work it has made a difference especially in our underserved populations and in graduation rates so it's not the budget work that made a difference but it is implementing the strategic plan that made a difference so we brought forward a strategic plan and in the budget process becomes an implementation process for the strategic plan and it's not something that sits on the shelf everybody knows what the you know the four strands that you're focused on and you can say in your 30 second elevator speech and I can do that my accounts payable person can do that my payroll person can do that our instructional assistants know what we're focused on so it just it changes the conversation throughout the system that thing kind of telling you any other questions I have a second agenda item thank you for the feedback it's very helpful and then you're still passing me your papers before the end of the meeting tonight if you're if you're done writing go ahead and send them this direction I promise you that I'll bring you the budget to you often and we'll have lots of conversations about it so it tonight is only the beginning so the next item is really looking at our capital asset renewal fund and the first thing you have in that packet is a resolution that was passed in 1112 that established the capital asset renewal fun the second item you have and that is
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a board policy written about it the third part is about it includes the memo that I wrote to the board at our August 28th meeting just with some recommendations so the conversation I want to have with you tonight is about aligning revenues to their original intent so as we're looking at our capital needs throughout the system we have a general general obligation bonds that really are intended when you look at their financed over 20 years or maybe the ten years to twenty years is the range this so that's really intended for a long-term facility plan when you're talking in just likely your mortgage at home it's a long-term investment it's your largest asset similar in school districts and yet to be clear your talk about the bond bond funding because at times I believe we've had some shorter trail general obligations I just so I'm really I'm not a proponent of we have a whole lot of little pieces of debt and I'm not a proponent of issuing debt to them be paid out of operating funds and we have a whole bunch of that so I'd like to see that to go away over time and allow us to spend our general fund dollars on operations rather than our capital programs so just hang out this I can bring that back to you yeah thank you better tomorrow for this purpose here's how much we have left to pay off here's to the general fund impact the I would very much like to see that the board has seen lists in the past but I unfortunately don't have any confidence they were okay well we have a debt service schedule in our comprehensive annual financial report every year yes so I will where we are produced we're in the process of producing that right now and so we'll make sure that that is a highlight for you when we're present presenting that to to the board in December thank you but I can even give you I'll give you more information sooner because I know you don't want to wait till December but I'll make sure that we highlight that in our presentation but you're wanting that I'll explain what is general fund based and other funds and then also the actual large bond so you have a full understanding of all the debt that we have ten years ago we had the general fund maybe four or five other funds the cafeteria fund the special grants mm-hmm and now we've got about 15 and asked this year and got an initial explanation of what each of those were and that's normally in the budget process we describe each fund to you but we can bring that sooner if you'd like yeah and also what's our strategy around them so we've got we've had a purse funds mm-hmm for years I know we've spent part of that in the past I think it was 20 million and we're down to do we have some strategic thinking about how we want to deploy that going forward so suddenly want to just say we got a budget gap this year I would never spend that in one year yeah yeah I would excuse me I would never recommend spending understood but it's also at a certain point it it is what you have and you know it's not like well it's been half of it this year and it's not like so in the media if you don't make a course correction in your budget and you just use one-time money to get through one year it snowballs into twice as much the next year so you have to do you have to do stair stepping of Corrections over time so you never fall off the cliff well you hopefully don't bother them I'd want to avoid falling off cliffs I've experienced them during the Great Recession because we got to that point and it's something that we really want to avoid because it's devastating to our families and our kids Thanks that's right so two things we have bond fundings about that's really about
