2018-09-25 PPS School Board Regular Meeting, Work Session

District	Portland Public Schools
Date	2018-09-25
Time	missing
Venue	missing
Meeting Type	regular, work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education - September 25, 2018

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this regular meeting of the Board of Education for September 25th 2018 is called to order welcome to everyone present in to our television viewers any item that will be voted on this evening has been hosted as required by state law this meeting is being televised live and will be replayed throughout the next two weeks please check the board website for replay times this meeting is also being streamed live on our P P STD services website as a reminder we now have our PPS ombudsman Judy Martin in the back attending all real regular board meetings specifically Judy will be here to listen to the public comments and if appropriate provide additional support to families who need or want it Judy can be reached at five oh three nine one six three zero four five or Ombudsman at PPS net we also have interpreters with us this evening and I'd like to ask them to come forward at this time introduce themselves in the language in which they'll be interpreting and inform the audience where they will be located in the auditorium should someone need the resistance hola move on esta vez me llamo Danielle it was the representor services the interpretation and espanol al fondo CSK necesita when emojis tella hand Ola to me at Vietnam Boyd and son oh my I can take him come on Anya yeah are you nervous coming about the washing pretty boy come let us commence again Gallup Watson have here to the Monty never my game you are boolean Abdi how can our amateur note which wanna know what is Somali Caladan how about yoga shall I all over the my my name is Abdullah could we even everybody my name is bulla Abdi I mean so I'll interpret tonight okay superintendent Guerrero would you like to say a few words about the performance sure good evening directors to our audience here in attendance and watching at home we were able to get warmed up with a wonderful performance by our students at lent elementary I want to acknowledge our principal Richard Smith our new principal here to Portland Public Schools so I want to recognize the students and our principal for being here this evening we're gonna do one more applause but let's do one now also I can't think of a better way to honor and acknowledge the fact that we're kicking off Hispanic Heritage Month which actually runs mid-september through mid-october a week ago Saturday I had the opportunity to participate with thousands of community members here across the street at the Moda center where we were able to celebrate with Latino families and community and had to had the chance to be invited to make remarks to the crowd I want to thank Consul General of Mexico for El grito which is the annual commemoration of this proclamation of independence mas que nada amigo stariha compartir que como el primer leader that de las escuelas públicas Ikeda Portland commonly the Latino maroon and grey ncredible a orgullo de vera nuestros alumnos Aki's a LeBron dosoo cultura su tradición gracias a los padres de Familia a la comunidad de la escuela Lent por estar aqui esta tarde quiero dar una gradison en tow a la doctora Kenya Marquez como leaders st group estudiantil les paramos ver que sigue crescendo step program a gracias o very proud to see our students celebrating and affirming their culture their traditions their customs their dance and for the viewing audience I think they're gonna do one quick short number so everybody gets a sense of what they were able to perform with us earlier so thank you from Colombia it is a happy song about enjoying life so let's all enjoy it together by clapping la botella este viola se llaman la botella la musica este esperada con los Remos de Colombia es una cancion
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Feliz para disfrutar la vida entonces disfruta Mo's todos juntos con la botella applaud en doe gracias [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] in closing I would like to thank our superintendent our principal from Lent Elementary and our doctora Kenya Marcos mundo de nosotros queremos decir que la reina de los hispanos we want to tell you some very terse of this panic eat so they learn a little bit about that so they are going to start the name and what do they in which is school whether length except in some kids are also PPS and some heritage so mean hombres Ariana something that this panic world came to this world is there Lavinia without a suitable nila so then my name is and something we that we brought to this world is the flower called yeah Ponseti yeah or not you wanna she's Camila and she was going to say that something that we brought to the world is Nelson she told me that he's dead and salsa hi my name is e John I got a let's go an important part in Hispanic heritage is for me is corn because corn ki was food my name is something that we have from Argentina is tango so my name e hi my name is Samuel Zamora I go to Harrison Park school and family values and love of dance it is something that we brought
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to this world hi my name is Angelica Rio and I go to Mount Hood Community College and something that my heritage is brought is the music and the beautiful people hi my name is Jocelyn I go to let school and part of history for me is so we brought the chocolate hi my name's and important for our Spanish heritage for me as Pappas's what is delicious I mean hombre sees me represent all escuela Atkinson and he's sure his family's from Michoacan he bring a lot of beautiful dances and love for everybody to share and the last one and they will numb the last one then the leader dr. Canion Marcos of inland thank you for everybody for being here and one thing that we share with this war is el dia de Muertos is the day of their and it's not just like cocoa makeup it's the love for the people that is coming back November 1st is the babies and the people that died in the accident and November 2nd is everybody that died because they were old so that is what we brought to the school Therese welcoming the dead people that comes back to us only for two days and they will have to pack everything because they walk away for one full year [Music] thank you everybody gracias [Applause] again in closing we would like to thank our superintendent our principal from Lent Elementary in doctora Kenya Marcos and all the children and family for making this program together thank you very much and west estudiantes y las familias por su apoyo in continue ere estas tradiciones creo que ella Meza direct eva tambien esta tarde tiene una preocupación important aqui relation ah de al orgullo that's the mess so thank you again to the land community and I think our Board of Education has a related resolution next thank you everybody so we're now going to get in okay so we're now going to consider resolution number five 727 of resolution proclaiming the celebration of National Hispanic Heritage Month in Portland Public Schools and going to ask director responsive Rio to read it okay stay a little bit nice paniolo Camila primera a Latina en este amis a direct Evo estoy orgulloso de me uncle Tora a los ninos aqui del and de la escuela land oi que estan aqui para celebrar con nosotros s the mess and then I'm gonna read the proclamation in English and I know that there is an interpreter back there that perhaps can help the parents understand what our message is here tonight Hispanic Heritage Week which began in 1968 under President Lyndon Johnson was expanded to national heritage Hispanic Heritage Month by President Ronald Reagan and enacted into law in 1988 to cover a 30-day period starting on September 15 the day which represents the anniversary of Independence of five Latino American countries no matter the term one chooses to use whether it be Hispanic Latino latina X or Chicano Chicana we speak of people whose history is rich with those who have positively influenced in a richer nation our society our region our state and our schools through their entrepreneurship commitment to community service deep values of justice and liberty and social and cultural life Hispanic and Latinos have made profound
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contributions and continue to make advances in education medicine art culture and public service and been a consistent and vital influence in our nation's growth and prosperity more than 16 percent of enrolled students in the Portland Public Schools are Hispanic or andin or Latino well over eight percent of our Latino employees contribute to the accomplishment of PBS's mission so understanding Hispanic Latino history is an important part of celebrating Hispanic Heritage Month Portland Public Schools has a racial education equity policy that states our commitment to affirmative affirmative ly overcoming the educational barriers that have resulted in persistent unacceptable achievement gap for students of color and to give each student the opportunity and support to meet his or her highest potential closing that opportunity gap while rising raising achievement for all students is the top priority of the Board of Education the superintendent and all district staff the Portland Public Schools Board of Education believe each and every student is to be celebrated and appreciated for the district distinct and vibrant contributions made by sharing cultures and language ideas beliefs and values within a school community the Portland Public School Board of Education hereby promote September 15th through October 15th is Hispanic Heritage Month and encourages staff students and community to observe recognize and celebrate the culture heritage and economic contributions of Hispanics to our Oregon and the United States new culturally relevant activity and to learn from the past and understand the experiences that have shaped these United States the superintendent shall work with all schools in the district to recognize Hispanic Heritage Month through culturally relevant lessons and activities and thank you for starting us off so beautifully tonight with your lovely performance that we're so proud of you know which is gracias bienvenidos yes do we have a motion for Resolution 572 7 director Esparza Brown moves and director Bryn Edwards seconds miss Huston is there any public comment ok any board discussion ok the board will now vote on resolution 5 7 to 7 all in favor please indicate by saying yes yes all opposed to indicate by saying no student representatives yes resolution 5 7 2 7 is approved by a vote of 6 to 0 we have student representative Paisley voting yes okay thank you [Applause] okay I'd like to provide a quick overview of the business the board will be conducting for the rest of this evening we'll begin with student and public comment and then follow with the superintendent's reports will then consider an alternate contracting method for Kellogg and Benson and here an update on fall enrollment and staffing the board will then accept nominations to serve on the Oregon School Board Association Board of Directors and consider our business agenda board members are there any items in the business agenda that you have questions on I might I had some questions out but I've been on jury day all day so I haven't seen if I've gotten answers yet so I will check sorry okay any other questions okay so before we move on I just want to mention that Director Bailey is on his way back from a work his actual job which took him to Seattle today so he'll be getting in probably in an hour or so okay miss Houston do we have anyone signed up for a student or public comment okay do you want to call the first two students the first two students are Natalie Rocha and Carly Shula Bob okay well they're making their
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way to the table I want to review the guidelines for public comment the board thanks the community for taking the time to attend this meeting and provide your comments to the board we value public input input as it informs our work and we look forward to hearing your thoughts reflections and concerns our responsibility as a board is to actively listen to those testifying without distractions from electronic devices or papers board members in the superintendent will not respond to comments or questions during public comments but the board office will follow up on board related issues raised during public testimony guidelines for public input emphasize respect and consideration of others complaints about individual employees should be directed to the superintendent's office as a personnel matter if you have any additional items that you want to distribute to the board please give them to miss Hewson when you're finished and presenters will have three minutes to share your comments please begin by stating your name and spelling your last name for the record during the first two minutes of your testimony a green light will appear when you have one minute remaining a yellow light will go on and when your time is up the red light will go on and a buzzer will sound we respectfully ask that you conclude your comments then and allow other speakers to begin so we appreciate your input and thank you for your cooperation so what's hello my name is Natalie Rocha you spelled out our o CH a I am a proud 2017 graduate of Mount scott Learning Center and I want to thank the board and the superintendent for supporting successful contracted education option schools like mount Scott Learning Center my first year of high school went well I felt great because I was going to school with some of my closest friends but things back home were not so good my parents were constantly fighting and it felt like they were putting my siblings and I in the middle of it I had all this anger built up in me because I wasn't getting enough attention at home from either of my parents by the time I started my sophomore year I became rebellious I started skipping all my classes and hanging around the wrong group of kids I was acting out to get attention I remember I used to tell myself I wasn't beautiful and that I wasn't worth it I stopped believing in myself which led to depression I skipped so much I was dropped for some of my classes my mom noticed my changes and knew she needed to take action I went to therapy for about four months and I was switched to mount Scott Learning Center when I first started I didn't know anyone and I fell out of place at first I don't want to be there because I had no friends there and I didn't know the staff I remember I kept telling my mom to get me out of that school to take me back to where I was before she told me that at least I had to give the school a chance and if I didn't like it by the end of my junior year she would let me go back with that in mind I decided to open up my mind to a new school I knew I had to adapt and give it a chance so I did mount Scott Learning Center helped me every step of the way I met new friends and I gave the teachers a chance after about a month I felt like I was right at home this school helped me open my wings they believe me even at times when I didn't believe in myself they helped my voice grow stronger and louder before Mount Scott I didn't see myself with the future and now I do yesterday I started my second year at Portland Community College and I'm planning on transferring next year to Concordia University for the nursing program if it weren't for Mount scott Learning Center I honestly don't think I would be where I am today mount Scott changed me into a better person I am Who I am because of this school I learned how to speak for myself I want to thank the board and the superintendent for having schools like Mount Scott that help students like myself achieve their goals and their dreams [Applause] hi there my name is Carly Joe Shula cough last name spelled Shu Li kov and I'm a graduate of Mount scott Learning Center thank you for giving me this opportunity to share my story in support of Mount scott and the other contracted community-based schools serving Portland Public Schools growing up an only child both of my parents were addicts they were addicted to heroin they were gambling addicts and they were both alcoholics a year and a half ago I lost my mom to her diseased I was 24 and I spent Christmas only able to communicate with her through handling she passed away shortly after the new year and my
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daughter lost her grandma Julie that day due to my circumstances at home growing up there was little support around my education and it was mm it was in the beginning of my eighth grade year that I found myself really struggling to learn in a large public school environment I wasn't getting the individual support I needed at my previous school and I wasn't getting that at home and I found myself needing a place like Mount scott Learning Center I needed a place that provided me a smaller quieter learning environment it was very difficult being forced to grow fast and being the adult in my home but I didn't have the luxury of an invested mentor or parent in my life thus forcing me to find my own way getting that one-on-one time with my teachers at Mount Scott was something new to me and helped me grow leaps and bounds the curriculum was really engaging and I felt connected to the adults in my life for the very first time having those connections with my teachers was very special to me and it was something that I had never before had in my life through the encouragement of my teachers and being in the Mount scott community I began to see myself as a very capable person a capable student and a capable human being I found my voice and was given the confidence to realize my self-worth and all that I had to offer the school helped me succeed not only academically but also personally and professionally I started working for US Bank when I was 18 years old and since then I've seen received a couple promotions I've been with the company for seven and a half years now I work currently in the commercial lending department at the big pink tower downtown and after previously transitioning from the assistant branch manager role the branch in downtown Portland I love my job I love being the face of the company I love dealing with customers day in and day out I'm no longer ashamed of where I come from because where I come from is Mount scott Learning Center I was taught the perfect example of the person that I wanted to be and I'm now a reflection of the staff at Mount Scott and I couldn't be prouder what Madeleine Scott does it changes lives and it's definitely changed mine so thank you [Applause] hi I'm Harper Williams WI ll I AMS and I'm Esperanza Walsh wal SH um good evening we are took four or five one five seven I'm sorry we don't have any cookies right now it's not a dancer cookies first off we thank you for working hard to open Harriet Tubman middle school a fellow student go see a teammate and most of all friend Julia Hornish is not getting the support she needs in school Julia is a student that needs a pair educator with her she hasn't had one so far this year Julia was has a right to attend school with her peers and not be separated or have to stay home because there's no one to support her needs she has been sent home five times when at school she doesn't want to go to class because she is scared and feels alone we find these situations sad and disappointing as her friends we are trying our best to help her get to her classes get ready for class and help her feel safe and comfortable during school during lunch we try our best to give her the socialization she needs and she hasn't had all day most importantly we try to be good friends there are several special needs students in a school of five hundred kids there are many more in other PPS schools if this is happening to Julia and must be happening to other kids too we have been doing our best to help support julia what is your plan to help support all students who need this we want to end by saying again how much we appreciate your efforts to open tumin and all of you and all the administration and staff working to make it a school where everyone can thrive and learn and that includes students like our friend Julia thank you thank you our last student speaker is Lucas Carson hello I'm Lucas Carson CA RSO n we are both from Alliance at Benson and our campus the campus plans on getting rid of Alliance when they remodel I would
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they play it on remodeling in 2021 or something we don't support that like we don't think it's a very good idea to like get rid of oh it's it's a very it's very it's a very useful program for especially for kids who can't be in like normal big public school it's like I personally cannot like they're very anxiety inducing and whatnot um we only get a small we only get a hallway and three rooms in the hallway out of the entire school so we aren't taking much space out but they still want to get rid of us there is an entire radio building that they're not using and if they want to remodel and get rid of us they can maybe at least give us the building because they aren't using it for anything so it's like it just we're good oh yeah we do not get treated equally at all like we got like the bottom of the barrel with this stuff - like a lager the UH for example we had a friend who was talking to just like a regular Benson student and she mentioned that she was part of this program and they're like oh so you're one of the messed up kids and like that's like really like I like just a generalization of just because we're like in a different program I guess is just like you know hi I'm Quinn aveer Scott SC OTT we have again we have a very small portion of the school and as Lucas said we don't get treated equally as the rest of the school does I personally have a lot of anxiety issues and public school sounds like a nightmare there's a big group of kids that if we did have to move schools there would be a lot of kids that would not be able to go to school and then there's a whole group of teenagers that just aren't going to school anymore and I don't want to move I don't want to keep moving like I've already switched schools like multiple times just because of like I do to like just not being able to stay in public school I keep switching schools and whatnot this is the only program that I've like actually liked and want to go to and it's like the only like like I want to get my education here and whatnot so the fact that they're like trying to get rid of that is just like wrong you know I think that's that's the main point that we were trying to make it's just this is a good program for a lot of people and if it weren't there there's a whole big group of people that wouldn't okay thank you thank you next we have Hayes wit and Nicole Hillis Kachina Inman and Johanna boss Berg my name is Johanna Vosburgh and is about V a US v ERG and I'm the art teacher at Alliance high school so we did hear that about three years ago we had been invited to be part of the concept of how they would do the rebuild and where we would be as a school and we had just learned that in the new plans or the new design we were not included so one of the things I wanted to say about Alliance high school is that we serve we serve this district both on both ends we have our reconnection services which go out and bringing kids who have dropped through the cracks so have whatever reason have disengaged and we bring them in and we get them ready to go into comprehensive high schools with other programs so we not only address their credit recovery needs but we also address their emotional needs and all other types of social needs so that when they get ready to move into another program they're already prepared instead of just moving from one place to the next and and having the same thing happen we prepare them so that they don't stumble in the same way they understand what their needs are they know to have self-advocacy and all of those things on the back side of it as Alliance high school so we are an accredited high school we also have what's called credit recovery so students do didn't quite get all the credits they needed by the time they graduated they can come to us they have up till 21 to get their high school
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education we also do dual enrollment with PCC I think they call dual enrollment but we have that program that they can move into and these students graduate just like every other high school of the district so one of the things that I want to say about our students is well and this came up when I talked to a lot of students but they often have to overcome multiple obstacles to education they might have anxiety issues that might have been bullied maybe they have educational needs maybe they have an unstable home we have a lot of homeless students and so a lot of these students not only have the instability of going from multiple schools and not finding success until they come to us but they also may have the same thing in their home life and in that and when we can provide for them [Music] and we can provide them with a place that is stable and say that we're a school just like every other school in the district that we actually have a physical place that we can be and for a lot of our students the access that we have because of the hub you know of the metro the students can come from the west side the east side the north they can all get there there's multiple ways to get there it's a centrally located area and and for me the access having a permanent home sends a message to our students that they too have have a stable and accessible place to support their educational goals these are just a couple reasons why I believe we should be located at the site that it has easy access from anywhere in the district I think it's also why we need a permanent structure for Alliance high school and I think there are ways to consider because I know we had this big discussion with board members three years ago and other I think there were people who are talking about how they were going to plan it so there's lots of options that came up from a free-standing building because you can go up and that where we're at we don't have to worry about height issues as well as having you know we don't have a cafeteria we don't have a gym I share my small classroom with a math teacher so you know we all have to share space it's crowded you know Benton needs their space as well so trying to come up with a way that sort of work from all of us I think it's an important important place and for the for the for students who are struggling and found this place and they get to get here they can get to that particular location and for them to maybe find out that next year we're way out in the you know Northside and they no longer can get there that's going to put just another obstacle in their path and I feel like when we want to make sure that we're addressing student needs that we don't want to add more obstacles and somebody's path so they can make it to school and get their education thank you our last two speakers are Alena Vance and James Posey hello my name is Alena Vance spell VA MCE I'm here at this board meeting on behalf of Alliance high school the staff asked me to come speak on their behalf I just wanted to say by myself I am a vampire descendant I am a second generation Jefferson high school graduate I'm a civil servant I've worked all of it working for the Bonneville Power Association the Forest Service Bureau of Land Management my mother is the first black woman journeyman pipe fitter in the state of Oregon and my father is a master mechanic all that's that being said my child is a grad 2017 graduate of Alliance high school I'm her name is noble and she is a prodigy artist she has anxiety issues and she is a bit quirky maybe like the students you've seen here before that spoke here before however that does not mean that she doesn't deserve to have a high school diploma she went to Grant High School where she wanted to go which is a lot different than Jefferson High School but she wanted to go there and being that there are 4,000 students in Grant High School know be with her with her personality began to fall through the cracks and even though they have a great art
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program she basically wasn't able to succeed and be successful there at Grant High School and was having socialization issues and just anxiety issues being that there are so many students there and there are just more people coming to moving to Portland and the school board has to keep in mind what are we gonna do when how are we going to educate all these children that are relocating to Portland with the people who are moving here so once again all that being said Alliance high school was a was very beneficial to noble she chose to go to that high school she didn't want to go back to grant after she was I'm just a few credits short maybe three she went to Alliance high school it was right here in the neighborhood so it was easy me to keep track of her her progress in school she has a great home life and everything but she just needs a little different type of an educational setting for herself I was able to reassure her that you would not have to this would not be a GED you will be receiving a high school diploma just like all the rest of the students who are graduating from Portland Public School and she went to Alliance high school and with a little prodding and probing and with a lot of help from the staff who was very helpful she was able to graduate and obtain her high school diploma which made me very proud and now she can continue with her life it's not just a momentary thing obtaining and achieving a high school diploma it's a life as something that that's beneficial for a lifetime so all that being said thank you for my time thank you good evening my name is James Posey POS ey and I'm here to bring you all to issues only have three minutes and so that's a difficult test so I'm not going to read the statements I intended to read but I want to show you the document that I'm bringing for namco National Association minority contractors of Oregon and I've been before you before to talk about the absence the exclusion of minority contractors on your school projects and your bond measures measures I just want to let you know you are making progress you've got colas I think at Grant and you've got a process in which you're really including some of the people that have been historically left out and I'm here tonight to really affirm your alternative bidding process that's a huge huge advancement in the whole concept of involving minority contractors not having the ability to go low be it low bid it's not always the best bit so you all seen the light and I want to thank you for that and applaud you for that I won't read Nate's statement he's got a nice real eloquent statement I hope you all take time to read it but the second item is an item of concern I've got a letter here from Eric Knox who is the girls basketball coach at Benson you guys are pulling back on their ability to utilize these gyms around the urban areas you're taking away their ability to actually work with other source basketball agencies to actually allow these kids so I have income allow them to make trips outside of the area to actually participate in other league activities and what I'm saying is you all maybe you're trying to do that in order for but budget considerations but you're cutting off your nose to spite your face when you do that you all know that in these urban areas and these inner-city areas we can't give enough programs that get to keep these kids off the streets and you know as we align these things and we look at the budget and do all those other things we need to know what we're doing these guys are volunteering their time there are actually mentors on the weekends all these kids are out of these schools and they this is a real option for them to stay off the streets and I'm suggesting this letter from Eric he's your piece your person your employee take a look at what he has to say and he's referred this letter to or Marshall hack ins and he I think he's your director of that PIL program would just encourage you all to reevaluate that and I want to further get feedback from your husband about how you all made that decision I want to look at the dollars and do a
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cost-benefit analysis on why you're doing what you're doing on that PIL situation thank you very much you can give the documents to miss usin and she'll make sure we get them thank you very much thank you okay so superintendent Guerrero give you a report yes good evening directors well it's hard to believe were heading into the second month of the school year already for those of you that have been following me on Twitter you'll you'll have noticed that I'm getting around I've prioritized spending a lot of time visiting schools which I'm going to talk about in just a little bit but I have to say I think generally we're off to a very positive and smooth start to the school year and we're ironing out a few details and I'm not the only one spending time in our schools for instance this week we began our first shadow a student in September initiative the idea is pretty simple many folks who work in central administration who don't typically get out to schools on a regular basis or are getting that opportunity they get to follow a student for you know a good portion of a day it gives our staff the opportunity to see what that day in life is like the activities the joys the challenges up close from the eyes and perspective of our students so this is an invaluable experience that's hopefully going to help inform our work as we look at ways to better serve our students and support our schools and spending time with the student also helps clarify how the work we do can have a direct impact on the classroom experience and speaking of having a direct impact over the weekend I know that more than 30 volunteers participated in reconnect to your future campaign there was an energetic team which I know included many of the directors and our deputy superintendent dr. Curtis our chief of Schools dr. Cuellar who knocked on more than a hundred doors of families with students who for some reason or another have disengaged from our schools but the extra effort of conducting these home visits are just part of the reconnection work and all the program serves over a thousand students and last year we were able to persuade 478 of them to re-enroll so we know that these efforts now in their eighth year is having a direct impact impact on supporting our schools our students graduating so many thanks to those who participated this weekend and in passed in previous years for that effort so knowing how many students were actually serving and making sure we have the right level of staff to serve them is critical a little later from staff tonight you're gonna hear a detailed enrollment and staffing update but I want to give you a few high-level impressions on on how we're doing we are expecting just under 50,000 students as account so we've had some significant growth in our high schools in particular 643 more students to be exact compared to last year at this time and it's actually three hundred and seventy-six students above what we were projecting so that's a good sign we are spending millions of additional dollars towards meeting class size goals and a more ideal student-teacher ratios across the district so also a big positive move forward and I've started to get a chance to see some of the impact of these added teachers and schools as I've been visiting around the district and had a chance to to witness some some of our newest educators in the school district and just a few highlights and no particular order or favoritism there's just a lot of good things you can track at Glencoe I had a chance to sit down with students and observe teachers and their writing and reading workshops see students partnering on science experiments really tackles some mathematical equations and concepts Thank You principal Clark for hosting me there at Hosford middle school I'll have to go back as I missed the band rehearsal but I did have a chance to meet with a fabulous group of eighth grade avid students as well as Mandarin immersion students who shared with me their experience at Hosford Thank You principal Westphal and in Marysville which which is known for its focus on mindfulness had a chance to enjoy the the calm school climate that principal Penley has helped to cultivate there with with the community and one of my favorites got to observe groups of students building Rockets at Winter Haven working on a hands-on science project and and our youngest students thinking about the characteristics of planets Thank You
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principal sandal and so we have lots of interesting important work going on in our schools and and continue to encourage everyone to to take a look there's some events coming up I want to make sure our on folks calendars this Thursday September 27th the organ legislators Joint Committee on student success will be at Madison High School PBS is hosting this public hearing on how to improve graduation rates in our schools we want to encourage the PBS community to show up participate be in the audience hear the conversation the event is scheduled from 7 o'clock to 9 o'clock p.m. and child care and interpretation services will be provided I want to give a shout out and thank our very own Cortney Wessling for helping to support this event thank you very much on October 2nd Roosevelt High School will be the venue for the first Oregon gubernatorial debate sponsored by Pampling media and coin TV that might be of interest to folks and what will be unique about this one is that it's going to feature questions exclusively from students including one of PBS's own on October 17th help us celebrate the grand opening of Rose way Heights middle school and the next night on October 18th we're going to be doing the same for Harriet Tubman middle school looking forward to those grand openings these two of these two middle schools it represents a huge milestone for the Portland Public Schools these schools represent a new opportunity for hundreds of middle grade students and historically underserved communities to experience the kind of comprehensive middle school education that our board was committed to so thank you principals Elwood and Butler for your tireless work in getting these schools open we have some wonderful educators multi-talented here in PBS one of our teachers is getting some attention around town and nationally for his work as a writer and illustrator Aaron Steinke who teaches fourth and fifth grade at Woodstock has had one of those recognitions and gave a reading recently at Powell's bookstore you'll notice that we posted a short clip on our website featuring a story that ran on KPTV we hope folks will check it out and lastly I want to start by kind of shouting out our student delegate Nick basil Urso annually there's a collaborative of the seven largest school districts in America called the Council of great city schools of which I serve on the executive committee but at their annual Fall Conference it's a tradition to host a town hall and this this October the 24th through the 27th that town hall is going to be a national student panel in Baltimore and it's going to include a student moderator as well and our very own student delegate Nick Paisley is going to be representing Portland Public Schools in the Pacific Northwest as one of a handful of students from around the country who are going to speak on the themes that are important to them a secondary age kids not least of which are going to be themes around the importance of voting civic engagement immigration and other contemporary issues that I know are on the minds of our young students so just in advance Thank You Nick for representing and we're sure to hear about it after the conference super excited so you know we put in that application of the proposal that we had someone who we thought we'd do a fabulous job and they agreed so congratulations that concludes my report thank you so we're going to move on to alternative contracting methods at Kellogg and Benson for this item the board will be acting in their capacity as the contract review board I'd like to invite Emily Cornish director purchasing contract to provide the report good evening chairman and board we are here tonight seeking an exemption from the standard low bid design-bid-build contracting method that is required for most public construction projects we are seeking also permission to proceed with a two step process for the Kellogg middle school rebuild that two step process is a request for proposals process to prequalify a number of contractors followed by a low bid processes that is only open to those pre-qualified contractors we are also seeking permission to proceed with a construction manager general contractor or cmgc contracting method for Benson High School this TMG C and other