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long-term facility plans and then we have construction excise tax and I'd like to make it right now it's tied into a that capital asset renewal fund but I really like to look at making that more flexible and responding to immediate enrollment needs the money is generated when we have good economies and growth and construction and that's really when we need to be able to respond to enrollment growth so in the next couple of years we have buildings that would need to be refurbished right so for instance we have Smith Elementary in the southwest it's empty now it needs to be opened up we have kids to fill it Kenton School in North Portland well the lease will end in 2021 we'll need to get it ready for our kids Edward's school in East Portland another school that has a lease ending in 2021 to where that goes school and John's landing 2022 are those spring of 2021 day and so potentially so it will have to make a plan because I don't know what condition they're in and how that will take us but I'm telling you that all these buildings are coming online that ready for us to take them over yet we have no plan for investment investing in them to prepare them for our students so what I'm suggesting is and then we have the portable classrooms at Bridger next year that our community has been telling us you know so faithfully coming to our board meetings to tell estate to pay attention to their needs so what what I'm suggesting is that CDT should be more available for these kinds of things that come up and where we need capacity for our students and really looking at that a capital asset renewal fund going to that we have the 30 year view of refurbishing our school but really looking at creating a perpetual bond where we keep the same level levy rate of $2.50 per thousand that continues to evolve through so our school stay modern and they stay current right now we're doing a facilities conditions assessment and we'll have results to that to you in mid-year and that will help us drive than what our long-term facility plan needs to be updated and our growing assessed value will add into that and allow us to because of all this building allow us to incorporate more into our bond program in the 2020 fund I think we've presented that to you recently so there's a couple of considerations I want you to think about long term one is more investments in health and safety of schools I would like to propose that we consider the vestibules in the entryway of every school so we really have secured school sites so looking long-term security plans next is technology infrastructure that we have a need there our general fund will not provide the technology infrastructure that we need throughout our system for our students so I'm really looking at those two to increase in the next bond and then also we know that right now we're 130 million short and we will need to complete Benson high school just in terms of schedule in that 2020 bonds so I just want to say those three things or things I'll hope you'll consider as we go forward and really for tonight I'm asking for to act YES on IT infrastructure specifically we need a good inventory of what we actually have I think you will find some of the deficits shocking I can see a difference moving across the border yes I think we know hyperbole we literally have computers in rooms that are not wired for electricity okay more importantly to put the tools in the hands of our kids never mind the profession solvent for teachers to incorporate those tools effectively is going to take an investment I imagine that's gonna be a theme that emerges in our vision conversations absolutely supporting what you're saying what you're both saying when I say that but if we're gonna make decisions really have to have a decent basis for where we're at it I think we really rather than thinking about what we have now is what are we visioning for
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the future yes because the what we have now is not acceptable it's not up to the standards it's not up to minimum standards so I would really look at what should the standards being making sure we're incorporating that into the lot so then I'm asking for two actions from this from the board one is a resolution moving middle school conversion to construction excise tax instead of the bond that will then free up that construction excise tax I mean it will free up the bond to get them getting it back down to that 130 if we don't do that we'll be at 140 in terms of a shortfall so I just think it's important that we take care of that that was currently what there are two parts to it we've been using it on some of the middle school program paid was paid from that there is a whole section of set-aside that there's a love and a half million that is sitting there that is waiting to be used for something in the future I asked staff today if you look in this policy and in our resolution for the capital asset renewal fund we were supposed to bring it and report to you actually every five years we're supposed to give you what I can say is we haven't done what we said we begin okay and so when I asked off about it they you know that there's been I there's been a loss of memory institutional memory about what was intended but what I can tell you that so the report I can bring you a report of what we spent it on and what has been set aside but there is eleven and a half million dollars sitting there right now that will we'll take that is not earmarked for anything there isn't a plan you can to spend those dollars right now so under student we didn't think that because the district didn't bring forward projects that meant the narrow criteria of the capital asset renewal plan so instead just like they're not in service I think it's also just a lack of leadership we've had we have right now I have four chief officer positions open that I'm hiring that's my primary goal right now is hiring those positions so we haven't had the people here to bring the plans forward I think the only the reason that that resolution came to be designating the capital asset renewal funds as such was because the community said here's a new source of Taxation that we're going to direct to the district we're not going to approve this unless we know that there's going to be a pot of money so that any of your new investments don't fall into the same disrepair as your old investment so that was why that language evolved and I think there's a lot of caveats to their work yes proposing to make this change before we have a long term facilities