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alternative contracting methods are explicitly permitted in Oregon law and in our public contracting rules as long as the board grants an exemption from the low bid process and that exemption must be based on written findings which you all have before you and your board packets the board previously permitted use of the cmgc method for Franklin Roosevelt Grant Lincoln and Madison and the board previously approved use of the two-step alternative contracting method for fabien the benefits for both alternative methods is that we procure our contractors by request for proposals instead of a purely low bid process that allows evaluation of proposals experience the project team specific expertise for the project and commitment to utilizing certified minority-owned women-owned merging small business and service disabled veteran businesses in addition with as I said with the two-step process with Kellogg we can ensure that the low bidder has already been determined via the pre-qualification process to be highly experienced skilled and financially sound with the cmgc process for Benson we can select a contractor early in the design process the CMG sees construction expertise can impact the design and reduce later construction challenges and change orders this also allows construction to begin well before design is complete with me is Dan young from office of school modernization and he can answer any questions about the projects but just looking at the order of where we are in the Benson process so the dag is just being the design Advisory Group is just now being formed can you talk a little bit about the why we'd be voting on the Benson process at this point in time so Kellogg is already on its way and so it seems like that's either a trailing or Benson's way ahead and so the rationale for doing Benson so early and then how it fits in the other checkpoints that will come back to the the board I'm not sure we even know what the kind of school were designing yet for Benson sure a good question part of the reason is they're two different processes so the two-step process for a Fabia and brings the general contractor on basically the same time that you would like sorry Kellogg at the same time you would if you did a hard bid so they aren't really on during design they come on during right before the construction phase the cmgc process for Benson you bring the contractor on during the design process a couple reasons we want to bring someone on soon for Benson one is the complexity around the phasing for that project it's going multi-phase we very complex how we do that and how we phase construction will impact how we design it so the sooner we get them on the sooner that we'll have input into the that portion of the work we also want to always try to bring our seams you see on during schematic design so at the end of the schematic design phase we can compare the general contractors that cost estimate with our professional cost estimate so we can reconcile those cost estimates as soon as we can just the follow-on so sit assuming we approve the Benson piece tonight the next thing that we come back to the board is what those same anuja milestones sure as both the there's an ED spec that's being developed along with the master plan for Benson so those are going to come hand-in-hand right now we're targeting in November to come to a work session and then in December to come with the ED spec and the master plan work session that we have tonight focusing on CTE is helping to guide us towards some priorities around Benson correct yeah some unanswered questions so this is this is a larger comment not necessarily on this particular step tonight but if I look at the Benson project if we're going to vote in November December we have I think a lot of other secondary issues aside from CTE which is a more general discussion tonight but what is the type of CTE specifically at Benson what we're gonna do about Alliance and then the need for some sort of enrollment planning which was part of the bond that we needed to do that in order that we were gonna reopen Benson at 1,700 students as a comprehensive high school the impact that has on other schools and that we don't yet have a plan to open it without decimating some other schools so I'm
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concerned about just the timing of how we do that all between now and November without it mapped out I don't think as you said it it's exactly correct we didn't make a commitment to open up Benson at 1700 we are committed to opening up Benson with the eventual capacity for 1700 and we but we do not have a path to get there at all a very important topic but we do have a little more time I think there's some big philosophical questions so to get eventually to 1700 and the impact it has on the other high schools is something that I think it's gonna be hard to cram into a small amount of time I'd like to see a larger plan again this isn't related to tonight's vote but I'm concerned that we don't have it all mapped out we're gonna start getting behind or not have the opportunity to have a thoughtful community discussion and I would agree with that concerns about enrollment balancing but also just what is our process for Benson High School and these policy questions associate policy and programmatic questions associated with what is this we rebuilt going to represent for our students what is it going to offer and I know tonight's session is specifically intended to have a focus on getting to some of these questions around Benson so that's a good start but I for one would like to see it mapped out these are the range of unanswered questions that we need to address before we start getting into schematic design and start really nailing down the ED specs because the ad specs need to be a representation of whatever our academic vision is for our kids and we're not there yet so just process would be nice to see again not pertinent to your issue at hand and so I'm here some superintendent Guerrero how you see who's sort of spearheading the sort of marrying the facility the major facility work with the pretty big enrollment and academic questions that we need to resolve around Benson is there a small team or who's it's not it's not specifically a facility's question it's a much larger sort of cross-functional right question so these are really big questions there isn't sort of a long-term strategic plan around the high school portfolio what I well we have heard of some guiding principles is making sure all the secondaries offer some equitable opportunities tonight we're gonna go deeper what does it look like in the future of CTE and PPS what are those national standards how are we spreading those out that access to our students Benson would be one location from what I understand has continued to be a citywide option it is true that if we expand over time the enrollment you heard me tonight say you know we're lucky that were up enrollment in high school not sure where they're coming from that'll look require a little more investigation but that's a positive trend upwards and it's giving schools like Roosevelt High School which saw its largest freshman class yet that's a good sign and I think it makes it gives those schools and an economy of scale on their programming but I think this is this is gonna require one some direction from the board around what the parameters are what essential questions need to be answered because some of this is just work that you know staff will continue to sort of give shape to but which questions are going to be really important to answer as we think about the design for Benson and valued programs that are currently co-located there and you know what is important and what is the direction of the board on those you know we've seen what happens when programs get dislocated and so we want to make sure that we're assuring the community and families and students who benefit from those options as an example and what their future holds for them as well so it would be good to spend some time sort of mapping out what the short and the long term questions are that need to be answered some of them are programmatic some of them you're going to start to hear some thinking around that as staff has come together around them but but it's a bigger question around what what is the school portfolio generally going to be offering our students citywide and so Benson occupies a unique place in that portfolio and so we want to offer something unique there that perhaps another facility might not offer which might actually be the
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attractor for increasing enrollment in PPS from a lot of other places or Foe people might want to access some leading-edge industry connections and that's what's exciting about the potential of this project so sorry if I can't give you a firm timeline but it's gonna require some work kind of whiteboarding this out with with the board so we can we can have some more definitive shape to this I know that staff are working on sort of whiteboarding out the timetable things are things are in motion on both facilities side and the academic side I think they're approaching a a timetable about how we're going to tackle the different elements of this and I'm hoping to be able to distribute some initial thoughts to the board in the next week or so but it's the the teaching and learning staff just did a retreat last week and and I think worked out a lot of the details on their end it's now trying to marry up the facility stuff for the academic stuff to try to come up and the board piece of it so stay tuned things will be coming very soon what is the time line for the completion of the Benson ed specs the same as the master plan so targeting right now work session November and then approval in December so we get on like one-page what the major milestones are and with the big questions because I mean just tonight having a vote on one piece of it sort of sort of random I mean it seems somewhat random because it's not connected into a bigger plan and so that we don't also November have a big vote and we haven't had an opportunity to have a really thorough discussion about will be our largest capital project from the bond so I'd like to see that as soon as possible and I mean I understand that we need to pass this in order for schematic design to get underway at all but schematic design can't really get underway until we've nailed down ed specs in the first anyway right yes that's correct so we'll need approval before we proceed on into the schematic design phase and specific to tonight this is just approval to do an alternative procurement had a future point in time it's not housekeeping it's not actually kicking off any correct there's no immediate action I mean we will put a schedule together when we want this procurement to go out but it's it doesn't have a direct impact on the design or the ad specs or the master plan any other questions okay we have separate resolutions for Kellogg and Bensons so we'll begin with Kellogg the board will now consider Resolution 572 8th Kellogg middle school project exemption from competitive bidding and author an authorization for use of a two-step request for qualifications followed by invitation to bid alternative contracting methods drive emotion second director Anthony moves director con stamped seconds with the motion to adopt resolution 5 7 to 8 miss Houston is there any citizen comment okay any further board discussion ok the board will now vote on resolution 5 7 to 8 all in favor please indicate by saying yes yes all opposed please indicate by saying no resolution 5 7 to 8 is approved by a vote of 6 to 0 with student representative Paisley roading yes okay thank you okay next we'll consider Resolution 572 9 Benson Polytechnic high school modernization project exemption from competitive bidding and authorization for use of a construction manager general contractor alternative contracting method drive emotion document director Anthony moves and directed konstanz seconds the motion to adopt resolution 5 7 to 9 miss Houston is there any citizen coming no any further board discussion the board will now vote on Resolution 572 9 all in favor please indicate by saying yes yes all opposed
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please indicate by saying no any abstentions Resolution 572 9 is approved by a vote of six to zero with student representative pace or voting yes thank you okay okay we're not gonna move on to an update on fall enrollment and staffing I'd like to invite dr. Craig Cuellar chief of schools to provide the update whereas a brown good evening board of directors and superintendent Guerrero this evening we're going to provide you an update around student enrollment and staffing also this presentation we're also trying to be transparent in our process for allocating and how we allocate additional FTE where have you seen actual enrollment spikes we're also working toward improving class sizes across the system and the team has been monitoring enrollment class sizes also over the past month so we're hoping that this presentation will shed some light on our process in terms of how we are moving forward increasing class right correct we are aimed at increasing the FTE to reduce the student to adult ratio Thank You superintendent that's just a critical point this slide here goes over the four core objectives of this presentation we want to make sure that we are sharing the district commitment to improving student dolt ratios and work towards our negotiated class size goals understanding how we use projected enrollment versus actual enrollment and making our decisions to allocate staff updating on the process for allocating staffing through the fall balancing phase and ensuring that we are applying one of three remedies to address higher class sizes this slide clearly articulates where we were at the last year staffing cycle and where we're at in this staffing cycle the good news that we want to make sure that we highlight is that we have allocated almost 48 general FTE more than where we were last year and if we include ESL special education title and foundation that number will go up to 59 more FTE than we're PPS was at this point in time last year also we have allocated 22 point four FTE just in the past several months to balance mostly our higher-than-expected enrollment and class sizes so I also wanted to point out that that also shows our basically how deliberate we have been as a team in making sure that we were addressing the class sizes earlier then actually waiting for our anticipated 10-day observation periods where we were actually throughout the course of the process in the summer we were identifying earlier on to be able to make some decisions earlier to prevent transition from happening after school has started the number BL students I believe and foundation means foundation FTE produced by school foundations so okay that's not controlled by the school district thank you this slide shows our three-phase staffing process in the spring we allocate based on projected enrollment projected enrollment is the best method for projecting or predicting how many students will be in our schools for the following school year we adjust staffing in the spring and in June and now we're providing an update on fall balancing which is the process where we look at actual enrollment and allocate from a limited budget to address we have high high class sizes and higher than expected or olmec across the school system on the previous slide it showed that we have allocated 22.4 FTE since August 8th the team and I have been meeting one to two times per week and making decisions based on the information in our student information system synergy while also coupling that with physically going out to schools and actually being able to observe class sizes on our own so we're not making decisions purely off of just what our system is telling us because we know
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sometimes the numbers can be delayed or skewed so we are also following that up with actual physical touches in the classrooms ourselves to make sure that we are actually physically matching up the numbers as well as the physical seats physical bodies and seats so this slide is giving some highlights of our preliminary enrollment that we have so far this school year this is as of September 19 so we'll be taking a final count on October 1 so as superintendent guerrero mentioned in his report actual enrollment is up 347 students we use projections in the spring as mr. Cuellar said and those projections across all across the system we're almost exactly spot-on that we were projected to be up 347 students and that's that's what we see across the system in all grades and we'll get a little bit into the data in just in the next slide some of the highlights of our enrollment being up is that our high school enrollment is up we don't know all the reasons for that and that will take some time to figure out those reasons k5 enrollment is down from the projection somewhat and excitingly our two new middle schools are over there projections so this next slide shows what the the difference between the actual and the projected enrollment by grade level so just taking a look at kindergarten which is that first row you see that there's three thousand six hundred ninety-two students enrolled in the 2017-18 school year in kindergarten across the district and this year we're seeing exactly one more actual student and then if you look over on the right side where it has the projected enrollment we had projected about three thousand seven hundred and thirty-three students to be in kindergarten so that projection was about 40 students short just to give another example in 12th grade in 1718 we had two thousand six hundred and seventy-nine students this year we have two thousand eight hundred and forty two students which in actual students in 12th grade year two years one hundred and sixty-three more students are 6.1 percent more students they were only projected however to be about 94 more students that when above the projection by 3.4% and there's a district our total you can see that number 347 of actual students more and then that's on the right side the projection was for students under the projection so that's why we said the projection was almost spot-on across the district but you'll see by grade level the projection was slightly off one way or the other and this represents our traditional school so it we don't yet have a really solid count for our pre-k programs our CBO's charters and other programs which we know will get us closer to that 50,000 students so there is some pretty pretty big changes in particular grades and I'm wondering if have you done a school-by-school analysis yet we have done some school-by-school analysis and that's when we've allocated an additional FTE that was in some cases in particular that the high schools that saw more more enrollment there was more ft was allocated over the last couple months because they roll that one up um a pot from the high school have you noticed any patterns yet in terms of the unexpected numbers for enrollment so anything leaping out yet other than then what's up there I couldn't speak to a pattern okay there are unbelievers are those do we know the what the breakdown is of the ones who actually say let's just take the first grade one because that's pretty remarkable it's a big drop so is that kindergarteners who then didn't go onto first grade or are they are they students that we thought would come in first grade that didn't so when we see that number of first graders of actual enrollment for 2018-19 of 3668 students though those were