plan that coherently lays out this is how we're going to annually invest in appropriate maintenance of all of our capital investments all of our infrastructure so you know the timing is a little bit off it would be nice if we said this is actually how we're going to deploy it and service to this one ohm range plan but it's still sensible and it's also not sensible to leave money there that's service to our schools in our kids know they don't we need it and we know an early stage of any long-term plan is going to be getting these other buildings back online and unlawful and you know back up to code for hosting the students to heal with our overcrowding issues we'll have a report on the condition of all of our students so we have that baseline to actually start to formulate a plan for but the you know this is a pool of money sort of intended exactly for this purpose to really keep up our facilities based on enrollment fluctuations and absolute that you know we get right now we're just kind of creating short-term remedies so so this work combined with boundary and feeder work that needs to be a part-time so the things I would say it's I was supporting with it earlier when considered I'm supportive them now but if we're gonna change our policy to make
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that adjustment I think there needs to be sort of a backstop because right now it's like we got all this growth that things are good we've got a bond but you just go back to my early 2000s when like we never bond for 17 years and that's why you start saying here's some you know people wanting some money to be set aside for capital investments because we didn't have a bond and so I think just having the flexibility to acknowledge both what Amy's saying that that's got to happen but also that this may need to evolve because we're not always gonna be in the gangbuster construction economy and we might not want to have some sort of reserve in case we don't have a bond and we still have capital needs but I understood that not we care capital needs high-level capital needs but ongoing maintenance of the one dime stuff that we've had before since 1995 so it's not nickel and dime anymore when it's been cut for that long well understood but we've got we've got new buildings and if we don't properly maintain them then it won't be for those buildings it is we're relatively speaking Nickolas a smaller cost to keep them properly maintained so that it doesn't become you know pay me now pay me later kind of a thing so that's that's the piece that director constant brought up that we I feel like we need to address that's ongoing maintenance of the buildings especially as we go from four days and forward that they are properly maintained so the relative shouldn't that be an irregular I mean just to be in our operating like I mean our maintenance is a epidural the reality is that's where it should where it should be yes but that's what's Claire's talking about is that yes on a go-forward basis that's true but when you've neglected things for so long they move out of the realm of maintenance and into the realm of significant capital investment down a couple million bucks purposes the CET I think was initially imagined as a supplement to our maintenance budget to ensure that new schools were yeah properly maintained yeah so I'm asking us to consider it in a different way I understand and let me let me talk to you about how I would offset the other parts that you're concerned about okay so I got one that I think is important in public messaging is that you know we're unlike most school districts and municipalities where we don't have a systems development charge that directly in a substantial way links to development to schools as essential infrastructure our schools are specifically excluded from that conversation around essential infrastructure which is really a problem I think well in the whole state but you're the CTA was part of in response to that and that's really your logic is very elegant because you're saying this isn't direct link to growth and should be intended to be able to be deployed in response to the pressures of growth we haven't been able to do that right and the second part so I'm asking really for two actions this first one it's a short-term action one is doing a resolution to resolve the middle school conversion piece the second is more of a long-term look at what the policy says I think it's a good policy I just think we have the source of revenue wrong I just I think we need to tie that more to that $2 for $0.50 and $0.50 per thousand assessed assessment for a capital Bonds program that goes on in every four years where we're doing some is falling off and it's really it's a stair-step activity on that goes on for years I mean decades probably never ending it's just because by the time I get through all 80 whatever schools I've lost the count to Franklin and Fabien right you know Franklin will have needs right again so and Bobby and I was just there was a beautiful school but 30 years from now though it will need a roof right so that will be no longer setting aside from CET but built into that capital of long program and getting to those larger maintenance dollar amounts that you don't want to take out general fund and I agree our general
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fund operational maintenance budget we need to utilize it better and we need to make sure all of our positions are hired we have so many openings in this economy we can't hire tradespeople and we can't hire custodians so both of those things have an impact of john are just our general maintenance of our our buildings so we have to resolve those those issues as well well I will probably I will be bringing something forward some kind of really wanting to work with the Union on the custodians in our current recruitment process and making it a shift there and really working with Courtney on that in the background but we've got to do something different we have 50 openings right now we can't clean our buildings okay so we can't keep up with the process we're required to use my statue so curious to ask million so how much money currently is that the 11.5 is what hasn't been earmarked for anything and I imagine carries what they overall number is I don't have it my good and I didn't bring the chart with me so I don't have the answer so I can get it to you then when we're looking at the middle school funding three months ago and staff presented on CET I said well yeah you could use this but here's what you're giving up I may not be the only one to see because they because it wasn't just stuff and you know a big stuff it it had a little more major the resources have come in higher than anticipated a year ago we've been getting much more CET than we anticipated so the amount that's accumulated is higher but still keep the same percentage that gets set aside ciear which is also getting bigger at not being news that's the part that I'm trying to move to the middle school so parents visible stupid question and so this resolution that's sitting in front of us this is the old one that was established from 1112 and I'm sorry I didn't make that clear 4539 oh yeah it's an old one I hear you there now and then okay okay so are you so what I'd like to do now is ask you a simple question what are your thoughts on this realignment of resources and what information do you need to help make these decisions I'm really asking about both ideas yeah but it so I'm really looking for feedback I think I'm getting it as a we've got along but I want to make sure explicitly what are your thoughts first on let's just start with the eleven million dollar per middle school conversion oh yeah I didn't want it to be coming out of the bun in the first place so then I'd be happy time I think I've heard a lot of support for that so you don't need any more information other than I will give you more information about what's in the CET resources yeah I just think it's a natural question like are you gently totally cleaning it out yeah I mean I think it was a good idea - it was it was a let's take it out of the pond as a placeholder and came back to it or coming back so we actually wrote about him taking about a CET and it didn't pass right correct yeah we took part of that Oh what the heck are we gonna do and we didn't have all the none of the options looks good okay so so the second second thing once we get the facilities conditions assessment mid-year I'd like to consider coming back with an updated board policy on the capital asset renewal fund and have a you know more on that 30-year plan in turn you know alignment to that assessment and then how we would plan to maintain that and then with the projected proceeds that we'd have from that level loving rate I think I'm hearing from you guys you're not ready and you're wanting more information but I do I do think that we need to revisit the way it's set up now I think now you start working on it yeah I mean I could
02h 30m 00s
be ready if you think that you meet that you want to break down nutballs the sooner rather than later but we just need to be able to message to the public what our commitment is to the maintenance of all of our buildings and why this does not represent abandonment of that original intent so that is the FC I will be coming in in December January no it's later than that it's I want to say March but I think it's somewhere between January and March but I've I've got too many things going on dream embrace so so I think what's going to be important is that this be explicitly addressed in the budget process but if you do I mean I'm suggesting you do feel like it would be useful to you to break that barrier down before then Bridger needs it sooner I was way up through that is here made happening richer and the middle school if we can get those two with an exception through resolution that would take care of our media needs but I and I believe Maplewood is also its might need light as well there's I don't know that that's gonna be feasible so we have to another solution in play so we need to take a serious look at Smith we have a Space Committee that is talking about it later this week and on Smith really just from a moral point of view we need to demo the back third and we need to do that to 1970s renovation yeah yeah it needs me some on down and it's gonna kill somebody given we don't okay it's very very dangerous we are I think we're all good good that's great to come down to that system so I just wanted um for the record is we changing the policy that I think we should remove the athletic fields rent rentals there was some pretty outrageous history where communities built their fields and the district rented it out to generate revenue and our students and get to use them I had a meeting with staff today about that very issue about athletic fields and our community use of buildings and so what I need to do which I haven't done this review what our board policy says but it is I am seeing a different type of behavior than I've seen in other districts and so I'm going to be reviewing it because the community like in most part raise the money he's like grant was like a 14 year project I think Cleveland was eight years I mean and then the district will turned around and rented it to other teams and our teams couldn't use it Granite sparks okay we're at the ps1 half the money in this is is the there there's a note here about the recovery zone bond utility savings I don't know enough about that to you a message that is that still relevant what the heck is it okay so we're we're not talking about