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kindergarteners in 1718 so really we only lost my math is not a great about 25-30 kids from year to year about four years so the rest were ones that we were projecting we're gonna come who didn't show up um so so I think the one thing is when we look across horizontally that's different sets of kids so we're not seeing a loss of one hundred and eighty-eight kids we're seeing a loss of enrollment in first grade year to year of a hundred and eighty-eight kids of that cohort does that make sense yep okay so that's why we see some of the fluctuations in that chart so you do it the other way as well so that you can see how much of your cohort you're holding on to we do that more or when when Craig's talking about the team meeting to look at where do we need to add additional FTE we're really looking at a school so if a school's enrollment is down or up particularly if it's up we're going to need to add additional FTE or if a class size goes above a certain level we're gonna have to add more FTE but that's by school it's not are we keeping you know kids from I think that that would be analysis for for another time I think this light in the next slide are intended to clarify the differences between our staffing ranges and the teacher overage thresholds the staffing ranges were used to staff teachers for classrooms in grades K through five based on projected enrollment in the spring the vast majority of our class sizes are below the high end of the range we also use these ranges and fall balancing to help guide allocating our limited budget for remedying higher class sizes so this slide is showing the teaching caseload thresholds that were agreed upon with the teachers union and these thresholds are a little bit lower than our staffing ranges this is what we this is not our staffing model this is what we're hoping to aspire to as a district and there are one of three or there's three remedies when we do not meet these thresholds so these are different than that than the staffing ranges one would be to add an additional teacher and that was done with the 22.4 FTE in certain cases we could also add an educational assistant or a stipend for teachers and to add to this as well one of the focuses and one of the tweaks that we made to the process this year was having a highly concentrated focus on k3 is what we were really trying to be deliberate about was minimizing the amount of transition and mobility amongst our our babies and making those decisions earlier wrong so our little ones are not starting off with a teacher that they get accustomed and comfortable with and then us having to move them we know that transition periods for our babies in terms of adjustment phases that look a lot different than some of our older children in terms of being able to adjust easier so one of the concentrated focuses that the team has been delivered about and for some of the 22 FTEs that we have provided was making some of those k3 changes earlier before the school year started so the 59 more FTE that went into schools has contributed to a better student of staff ratio for 20 18 and 19 if we look overall at schools last year it was 15 students per staff this year overall is 14 point 7 students per staff and that's directly related to the additional FTE that was allocated to the most drastic were in our k5 schools we went from 15 point 5 students per staff to fourteen point nine and then in our reconfigured school so those are the schools that converted from k aids to k fives they went to a better staffing student to staff ratio this year as well okay um sorry let me go back to that so reconfigured schools you are talking about the Cates that were made out of the k5s that are now that used to be the remaining k5 from the k-8 that um convert there's an another way to say that as the school's the feeder schools
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middle schools correct right yes ma'am correct so we have one of three options right now what we're seeing per the negotiated contract is that we have three ways to address that the thresholds we can and we still haven't talked over 15 to continue to make adjustments here we can move students provide additional staff and then the third one is to pay the educators so this is a preliminary estimate based on what we were seeing in the system as of last week as what we call overload pay for teachers that are above the negotiated thresholds we should clarify that's for one semester since the the overage pay would be double that if if the trend stayed consistent correct and it's the third Monday in October that the for the first semester and then the third Monday in February so just to clarify the 1.3 million that's just for a semester right that's correct yes ma'am you'll recall director broom Edwards when we were in negotiations that there was a ballpark figure we have we anticipated we're pretty much spot-on to what we predicted this slide goes back to providing more of a more of an insight description around what does a term fall balance II mean it's really a term that's used in school districts mainly around the country that describes the process of monitoring student enrollment and class sizes in which then determines the allocated additional staffing balancing is used because sometimes we move teachers at under enrolled schools and we do want to make sure that this is something that that's we think positive to be able to announce that we only did that once this year and it was done before school started in essence of moving and transitioning a teacher after the school year started so this team has done a really really good job at really zeroing in on where our overages were and our higher spiked enrollments throughout our campuses in the school district to be able to make those adjustments and to make some of those transitions with our teachers before the school year started so I think that really is definitely a positive as we are completely as we continue to refine our process moving forward excuse me um regarding fall balancing with the high schools and the significant growth we've seen can you just tell us anything anecdotal about how we're doing staffing there because aside from finding new teachers so that our averages come out right it's tricky at high school because you need teachers you need enough teachers in each subject area I've already heard several reports that certain departments are every teacher in the department it has significantly more than their total student load should be whereas there may be FTE allocated to other areas within the high school curriculum that who have much lower student loads so can you share anything so that it's a great question because the Staffie does look different as if we're staffing for a k5 or k-8 where one FTE can actually suffice for a grade level whereas when you're actually providing FTE at the high school level it's a little more creative the master schedules at the high school level are much more complex it's really it's also driven mainly around student and so that actually requires working with the principal's to see where are some of our critical overages it could it could be at a specific freshman class that could be algebra it could be having that additional FTE have multiple preps where there are some overages and some of the core content but that could also be across grade levels as well and really we leave that to the discretion of the principal in tandem with us because the principal knows their master schedule best in terms of where those critical overages exist but to your point it is it's a lot more of a it's more of a complex process than it is doing it at the elementary k-8 level it's a fair observation it's when we were in discussion with patr Teachers Union just this past week because you know their teachers are raising the same observation it seems some departments have a higher caseload than others but just for everybody's information we're allocating total FTE to a high school we're not making decisions for the
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school community around how they allocate those FTEs on their campus and how they schedule them so you know some of it requires you know working with our high school team to think about that question to make sure that there's an equitable balance within the school itself and so we definitely want to kind of do the next layer of work and make sure that you know we're not we're not overburdening in any particular set of teachers at the secondary level so to that end I'd like to see because the high school numbers I don't know very many class very many classes that are 15 this is the averages right so I'd like to see like by section breakdown just so we can see what the patterns are I mean I've heard just from a lot of the different high schools you know some huge class sizes in some of the college prep classes or that those the smallest ones and then you've got you know freshmen and sophomore jammed into you know really large classes so I'd like to see just to understand what the trends are across the high schools to see a section by section sort of breakdown of class sizes in high schools okay what I can do for the board from the direction of the superintendent is I can provide a high school summary report that can hit on some of those more critical points that you mentioned director brim Edwards and I'll work with the high school team to produce that and get it to the board so this evening sort of objective was to give the overall view event obviously and I really have to commend the team that's been you know obsessing over these questions since last spring so Daniel koga and Sean Helms others these some soups and directors as well as you know under our chief of schools has really been careful about monitoring all of this or well aware of the board and ourselves have received a lot of questions and inquiries from from community members around can you take a look at this question or this one seems a little higher so we really have been tracking those so the next layer of information you know we're not we're not going to go into the minutiae about is that class by class teacher by teacher number and I think that's what you're asking for director brim Edwards so as we're finalizing you know those numbers you know stay tuned for that next layer of information great and I guess I should have started my question by applauding the level of information that you've provided and the work that's been done I just also wanted I want to be cognizant that our community or look at this and you know nobody knows a k-8 that's got 13s if they look at this number they may be led to believe it that we've got 13 students in a class which these are not intended to communicate average class size these are just ratios given all adults adult budgeted at a given school site so obviously that's it it's a skewed number if you look at it that way yes right so I just think we had need to be careful because coming out of bargaining there was I think people thought that the numbers going to be lower and so we didn't talk it as a goal we talked about it as a Thresher the idea was we've never said these are class size maximums I think we were pretty leading-edge to say well let's set out some goals for class size we called those thresholds we've made you know a great deal of progress you see the number of FTEs you know if you total that with the extra compensation for our teachers that's a very large number it's over seven million dollars going indirect staffing support to schools just I think it's worth noting that I remember hearing in previous years about teachers being added to schools in mid to late October so this is a big difference and and I think it's worth underscoring thank you compared these changes with other districts that surround us like like is like Beaverton districts and David Douglas are they seeing kind of these influxes as well I could say currently we're not looking at a comparison with other dish okay we have done that in the past okay though we can Nick if that's something that's definitely interest we can yeah well I mean just I guess I mean we all kind of our you know the city's getting so big so much bigger and busier by the day so just seeing what other districts are seeing as well yeah um might be worth mentioning that we're gonna have a work session in November on enrollment projections and we're gonna
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be hearing from the guy who doesn't so that might be a place to get some comparative info okay I think these are great questions I mean when as you start to look at the numbers you start to start to wonder these questions you know earlier when we saw sort of the drop at the elementary when you start to look at the school list you notice huh what's going on here there seemed to be the number of Westside schools where we're losing families so what's going on in the city of Portland these are the kinds of things we're gonna we're going to start wondering about and hopefully our work with PSU might be able to offer some some answer to that can you share so we landed or the thinking they've all been thinking on the single strand schools I was at Martin Luther King this last week and just the challenge of you don't you can't spread kids across classrooms so I'm curious about how you all are thinking about that if this if the solution isn't adding another teacher if there's not enough students what's what's the thinking on heading the single single strand school there were four FTE allocated in June to alleviate single strand schools from the superintendence direction we didn't want to take and go under classes of 14 so I think using staffing as a solution to solve single strands is gonna be very costly and so those four were allocated I can say we allocated a little bit as part of fall balancing so at beach kindergarten and the single strand the size went up a little bit and we we made the the ei full-time to address that so those were some of the ways that we addressed single strand and if they were above our staffing ranges than we would have allocated so long term if it's not to add staffing because it's expensive well if you haven't under enrolled school or grade levels sending another homeroom teacher isn't necessarily the solution unless you want eight kids in the class it's really a programmatic enrichment working with the school community to identify what are the attractors how do we strengthen the program how do we partner on identifying what some of those things are sometimes it's more art sometimes it's more elective sometimes it's other programming that hopefully our families will be interested in being a part of and enroll in so we just want to be mindful of you know all those factors so we tried to be customized in the approach at MLK or any other schools to try to lend some support however I will say that the the merger or the consolidation of wriggler into an all immersion school helped to alleviate the single strand issue both at regular and Scott wriggler got rid of all of their single strands because now they're just immersion and I believe Scott maybe I maybe has one left on the neighborhood side maybe two and and last year in 1718 I think every single one of their neighborhood as in both schools and single strands I think that's more of a promising way to to address the issue and I think there you have sort of some of the wondering is sometimes it's not how do you support single strands but what are the system policies and practices that actually have these existing and so when you see school community saying we'd love to have economy of scale can we have a to campus solution programmatically that might be one way you know to encourage growth on our campuses but I think the question is you know what are the impacts of specific program strands like dual language when they operate and and and sometimes in not very integrated ways that you're segregating programs on in the same building and that's a bit problematic from my point of view so I think it's a bigger question it's not just a staffing and class size issue its how do we support the offerings that we want to make available to families so they can be strong and thrive so as if our only single strand that's left if Rigler and scott is on its way to being resolved no we also have beach also has several single single strands in their k5 with immersion and i think we have some other ones well think with with lent what we've done is that they were the only have one strand of immersion so I think it's a little bit different in the schools that have one strand of immersion Bridgers another example correct so I think there's there's a few other schools out there so I think but by board resolution we were supposed to have some sort of
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recommendations on the Martin Luther King I'm single strand issue coming out of the middle school resolution who's on point for coming up with those well we are director of Roma degrees so I just well now that we're wrapping up sort of the fall balancing we're gonna go back to some of these bigger questions like you know and really this is the work of our OSP team is as we think about each school in the portfolio programmatically how do we support their improvement efforts and strengthening of program strands and so this is definitely a question we want to have a solid response to and some of it might not be an easy overnight solution some of it might need to be something we girl out over time in the coming years we'll want to come back with some thinking on that as we think about all the related school portfolio and programming it's not unrelated to the conversation we were just having with Benson and the alternative schools or language pathways or all of it is inner interdependent and interrelated so just on the last slide and the dates are cut off up there unfortunately but October 1 is the official student enrollment count date that we send to the state October 15 is the official count day to address overage payments and then lastly on November 1 enrollment in class size reports will be posted on the PPS website so did we pull back any staffing in the fall balancing from schools that had significantly lower enrollment believe we pulled back we had a couple of schools where they had really small enrollment at some of our title schools and the decision was made not to pull teachers from from those programs where they'd already begun and we considered that as an additional resource by keeping small class sizes particular in our title schools we're not physically giving the school's something additional but keeping the class sizes it's you know in a small student-teacher ratio that's considered an additional support so we were completely hands-off but even considering potentially of removing any personnel from any of our title schools that wasn't even considered so that is that is a differentiated support it is a supplemental funding but because we've been obsessing about a logic model here it's important to keep sustainability in and an integrity to it in mind so I'm saying that because if you don't fall in that category and you've been staff additionally you're sort of unnoticed a year ahead of time that you know if the numbers don't change then we've got to be equitable about spreading that staffing to another school that we want to do some where they need the support I think that's worth noting that when we have schools this year that were under projection with their enrollment and then next year they may come back and say well why are getting less FTE and that's how your enrollment your actual enrollment is of October 1 this year is going to impact your projection for next year can I make a request so in mid-october you're gonna do a the official count for the overage payments I think it would be interesting to hear about how much of the remedy was in was financial and how much was one of the other two options you know either yes we if it if the board is interested in that level of detail we could share a list site by site and what remedy was applied in each situation so when there was a stipend an EA or an additional FTE that's certainly something we've been cataloging since last spring yeah now that we'll probably have to wait till November as some of those numbers will be cleaned up for the rest of October okay thank you thank you for what are we gonna get an update on the peer educators on the staffing there was really today we're gonna have an update
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on whether what the paraeducator staffing level is yes so it was related to the comment we had this this evening Alaska I'll make a future ask if we could get an update on so I've been to four or five schools in the last couple weeks and generally staff and students and families are super happy about the staffing that we just heard about the one area where there's been shortages are in we're just relaxing hires is Peri educators pretty much every school I've been to that's been the one place where they didn't don't yet have staff right and I would I'm not surprised that that's still one area certainly our chief of HR chief Brenda Martin ick and we won't talk specifically about that situation but can talk generally about it but maybe Daniel do you want to just talk for a second about that yeah so there was about sixty five vacancies at the beginning of August for parent educators it's been an area of high turnover in the district unfortunately and I believe in checking with HR if my numbers are correct we're closer to about ten vacancies right now we have eight open positions district-wide right now and six still open but those have offers outstanding or in the process of background checks being run so we have the candidate identified and through that process so that's 14 but eight so we still obviously you know every opening is critical to a student out there in a family and I just want to recognize that we heard like to see the scouts come out but I know that chief Martinek is working with dr. Aphra spend on that particular case very briefly that the speed and effectiveness with which HR and the district have been able to hire teachers late in the game has certainly been noticed been very much appreciated as we get more evolved obviously we're gonna want to go way upstream and encouraging you know multiple pathways into PPS so looking forward to a human capital strategy there but certainly one that helps bring a diverse workforce to the district so we're engaged very actively in a lot of conversations with all our local higher ed institutions want to thank dr. spars at Brown we've been having a lot of conversations with PSU in particular it's not just about creating a candidate pool for us but also making sure they have the skill set in the knowledge base that's going to be important to serve the students here in Portland okay at this time the board is going to consider nominations for the Art and School Board Association Board of Directors director Anthony has stated his interest in continuing to serve and not always be a board of directors do we have any other nominations would you like me to move director Anthony's nomination yes please so moved in a second okay we have way out there's so director Britton Edwards moves and directors buzz around seconds and director Bailey thirds a nomination of director Anthony for the OSB a board of directors position 19 any discussion can you what does that position or what does that zone encompass besides PPS that's Multnomah County all the districts in Manama okay okay so all in favor please say yes yes any opposed any abstentions okay and I don't think the student gets a boat does he yes okay he's he yes anyway good okay okay the nomination of director Anthony will
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be forwarded to the Oregon School Board Association for a subsequent vote okay so we are down with the business agenda and I just want to note that we're about 30 minutes behind schedule the board will now consider the remainder of its business agenda having already voted on the resolutions five seven to seven through five seven to nine miss Houston are there any changes no okay do I have a motion in a second to adopt the business agenda director Anthony moves in director Rosen seconds the adoption of the business agenda is there any public comment yeah okay any board discussion yes so I want to thank the individual staff members who I asked questions about the contracts just as a general principle going forward when we have multi-year contracts and this is sort of a future topic for the the board when we have multi-year contracts of how the board provides any sort of oversight of the the contract so for example last year or the year before that there was a six-year contract that was awarded I mean there was a whole bunch of them but annually when they come back of whether we're actually looking at whether we're getting the results that we expected and this is more for service contracts versus like a product or something but more services and I just think it's it's worth a board discussion along with the deputy superintendent of business and operations about how we sort of tighten up that process just looking over the last couple board meetings that some of these contracts and the quarterly reports they're all a little bit different they're not standardized it seems like just an efficiency of being able to review them in a consistent way or provide our oversight responsibility that that would be a useful thing to for us to have in order to be able to look at the contracts and feel comfortable that we're we know weave it especially if it's multi-year that what we contracted for in a previous year we it was actually delivered before we roll into another fiscal year we didn't have that discussion today earlier just you know it's a smaller group that that is the intent I think lieutenant you can respond to this of you know when we bolster our ability and program evaluation to really have a template so director berm Edwards so that we are able to compare across our contracts I agree that's and that's an important point I think Julie because aside from metrics for a given contract which previously have been set by whomever the contract manager was but work Universal even within a certain department we need that that's useful but also the ability to group service contracts under the same initiative for example show us in one place all the on-time graduation interventions that we're supporting so that we can really compare results across providers in addition to being able to see if a given contractor has achieved the metrics that we set out in the first place this is a frustration that we've talked about for a few years in terms of just our own internal processes and templates and I think the other thing too is also to look at you know numbers and percentages of students across different groups and sort of look at outcomes graduation rates and equity around you know the percentages of contracts that are going for student groups right music to my ears the directors talk about these these are inherited multi-year contracts we'd all love to see a standardization of the impact on our investment and it's going to be a work in progress and we have a very thin research evaluation department that's you know getting smaller by the week so it's definitely work that that's a goal for us this year to build out more robustly but maybe you can talk about some of the contracting practices that where we can start getting more standardized about so we've actually pulled a group together to this came up I want to say a couple of meetings back and so our procurement staff and as well as our from our instructional side of the house especially we've we're pulling a group together to get a more uniform reporting process so that next year you should be able to see have comparable data from contract to contract but in terms of when you go outside of that instructional program component then metrics for services may be a little bit more generic than tied directly to
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student achievement I don't I also want to give the impression we don't have we don't exactly have robust student outcome metrics either so those are indicators were I know very interested in building now not just for contracts for outside providers but to inform all of our school improvement efforts and interventions which is something we know through essa we're gonna have to really start ramping out late this fall for sure I'm glad to hear it's underway and we've had several conversations about this however we're still moving through in approving contracts with not common templates so like for example unless the new contracts have something different if you look at the ones last year we even tonight two contracts just very different reporting like ones pretty thin or you know has very data the other is like much more narrative so you know I guess have concurrent having concurrent processes of getting the big system sort of improved but then as we're voting on these individual ones it would be helpful just you know contract by contract the extent we can as we're having to vote on these and until the point in time that the bigger system changes have and it's difficult to go back and ask them to change to different metrics after the year is over but we are setting it up for a future for 1819 contract yeah what about is the future going not the back right but some of these are saying we're in our second year into a six-year contract is we kept being instead of just you know keep rolling through the same language to build that in as we're reaping them as they come through well and also ticket them I think I got the second contract this after late this afternoon the report said that was difficult wait so just just to clarify that one so that in fairness to staff and I really want to thank Emily for all the work she's done to get it to us that wasn't included in the pre ones that we got because it was not a direct negotiation contract it was a RFP and the reason why I asked specifically for that is it's an example of one of these multi-year it's a six year contract and so what sort of annual analysis are we doing so again I want to really acknowledge that Emily's been super responsive and I think the contracts themselves are solid it's the we don't have an enterprise contract management system and then just there's the terms of what the deliverables are I just have to make a side note that on some of the programmatic services that are being provided there they're oftentimes unique and customized to the school community and I think that's part of the reason why we're working with these organizations many of which are culturally specific so I'm looking out at the audience here that some of our very valued partners for their work with us and and you know to add value there that we certainly want to give confidence to our board of directors that these are these are very wise investments supporting our community I would like to mention briefly that like director Bram Edward said we owe a great debt of gratitude family court niche but also frankly to Mike Rosen Mike has done a tremendous amount of work on our contracting and it is infinitely better off now than it was three years ago Thank You Linc thank you any other discussion okay the board will now vote on the business agenda all in favor please indicate by saying yes yeah yes all opposed please indicate by saying no any abstentions okay the the business agenda is approved by a vote of six to zero with student representative pacer voting yes okay oh sorry yes director Bailey's here seven to zero thank you okay um board committee and conference reports and student representative report do you of us do representative report trying to make it short um so I'd like to say that over the past couple meetings the addition student council we finally got our social media platform up and running thanks to the communications team so that's gonna be our main way of
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outreach for a little while and to keep students and PBS parents and staff updated on what's going on so you can follow us at PPS student council on Instagram yesterday I spent the entire day in Salem at the State Capitol rallying with Oregon student voice it was a great day to be in there with a students from all around the state actually and be talking about our education and focusing on increasing funding for all districts and like education around the entire state so that was a great day and I will be attending the student roundtable as we were talking about earlier on Thursday the joint legislative committee on student success and I am to bring some students from my own school Cleveland high school we have a our care class at racial equity class at Cleveland so I'm gonna have some students representing that as well which I'm very excited about and our next district student council meeting is October 2nd at 4 p.m. at Benson high school this is the start of the beginning of us moving our meetings around the district so we've got a lot going on Thank You director Broome Edwards so just a brief report from the policy and governance committee we hadn't met for about three and a half months but we reconvened the other day and just want to give everybody a heads up on the board that on that first board meeting in October we will have several first readings coming to you we will have the student adult boundaries although it's going to be renamed draft policy coming to the board for first reading I want to thank the legal team in HR helping us put together this is one of the recommendations coming out of the white Hurst report in addition we'll have a disposition of real property policy a set of amendments to that that was work that was started in the fao committee and it didn't come out of the committee beef and so the amendments that were under consideration at the fao committee are more considered at the committee meeting of the day so there'll be a new newly amended version coming to the board for first reading in addition we're going to start a process of looking at policy review of what policies need to be rescinded if they're duplicate 'iv no longer needed or they're merchants of some other policy so there's going to be four recisions coming to the the board and those it the it's the REE it's there to the reverse of creating a policy so you have a first reading to rescind it and then a public comment period and then a second reading and then if you vote on it then the policy is rescinded and then the last thing that the committee we we didn't get to it but this was an outcome of it and we'll be sort of tracking it going forward was when the board adopts a policy they're often as a trailing either new administrative directive or a modification of administrative directive so tracking those so last year we cranked through about 10 to 12 policy changes or new policies and there's some trailing administrative directives and communications that are should follow those so we're gonna we have a matrix that this large created that we'll use as a way to know that once we have a policy adopted that there's an ad in the pipeline following that to provide additional guidance anybody else thank you a couple of things I'd mentioned two weekends ago the Oregon School Board Association board meant the only important action item other than just normal housekeeping which of course is going wonderful because it's the OSB a and they've got money is that we are bringing forward to our member school boards resolution creating a designated board seat and a voting board seat for school members school board members of color and the board will be voting on that I expect in late October I would strongly encourage a positive vote also last week Jonathan Garcia Aurora Terry and I met with a local financial services company I'm not going to name them yet but we are negotiating on bringing a financial literacy curriculum K through 12 to Portland public it looks very very promising and we are very excited about
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potential for our students and then the last thing is that also last week I went to a meeting in North Portland that pbot was putting on some of the material was pretty irritating but some of it related to our schools was very very good and one of my continual frustrations over the last 15 years has been that we are not getting more traffic safety changes made around our school routes and our schools but some more money not enough but some was shaken out of the legislature and so over the next two years we're gonna see some significant changes around George Middle School says our Chavez big changes to the whole length of MLK that are going to be concentrating on pedestrian improvements getting across and so that's going to have a huge impact on Tubman and on Woodlawn and some big changes around Boise Elliot all of which I think are going to be very positive and I'm really happy to see thank you anybody else okay any other business okay I think we're done the board will follow this meeting with a work session on career technical education in the Mazama conference room the next regular meeting of the board will be held on October 2nd this meeting

Event 2: PPS Board of Education Work Session Sept 25, 2018