the pulses right away so nice so let's kind of table some of these things just for future I know that I need to understand that what that is and I don't so just to be clear here all it would be essentially we'd be waiving the policy and earmarking the eleven a million dollars for the middle schools but we're not gonna you're not in the same resolution gonna do Roosevelt and the vegetables at the same time no those are that'll be we're doing a review now of all those projects will bring a report back to you and what we're looking at right now is just trying to address what we need to get done this year and I'm really interested in making that out of the thirty million dollar Sharpeville as small as possible so that that's the reason for the push on that part okay so you'll get back to us with I'm gonna come back with policy but we'll probably be when I have more about the facilities but then the resolution I'd like to bring soon okay all right thank
02h 35m 00s
you very much okay I did they're awesome okay so I think okay so anything else [Music] that and start previewing at the work session is there anything else that's our intent to okay I have notified staff that we will be bringing things to new ideas and new concepts forward in a work session before it goes to a business meeting so they're getting used to that that we've just changed a lot of schedules to make that happen okay okay so it's 15 minutes so do we have public comments okay I'd ask you to keep it to three minutes thank you you're more forgiving in that particular spot some people have been working fellas in seven o'clock this morning to say this often and everybody's face but the person have two comments about what was taking place in this being very short story one man we're doing us back and we seem to be doubling down this is school district they had we came to look at s pad for what it was asbestos basically it gives us nothing there's no more kids it doesn't work teachers it doesn't help anybody and yet we spent all this time and energy on I'd love to see it can be emphasized that time and energy you spend in the test you have to do it don't go nuts on it which is what every school district in the country does and what it seems to me like we're beginning to do also so that would make after all there's no material any teacher community and he meant they could use can't Ariel it comes out too late for them to use in the class I mean worthless test basic like always don't need to do it thank you for the budget I noticed that one of the things that was not funded it was the multicultural website that we had put together so I'm very interested in multicultural education but we didn't find the website this you know was funded and we was starting to go but the mobley hopeful time was no fun I guess it makes a statement on our priorities in the main budget document one of the ones that you got today I had made this statement this already we should make conscious shifts in spending to better support vision core programming and priorities ensure all students have equal access and that extra help and interventions are available as needed so does this mean we're going to work just equalize programs in school K through 8 and if not why not and if so then what is their plans as we disband in the district committee which is working to staff building supply programs instead of my numbers I'd like that somebody may be the superintendent even when answer one of my emails or something and it would be nice if I can get some responses what is this what does this mean doesn't mean anything the answer or is it just so many words where we're going the same problem she had for years dealing with children who were SES children and my second question is does this mean that we will develop certain interventions and special programs by immigrants which will be allocated by mean in other words will we after developing equal programs layer on top of those programs accrual access to special programs with clear and transparent formulas if so who is doing this and what is the timeline to finish this if not then why not what are we doing any other comments only to echo my comment earlier CBR see under the calendar that was presented Vasily would have four working days if you had the spring vacation we'd have nine days to comment meaningfully on your budget maybe you didn't like our comments last year and that's why trunk down but we're a volunteer group I don't think that's a reasonable workload for us to do we even
02h 40m 00s
meeting twice a week which we have done in times previous the other comment I would make about that as you know you have all received a medal from me about the maintenance of buildings and and I contending that since I volunteer at least 20 hours a week over at Franklin this past week Franklin is supposed to have a full complement of eleven custodians in the evening again too so and in the daytime complement is two and it had one because one was a sign over attacked us and we have the conventional problem of robbing Peter to pay Paul drawing out of the high schools the custodians to attend elementary grades and I realized that custodians are under civil service and there's maybe perhaps a legislative remedy but let me caution you having worked in the legislature unless we move down there hand-in-hand with teachers and other unions and with the custodial union themselves embracing proposed change it isn't going to happen it will

Sources

PPS Board of Education, Archive 2018-2019, https://www.pps.net/Page/14001 (accessed: 2022-03-24T00:57:50.174924Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)

2018-09-11 PPS School Board Work Session

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Event 1: Board Work Session September 9, 2018

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