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a work session on the career technical education which is scheduled to last about two hours so we're already studied I don't know one later than intended but and I think before we start with a presentation we have one person who has asked to give public comment and has asked to go first so thank you for letting me go first I appreciate that good evening everyone my name is Erin Flynn and I am associate vice president for strategic partnerships at Portland State University as well as the executive director of something called the Portland innovation of quadrants and I wanted to come here just for a moment of your time to share with you a little bit about the innovation quadrant and also to let you know how important we believe the connection is between PBS career technical education and the IQ so the IQ is a priority strategy of the city of Portland to create a center of gravity in Portland Central East Side that will really serve as the front door to Portland's innovation and as you know the centrally psyche has historically been an industrial district but it's quickly changing with new zoning and a lot of available land and buildings so there's potential for much greater density in the Central East Side the IQ was established by four anchor institutions Oh H su PSU PCC and Anzhi with a shared goal of bringing job creation investment entrepreneurship and innovation city and to continue to grow our innovation economy so we established a board in early 2018 PPS has been a partner from the beginning I reached out to Jeanne gosh several years ago we have four working groups Career Pathways placemaking real estate and business development and start-up resources Jeanne co-chairs the Career Pathways workgroup and she's been fantastic we want a sort of thread CTE s five year plan through the IQ and really embed what you're doing in this growing district so we're trying to figure out what the mechanics of that are and how we make that happen and in particular we're very excited about the revision of events in high school and really asking the question what does a 21st century career technical and high school look like in the physical context of an emerging innovation district that's really an amazing opportunity that we have to figure that out together with our developers are we will district with our tech companies and our healthcare institutions what can we create together so I'm just here to lend support say we really want to work with you we're committed to your CTE five-year strategy and we'd love to be actually built into the strategy welcome to stay okay Joey great yes thank you so much my name is Aurora Terry and I'm the new senior director of college and career readiness and I know most of you possibly know Jamie is she's been in the district for some time she is the director of CTE Career and Technical Education and tonight we wanted to give you a base of foundational knowledge an update of where CTE is in the district right now so we wanted to clarify some terms if you new data that we have talked about some new labor market information that came out and so I I know from the board meeting earlier that there's a lot of bigger picture questions that are coming very soon as when he thought it was really good to give everyone a really strong foundation around where CTE is so that you will be informed to make the best decisions moving forward and so that's I think what spurred up tonight so starting with the labor market data we really focused on Oregon and then the tri-county area so the that we're using tonight so I think as
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director Anthony offenses there's a lot of different lenses you can look at city and so you can look at national trends and we really focus on for tonight our trends in Oregon and in the tri-county area so that's the information that we are usable tonight so try cami with the Multnomah Washington and Clackamas County so it's our Metro so we're not looking across the room that day or that week I I've got that I've got that spreadsheet okay you're innately also has some very interesting employment projections of the tri-state region Oregon Washington Idaho and he shared something pairs with me no I don't know well so we're looking to have an expert here at the table for again bigger views so there's lots of different lenses and it takes it to eight we're just really focusing in on organ so I'm going to start with this information that was shared with us by the Orient Employment Department its new information since June so what we know is that Oregon's total employment is expected to grow by twelve percent in the next ten years so between 2017 and 2027 and in Oregon job growth and we just highlighted our new but it's private health care and social assistance and what that means social assistance is I'm looking at at Scot you can tell me all these things is the wide range so it could be a caseworker it could be mental health it could be hospital anything within a hospital so it's it's a very broad category construction professional and business services which is something new this was not as high up when we were doing the de plan six seven years ago followed by private education and leisure and hospitality and other services but part about education so so that would include that's largely well it's private schools that's they're both universities by the universities I do is in part with Dan there plus you know Mary okay yeah you're right so most of education would be it's got some some other state does private education include trade schools and yes kind of program no not like a primary school just like yeah culinary score something like that carpenters like this now because most apprentices would be counted as employed because uh okay they're working at the same thank you so job growth in the Portland try County area is a little bit different so you can see management of companies transportation and warehousing professional and business services private health private education and construction so it's just a little bit different for that for the metro area than it does for the state oregon overall this is also projected job openings in the next ten years and what we've given you here is is really what the employment was in 2017 and what the expect expectation is with job openings in 2027 but what i really wanted to point out here is is that there is a wide variety of typical education for entry-level employment so if bachelor's degree associate's degrees post-secondary training and so this is a little bit different as well as from the things that we were looking at when we were building out our CTE programs when we started it's okay two things quickly this is high school diploma or more required so a lot of entry-level jobs that don't require that right the other thing is it's job openings new and replacement so any occupation where there's a lot of turnover - truck driving long haul truck driving is notorious for that will show up high on the list more for turnover as opposed to it growing and deserve it
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there was a question directed when Edwards asked about how much the salary raises with the more education that you have and this is just an example that we got from our Employment Department and you can see that no high school diploma is it fifteen dollars an hour with a diploma only $17.80 some college no degree 1935 two years twenty almost twenty one dollars an hour and a four-year or degree or higher it's almost thirty two dollars to get that yeah so one thing I'm wondering if we can get like where that annualized about two so thirty-one basically double it and it's there's my clothes that's sixty two thousand because what that shows is like the average wage of the new age is my Washington County 57,000 roots what higher than that so basically if you have less than a four year well there's Washington County the average is gonna be really high because of been telling Nike those are those are headquarters operations with really intelligent headquarters but it's certainly just global operation yeah so that's gonna hugely raise the average as opposed to the medium well they gave you my calculation the two-year still be less than the for the median is probably close to the two years so in what we sent you there is a actually a formula that the Employment Department has given us to calculate annual wage so it's hourly rate times 174 times 12 there's the plate 2080 that person and your plus or minus a plus hourly rate times 174 times 12 everything that we provided now are a little bit about the definitions regarding hard-to-fill high-growth high-wage high-demand high-skill so I'm not going to read all of this I stop you for a second so these are additional slides after dude the new bat hits out those but did you get this you Oh God so what I'm told in terms of hard-to-fill is that in Oregon it's an employer self recording and these are the reasons given most often the difficulty in filling vacancies lack of qualified candidates unfavorable working conditions lack of Sox skills lack of work experience in low wages high-growth is employment in an occupation that is much larger than most populations across the state high wage occupations paying more than the all industry all ownership median wage high demand occupations having more than the median number of total growth plus replacement openings and high-skill occupations the typical educational level meet a level needed for entry or post-secondary training non degree or higher so I know that's fast but I just we just wanted to make sure that you had some context as because what we did in X's that we looked at the national career clusters so this is how cted across the nation is organized by career clusters and then we looked at the hard to fill high growth high wage high demand and high skilled careers in the organ area and then we looked at the programs that we have on our campuses so for example if we look at the top five in the organ area hard to fill occupational areas that would be agriculture hospitality and tourism
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architecture and construction health science and transportation next to that number oh I apologize next to that number is the number of programs of study that we have currently in the district so this large chart that you have along the left side are the national career clusters and then across the top are essentially our comprehensive high schools and then the programs that they offer so we did a little color coding so that you can see and so on this slide the red is the top five in Oregon again because there are lots of different lenses so I know one of the questions that came up to me in the board mini is what's the best kind of programming to have as you look at CTE and that's a really difficult question to answer because of the different lenses that you can look at the labor market data so again we can look at hard-to-fill high-growth high-wage high-demand high-skill and so that's sort of how we broke it out because it's not just an easy that's something that I think it's important for all of us that grapple with and so that's why we put onto this chart the programs that we currently have right now and where they would fall using organ and labor market data would be emerging industries fall into high growth yes so I'm wondering the hard to fill hard to fill because you'd want to distinguish between the two of them I agree and so that the difficult part in measuring that is that how family were using satisfy its employer reported so we can look at specifically how different types of employers reported what they think is the reason the job is hard to fill it does so the next is high growth so the top five industry sectors for high growth in Oregon is architecture and construction business management information technology and then stem and so next one is again the number of programs we have and then you can see which high schools are offering those programs on this chart as well and we have more of the charts okay and then again so then the next kind of lens you can look at might be high wage and so high wage again an organ is education and training and again that can be interesting because you might think of well maybe teachers aren't paid so high but when you think of the universities and especially less specialized schools that are here and that's where that falls in business management health science transportation and then step so just hosting so this is different than private education then so it's not okay it's not so these career clusters or guys random occupations yeah as opposed to industry so private education is in history is an industry it's what it's it's what does the business do within that industry you can have all sorts of occupations including teachers but also managers secretaries and so those occupations so there's also this handout in the packet that is the national career clusters and the occupational groups that follow your those I've been looking at different please I don't have that you have be expert let's just say health science it seems to me that you can these big clusters and within the cluster you've got you know a like a tiered 82 tiers at the top that are gonna be so highly paid that they're going to overwhelm when you talk about averages they're gonna overwhelm all the other thousands of
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minions out there who are relatively low wage positions within Health Sciences so tell me I'm wrong so I'm not sure now that the calculation is done and if when so high wage occupation areas so let's drink so what you're saying is is correct in that this would cluster doctors and surgeons along with home care physicians that's why good clustering so but the question is is it weighted by the numbers in each of those occupations is just another four that's I will have to get back to you I know it's a median number because we didn't look that up today it looks a median you're gonna have real trouble combining medians from different occupations like you can't do that averages you can combine so the actual report lists every all these different career areas job openings such as dowry with Sheena give it saw it was that right is that prepared by by the employment department so we're gonna hide wave we have it in all the categories and potentially then they could calculate the true median for the group that I and so we have this depending on how deep you want it dig into the labor market data we have it oh well I don't know to be perfectly honest I'm you know I'm not at all convinced tonight capable of really digging it because so which is why I'm yeah but so in terms of our planning for how we're gonna prepare kids I mean just in Health Sciences you know how many how many of the kids who were giving kind of a leg up in Health Sciences are gonna end up as neurosurgeons who are making you know 300 grand plus a year as opposed to you know certified nurse system Nursing Assistants or or CNAs you know you know what I mean absolutely and I think we can also think about it as we're giving them the foundation so maybe what if they walk off of our campus with the CNA and if they love it and want to continue on to med school then we've given them that exposure and if they want to continue and have a career at that point then maybe they'd I mean I'm not gonna argue the point it's just a this is it this is my weary like because I think all of these things I can go into my wealth inequality little rant but I will spare you but that's where I'm headed here to or again our catching wage growth is slowing we used to be so tracking right Washington State and we're now tracking those Idaho yeah quick questions they don't want what the gap is giving larger wave has stagnated and so he's correct if you look at what that's like a reflection of the jobs that we have now so part of this I think this exercise it's like what what are the judgments not to say that we have now but that we want to respect that we don't even know this isn't jobs that we want to have this is based on a projection of industries not that we want to have but that we that the Employment Department thinks is a likely growth path over the next right so this was released in June and this is these are their projections through 2027 so just looking at it from an industry standpoint so having gone from around the country state to state and looking at but expand your campus somewhere looking at I mean all the employment departments have like if you come here here the number of Engineers that you have and some places like you just couldn't go because you know you know pick the job class that year filling for and I guess one of the things I was concerned we want to fill out the higher education those job classes at higher education so that we can support industries that I versus
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that this is what is available that's two different two different ways of looking at it like food service culinary where we have a lot of programs high need low wage so what I'll say about culinary is that the program is not culinary it is hospitality and tourism which is broader than just a holiday and so I just attended and it's that you know not that necessarily it's like a neurosurgeon but it is intended to be broader to provide more opportunity for students across the board and as we do these CTE programs it's not that we're preparing students to be a this or that it's that they get exposure to what the opportunities are within that program area and understand what the education and training is needed for it for a particular area they're interested when they graduate they leave with a plan knowing that that plan probably will change but as we've built out the CTE programs it isn't that we're going to create we're creating all engineers and we're creating all doctors in the health it's giving them a a picture of what that career field is about I do want to mention specifically on culinary beyond industry applications knowing how to cook is a fundamental life skill and an awful awful lot of the children in this this camp are not learning how to do that it has an enormous impact on lifetime earnings on household earnings on lifetime health outcomes now if you know how to cook you're gonna be healthier you're gonna live longer you're gonna have a much higher quality of life and I really hope that we will also be looking at it in terms of those needs of our children well I can say on the whole I'd be interested in seeing the research on that oh I have seen it and I can get it to you fit well on the whole Blake just I guess I'm coloring - it's like a whole example of like the broader spectrum so like that cleavable I know that like any you know one of the main things you do is going to class to learn to cook but the students also get a couple months or a month or two on like etiquette at like a dinner place or like if you're you know if you wanted to be here a server in high school or something like that you know this waiter way just like you're there learning those skills in that class they're learning a little bit they're learning more than just cooking so I what wouldn't looking at equipment this was this is a similar conversation that I remember having with the superintendent in in San Francisco when we were absolutely a question about hospitality because one of the dangers there became that it while it was supposedly training you to become a restaurant tour but ended up happening is you became a waiter you were not only in the restaurant so the training did not equip you with what you needed to write that level and the one that up happening is it was fun the lean the the Latino students towards hospitality not architecture or the medical field if you recall and that and the same thing happened with construction right it was funneling particularly into all of a sudden different CTE programs were racially different and so then by extension then the quality of the program began to either drop program all right based on the expectation so the one thing to be aware of is that each one has if the focus is on building out a CTE program that actually is forward-thinking it really is about where where are you going to get the biggest bang for the buck and preparing students for a future that actually provides height/weight see - thank you when we went through CT we saw that each one of the departments was putting all of that information exactly what about what all of the possible specific jobs specific career fields you could go into within that industry and broken out by how much more training you would need post graduation and how much money you could earn when you were doing that and they able to make big posters that were in every project area in SeaTac like really clearly articulated pipeline like if you achieve this then your next level would be dense then you met level would be this which would require X amount
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more schooling or doctors really clearly articulate so what I'm saying is that we have posters as well that we will be sharing with our CTE teachers there's actually that do some similar to with habitats not exactly that gives students an idea what skills are that they're learning in this class what the average wages are what the post-secondary training might be so we're doing something similar so so I think the purpose tonight was because we heard multiple for discussions that you know where are we headed with CG Google so we were really fortunate to have or Rotarians expertise joining the district building and marketing now the genie and so part of it is just anticipating where the labor market is going but it's about you know being a forward-thinking school district what is the right equitable balance of CTP programming sometimes it's not because you know because students certainly are gonna see through a strand we also just want to provide exposure and of course and we know that our data is showing that the kids take just even one course they engage and they do better or even when you visit with students I remember having this exact conversation with a health career student at Benson go say you're you're interested in some aspect of the health or medical field ISM no I actually want to do something completely different but I enjoy this experience here having in high school so you know our kids are young and our students are kind of still forming what they want to do but they're enjoying the course of study so it is good to sort of offer this portfolio and we want to be thoughtful about making sure no matter what campus you're on that you have an opportunity in each of these clusters to choose from if you're if you I'm gonna disagree with you some on but let's go ahead and I think we should go through with the presentation yet and then talk about what that what that perspective is exposure versus programs transfer no I I believe my approach is a little more student-centered dam Busters I don't think kids identify with clusters data and if I with what they like to do let's go into this is just the purpose of this is just to build language so when we talk about a program of study there could be multiple programs of study that fall under a larger career cluster so that's really what this is just an example of when we talk about for example health science we might have a program of study that's dental or nursing this could be a picture so again any in bringing us all together around some common language would be an example architecture and construction would be the cluster area the program of study might be electrical and then when we talk about the pathway we're talking about the progression of courses and so that might look like if you're in construction at Benson that might look like you're fresh freshmen or sophomore year maybe are taking a tech the tech geometry the next year you take the construction tech to sew and we call that the pathway which is again so here's just a few more quick examples again with the idea that we're building some common language around that so under business management that might be the cluster that were referring to same name as a program of study and then the pathway is the course of progression the classes that students take in that program of study comes becomes that pathway and so a few more language vocabulary terms that we want to talk about is when you talk about CTE students we refer to them by either participant concentrator and completer and that has to do with the number of credits that they take and then that also later and we're getting there also relates to some state funding so Sergi so last year was the first year that we had CTE data specifically in synergies so there was no way to know specifically get reports out that said this is how many students this is how many concentrators or participants completed so what we know for sure is what was in there last year if they were in CTE last year it's absolutely 100% we're there so this is the information that we have so and the orange is 1718 and the blue is this year 1819 you can see that students 62% of the 6645 students who were
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participants 97% of the 1819 students our participants concentrators completers at 5 to 10% and then there's another category around completer which means that they've completed their two credits and have taken at ESA next the TSA is well technically I'm sorry technical skills assessment which I'm gonna get to and is that we I know we now have a designation upon graduation a CTE designation is what what does it take to get to credit the to credit tsa and then take in the TSA so there's like two classes all year so it's two credits it could be two classes they could if they have semesters it could be more classes but the baseline to be a completer is completing the two credits so the 97% means what again up seven thousand four hundred seventy nine students that are in CTE 97% of them are projected to earn and a half credit and 57% one credit at 10% to trivets and so on so this is of students who are often CTX is not a percentage of all of our students right right but we are kidding don't worry agent that because someone pro duplicated some of them are duplicate duplicate well so the 97% includes all of the other things right arise it's like going on a prep by gender in twenty seven fifteen eighteen fifty nine percent male 41 percent female and this year at 61 percent males and thirty nine percent they're going the wrong way and this is enrollment by race and this is for the 17 HH school year and so this is the district average for high school across the board so Asian is a 20 percent african-american is nine points in point seven and so on why tis 55.8% and participate that the concentrators and computers are in 55 percent to 59 percent so we're in the range of our population of high school students because when I first saw this I thought we are when off balance but in fact we're actually pretty close in terms of students in CTE very close to the district averages and if you look at looks like we're retaining students with the exception of our african-american students meaning we're retaining them through a pathway that course creation but also correspond with our graduation so going going back the oranges would all end up 200 Els with all that's what's supposed to be there okay okay just I hope it echo because it looks like it does better in terms of graduation rate so this is information that in terms of CT that we get from the Oregon Department of Education and it's based on seniors this top row is the district graduation rate going back to 2011-12 when we had 63 percent graduation rate and in 1617 we have 76 percent graduation rate this line is CTE Stu completed one credit and what you'll see is that they are graduating at a much higher rate than those in the district graduation rate and help pretty steady and it holds true also for our students for our subpopulations so what we know is that if students are in CTE they are graduating at highways this is PBS this document that we added is across organ so these numbers of students who are graduating to participate in CTE it holds true and PBS in organ and wheels to the national numbers as well and that's we added to your packet the governor's future ready organ because this is also a lot of the citations that she's using is around the benefits of CTE students in being able to retain them in graduation when they're are participating it's designations the participant concentrators and computers have zhanna's state or federal state to state so participant like half a credit seems kind of a low bar that isn't enough to make it different it just seems like well one class well this is one this is one credit I know but I'm going back to
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just like the participants when we have 97% but it's really taking a credit well it's not even that see but that that's why I asked what what does that 97% mean and really I think we that correct me if I'm wrong I'm going to work backwards going below 7% our completers plus tsa another 3% or completers without a TSA I'm kind of subtracting as a goal so yeah I you made it from my bottom line is that we have more space in CTE for more kids carrying a higher should be to welcome our kids what percent of our ships took at least one CTE credit isn't it this blue bar 57% no because we have 77,000 less students and we have so half our taking at least a half a credit OCD okay so going back to that graduation rate for example what percent of Native American students we're yeah if this is a four-year graduation rate what can tell you off the top of my head that we can just show that if that was it that would be useful okay technical skill assessment so it is a requirement that students who are computers take a technical skill assessment it is these tests are based on industry standards we they are proctored it is not just a test of that that the teacher gives in the classroom and when I took over CTE you can see in this column on the left this is the goal and just having students take the TSA not passively just taking 60% and we were we only had 35 percent of our students taking of the eligible students to take only 35 so these years that are unavailable as we had a different vendor doing doing the test we changed vendors and you can see that we've started testing more in 2014-15 and of those that took the test means 6.3% past we are now exceeding the goal of students taking the TSA and of those that took the TSA in 9% past we also know that last year's 78.5% passed but we don't have this information yet remotely we won't get that from OTE until November in any of the industries are these technical skills assessments do they enable students to advance in terms of apprenticeship or college credits or anything like that are they're really just for our own in general you know statewide internal assess so we are required to take to have students take these tests but the way we use them really is for teacher improvement down on the classroom the tests themselves are by standard and when the results come back first of all they can see by student red yellow green with each standard whether they passed or didn't pass and then there's a summary for the teacher who can determine that I thought I did a good job with this but maybe we need to do something different so it can be used to support teaching and I think that's definitely an area's growth for our district in looking at industry-recognized certification right right yeah which in some cases might be very similar but we're just not offering it right absolutely it's it's been really hard over the years I don't know what your experiences are to really get any kind of industry by and just say oh student you you've got this certification you're good in our book it just doesn't let me tell programs have been trying for years to get that it is but like that C Tech had several of those and sometimes it was just with regard to a particular piece of
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machinery or something that you had been certified on yeah okay so the next thing we wanted to talk to you about are the different options for CTE funding and so from the state perspective funding opportunity differs depending on student participation so for example if a student is a considered a participant then we may use Perkins which is a federal grant and so we're going to dig deep into each of these different funding options but just to give you kind of an overview so if a student is a concentrator also Perkins and measure 98 a completer which is two or more credits the same once the student gets to three or more credits there's an additional option of state funding called pathways funding and so we are going to kind of dig into each of these so Perkins is a federal grant it's awarded to the states and then the state's award that funding to the districts something that you'll notice though is that our allocation is going down and that's because it's not dependent on the number of students in CTE programs it's dependent on a city census and poverty rates so title 1 they align the Perkins funding with title 1 allocations there's a direct alignment so as our districts if genders five senses if you have an aging population like if you get good people like me getting old and as opposed or is it just that kids as a free introduce - it's not really do flush its census data around kids kids so that actually may not be an accurate representation of the students we actually have in our district kragnes who's who's filling out the census correct right memory versus awarding two districts based on their farm brain and I would assume since it's based on city in the census data that it's not just for public kids Portland as a whole and our demographics are different then not necessarily theirs their census data specific to the city or regard to the school district you can hold it on that way oh is it do you have noon or is it done that way I didn't find that out oh okay I'd assumed the absolutely so the next option for funding to talk to you about is a state option it's called career pathways funding and it is based on students who are complete so if they take three or more credits and impact like the difference in this funding is that it is kind of it's a pot of money and then once the state sees how many students there are they allocated to the different districts based on that so as so here's oh it's it lags the actual students correct so for example you can see here in 1516 we only had ten programs that were awarded but there was more funding so it's not again it's not aligned to the number of programs it's how many computers are within a given number state right and so we will get this year's numbers in November so just that dropped Oracle I should have more completers statewide or a drop in completers lovely I think it's it's that they're more students statewide and forty part same plot more right the PI doesn't get into Sager okay this slices getting swirling priors great which was the goal of nine many measurements right in with the highlighting on CTE programs and the benefits to students I think more and more districts earn everything about half ways money to know is that the funding funds are restricted so if the funds are awarded to bouncing high school construction it can only those funds can only be used at Benson high school for construction you cannot use them for any other program within the school so if you get credits do we measure by three critias Kazan our church credits for a second
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we do have three credits okay we have the concentrators so this is the three pages specifically tied to the Career Pathways funding so in terms of the state and completer this is to credit that's that's the magic number so it's not three three three comes into play with this additional funding right so I guess I'm asking do we measure the completers by two and three so we measure the completers by two we get halfway funding when they hit three but they there's not a different term and we have and we enter so in synergy we do not currently have a way to have it set up to pull for how many of them earn because so that would be discharge that we need to do working with some surprise the number so low to dump all the defensive kids they'd all be leaders necessarily and and the other caveat is that we just did this for the first time last year so there may be students we've changed codes we had to do things so that everything matched with with state so we may have lost some students along the way but wouldn't really not wouldn't that be like a natural logical thing to all the students just do try to graduate so Benson would have had to you you can pull do some additional check it out yeah every year there are three to five spins graduating prevents are not graduating in a major typically they came into I am out of three to buy but but it's like you still most of the kids this way here yes that number seems sweet too so that would be a problem with our systems in terms of gathering data we've not it's a new system one year okay the other funding opportunity is that measure 98 funds okay so these are allocated based on the high school success plan so looking at the jewels around the high school success was around opportunities for dropout prevention for college education opportunities and for CTE and so over the course of two years it was approximately six million dollars each year we have the data breakdowns if you want more detailed information around this but just as a general idea around the dropout prevention which was the high school success teams the student engagement coaches working on that karna caps for the team right and those the the programs that we've implemented for this year then also dual credit both CTE and other as well as CTE so the CTE money how we use to that measuring not measure 98 funds around that as we use an equity formula to give each of the campuses a specific allocation of funds and then we help them to use towards the enhancement of the programs and so in just a minute we're going to get to where we're going next in working on quality of our programming and so that is what kind of this bigger chunk is in using professional developments and different opportunities to create quality programs and also to do some expansion program so for example doing telenovelas see so MLC we added a program at MSC for the first time this year so we've added a business program and invested measure 98 dollars to launch so equipment and materials and supplies and professional development for them so they could offer a CTE program to their students for the first time please it's about the measure negate so was this a straight-up like formula allocation from the state or this was an application right no so what you had to do the first year was signal on how you were gonna spend the money if there's actually a lot of flexibility in this money more than there ever has been in any state money that I see on the thing
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that really stands out to me and this is really a little bit of a political statement in that I know that the measure 98 passing of that the intent by people in the state was that it was gonna fund mostly Career and Technical but that it was also going to you know help you get kids to college and address dropout prevention the the the way we've allocated to spend those dollars right now is a little bit reverse from what I think a lot of people thought we would be spending on and part of that is that we had a lot of flexibility and I didn't come until we were pretty far along the process and so I don't this isn't pointing fingers or anything wrong with our process it's I think that there was during all the transition and turnover with superintendents there just wasn't a through line from what the state and what the measure was supposed to be focusing on there wasn't that guidance to the internal teams so our internal teams got together and looked at our data and the things that they felt were the issues and a lot of that has to do with you know people who are on the leadership team board who are doing that work and so at the time the team determined that was the number one thing that we need to work on now where we're trying to collect more data and we're trying to sort of weigh those things we have a lot of data cleanup and this is a whole other conversation but with our attendance and to make sure things are accurate with drop out we have a lot to do to clean up the data so that we can really understand that just like we're cleaning up the data and trying to better understand our data around seating I think we would be better served and the sort of state which really Portland Metro was the one who helped us get this money there was an expectation that we would really be focusing on in Career and Technical and I've already shared with our team that that's the direction we're gonna need to go the state didn't provide a lot of information around the plan in the very beginning they kind of first said just tell us if you want it and if you're gonna have a plan ready and you don't even have to spend money in the first year you can spend money in the second year which is what we did but then you had to get your plan ready and get it turned in and I think that they finally gave guidance like three weeks before we had to turn it in so our team was already working on it so everybody was doing what they could do with the information they were given at the time based on that I would say there was also this sort of big disconnect with all the transition and leadership that was going on now we have this great opportunity which is why I asked them to build this entire presentation in this way to build all of our understanding about what is going on in the big picture and what are all the pieces that we need to understand because we do have sort of philosophical places we need to understand where the board is on but I think it's really hard to make the decisions because you can't make them on just a pure sort of this is my belief when a lot of it is impacted by funding and what those pathways are in every building and how we get most kids to them and so on so I wanted to make sure you saw how complex this was and that we have multiple variables to be looking at and so part of them are to to fix in how shall I stay evolve our measure 98 plan but the part I didn't even know about was this other pathway fund and I don't even know when that came about I've also heard that there will probably be more I don't actually know where it's coming for from or what it looks like but it will be coming to Career and Technical not so much couple college opportunities or dropout prevention so it behooves us to get a real focus on CTE not just because we're building schools and we're rebuilding Benson but it's going to sort of exponentially increase our capacity to add more without taking more out of other programs in the district through general I would just say it's not sorry not either/or I mean the frame it was really about CTE so I know that the language of the measure enables us to use it for other graduation initiatives that aren't CTE related but the connection was that CTE
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we know to be a lever to yeah well I'd be slightly cautious on that whether that's causation or whether kids who are going to succeed happen to go into CTE so I would I would go hard and fast there unless we have some medication I think what she's indicating is that was legislative intent and around the measure the whole campaign around that measure was based on that intent yeah okay but but our goal is to do what's best for Jews which may or may not be the intent I there's a lot of people in the state I think that are concerned that the dollars that are starting to go towards CTE might not come at the flow we want them to come if PPS doesn't invest more in CTE this is exactly what I've been hearing from my colleagues you know I think the way you frame to dr. Chris is very important sort of context about where we are now this is this is increasing an attention if there's going to be any additional revenue for k-12 it's safe to predict early at yeah this area is probably going to be one of those areas and there is a lot of looking at how PPS is availing and taking advantage these resources and while there was some additional flexibility you see a disproportionate amount to some areas and homicide Prefontaine we'll talk a little bit during the iSchool fits into what high school leadership is seen and there were some real needs there so you know to Scott's point you know they were being student-centered but you know folks are looking to PPS to really start you know getting robust you know and building upon the work we've started here can I just please like you're like 30,000 foot so it's just about the money like how is the money allocated is it a so every district had a produce a plan and presumably attached some dollar figures to that plan so was it that no they told us the dollars per High School studio and it would and it was left to the districts who decide how they would distribute those so it's it it's a formula you have X amount of money yes yeah and there was a percentage you could spend on middle school and so on I know you have more that in here so so just additionally our district is investing additional general funds into the C teach programming these are some of the biggest buckets around CT consumables please right so the 90,000 for curlies do you not like any more details on that like where that this is specifically going so so this particular so we contract with the Portland Workforce Association PWA who provides different career day options the X ray their job Expo to get those career early learning experiences okay when you're awesome yeah so that's that's the main connection for that yes and so additionally I think a really exciting thing to highlight is also we have brought on Jay and partner connect and where we have taken on a lot of internal capacity to bring additional Curley students instead of okay I think previously we've relied really heavily on eBay and now we have a lot of experience opportunities even G has a new partnership with the goodwill and they're doing it just quickly just so Jay has been working with goodwill and to do things like excuse me mock interviews and resume writing and all of those kinds of things going in helping with career fairs at schools they go into the schools they bring partners into the schools and add macaques and so it's allowed us to leverage what we're doing in PWA with goodwill we have partnerships coming now with the city of Portland and others too because we have 15,000 high schools should have deep rich career learning experiences and somewhere and we also have added partner connect which is a our data tool where people can go in and register and say you know I'm willing to sign up I'll work with any school or I only want to work with Leland high school and so it's giving us more capacity okay that's good to hear and so we're gonna just jump in to give
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some specific data points around Venson because again trying to give you the information that you need to pour it with these really tight timelines that are coming up so on the Left you'll see these are the programs of study CTE programs that study that our app concern and the number of teachers so I'm not gonna read them all to you but we have 11 CTE programs of study currently at Benson and then on the right is student participation first by female male and then by race and then you can see in 1718 958 Stu in 1819 a thousand 39 students that's an offers CT programs and clusters that are also offered at other school so as we were looking at all of those high wage high demand and showing how how things in line in as you look at the chart you can see that in the area cluster areas of architecture and construction arts health information technology manufacturing engineering those are offered at Vincennes but they are also offered on other campuses as well other things that Benson has they have a pre-apprenticeship program with in manufacturing they have an agreement and partnership with Oregon Institute of Technology the engineering program is study received $2,000 from $200,000 from Jim pyro who is in Malone for the engineering program and in the construction program a study actually builds houses so they it's pretty extensive the ones that we do just to wrap up our portion the rubric that we gave it's a working document with OTE and how to increase the quality of the programs so I think so on the back of this programming sheet you can see where the district was in 2012 this is the number of programs the district offered in 2012 this is the number we're offering now so I can absolutely say the district has done a great job in growing programs and now I think that focus really needs to be around creating quality in enhancing the programs and so as we look at that these are some of the targets that we'll be looking at to increase the quality of CT programming we have so more partnerships in industry and and you can tell from our speaker tonight in a conversation that all of you are having we have a great Buy it's from the community and creating these fantastic partnerships other opportunities Jeanie on Thursday is pulling every CTE teacher in the district together on Thursday to start talking about instructional practices in quality curriculum and alignment in direct alignment with the GBC that the core is working on so really building teacher capacity so those are just some of the ways that we plan on improving the programs that we that we have yes and as every city east that we have have a clearly articulated set of standards they have to be a state approved program study but we have some that aren't yet state approved right they're all state you know they are now yeah yeah we have a discussion area and we're done so we put up a few maybe probing questions for you we're here to answer any questions so mine cut ties into this first my first question up there because when I look across the district there's not a district pointer there has another poorly for these one district point of view about so what should be offered at each high school versus hey there's the teacher who's really excited about this here and so we're gonna do that versus and I think getting disparities across our high schools based on it just organically happened in versus the district have a gun pointing to you like everybody needs to have X and then you know here's maybe place so can I just so what I would like I would say is that when you look on the back side what we have and we didn't have anything in that growth areas such as information technology computer science or in engineering or in and we have two programs in Health Sciences and so we've been intentional about adding programs
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so we have computer science now on just about every campus we have engineering on multiple campuses so I don't disagree with you that there's still some some places to grow up we did look at where the the industry growth areas were when we started building these programs some of it is that we have we've added programs because a teacher had the credential to do it isn't just simply they had an interest but we could get them credential but so it's a little bit of both I think yeah so I I love this because I thought this about this is what I kind of was like oh my god does that really done I guess I haven't seen the descent towards the decentralized former approach but have more of a centralized we have a point of view about X and being really explicit about it so if you don't have a teacher that has the CTE credential we need you to get one or we're gonna provide you as one or however you do it so that we don't have any gaps or where we think we shouldn't have any gaps we don't and that that's really why we wanted to open the question with the board first providing as much information as we could but then to hear this conversation because many of us who came here now we came here to build a system and so an equitable system where kids have equitable access but we need to know what is the belief of the board in what that equitable access could be I wanted to add one other piece too about measure 98 that I forgot the prior conversation because we do have a lot of programs we need to spend more of measure 98 on CTE it could mean that we're adding programs it doesn't have to mean that we're adding more programs it could be that we're buying more consumables more equipment doing more training for for the teachers right which is kind of what we've been doing because right because we've built out we're not gonna be adding another we're not going to trip double triple the number of programs now that's why we're looking at that's why the investments are this particular at Cleveland for example the digital media class the computers were too old to run you know state-of-the-art programs and so that's what we use dollars for and I think that's really where we want to go and we have an RFP out right now to get some experts in to help us align what are our quality standards and how can we ensure that we are the leading expert in organ because we have such great opportunity with the industry partners and really looking at okay so we have these programs but how do we bring them to the quality and level that all of our students deserve and a very important component of that certainly as we have been fencing them then by extension across the district with such a tiny budget for consumers yeah what you can do as a teacher is so tied to what your relationships are out in the industry in it if you can get lumber don't nee that you can build something if you can get computers you can do digital media if you have the personal bandwidth be able to write brands grant applications that are sizable you can bind things an awful lot of our people across the district don't have that and they're gonna need support from the central office and build relationships across disciplines perfectly between disciplines across school just anyone else want clarity around like the consumable question or what funding sources can pay for consumables are we clear you know it's just clear that more is better because we can't spend Perkins dollars on consumables you we're limited to pathways and general funds so do we have industry advisory committees it's an expectation it's an expectation that each program of study meets with their Advisory Committee twice a year at least once in person I would say that the majority of them do I don't think they all do we have many that are still fairly new
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programs but that's the expectation and we are looking at doing something centrally so that maybe instead of each school having two creeks or each program to have their own that we chose as a district we would have a construction program of study that serves the entire just and that would be a great way to build partnerships - for external investment is to get a core group in each industry or area to be engaged as a thought partner but then also and to ensure that students in those programs are all getting a high quality Kassie really and relevant to the market so are those industry advisors giving us that Wow vidyard so I'm saying yes in some cases right and in some cases it's these are the people that have been there Advisory Committee for a very long time and and so maybe it's time to do some tweaking and changing that I'll give you an example of Benson radio where he has industry people and he has people from the community college that that the program aligns to and they give him they come he shows them what he's doing and they say you know what we don't do that anymore you should do this you I mean it is a it's a very tight partnership and they are very very helpful to them yeah it was a huge area for growth you are a lot of what quality in those industry committees across the district really brings and yeah yes some of those people are very old at this point but they can assist me so any on top there's a lot of radio still there's - oh my goodness yeah they're really something I'm a little surprised and this may be just this maybe just words this way but can you talk about the overlap between stamens I'm gonna line here for stem and the only thing under and I would think it would we have lots more intersections like Health Sciences because we have a separate health health sciences cluster right so so I guess you know we're supposed to be investing in stem is Dean and we're supposed to be investing in CTE where's the Venn diagram you know what I mean so that there's a lot of overlap between the clusters in terms of specific occupations that's one reason but if you look at the occupational projections for stem excluding the computer-based Disney stem as a group is average nationally bubbly so this stem has great marketing and it's important stuff but in terms of occupational projections its average and within the specific stem occupations summarize so we actually in one of my first week had a statewide meeting with all of the stem directors and all of the CTE directors and this was the the biggest topic because the state funded STEM centers and hubs I'm sorry hubs around the state and then and they weren't in alignment with a CTE region so this this is a great question and something that we can absolutely work to flesh out because again as we're building this common language to help flesh out what are those intricacies and all the way and with the state coordinator levels there's still some confusion around so I was in the beginning meanings around the Portland metropolitan stem partnership and it there's so many other variables to look at because it's also this conversation of if you have math and science meeting Common Core State Standards but then there's also like this course that has to meet what the transcript needs to be for kids to graduate with that credit in that narrow math description in order to go to college or whatever and so to stretch that to meet and integrate with stem it
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just wasn't working and so focusing on engineering was one way to do that because so so what we were saying is that the science and math standards making sure that kids know those and the knowledge and skills will help them do well in those stem type careers but to mix the classes or try to blend that always ended up in not a very positive pathway for kids because we have this sort of rigid expectation from college colleges about what should be in the transcript for math and science I don't actually I like applied geometry or something like that well applied geometry can be part of a stem my son's doing that right now in his high school and it's part of it can be part of a pathway I think I think it's a point five of a credit check geometry at Benson is actually part of the study team taught with a math teacher and a CT teacher and we've moved it as part of the so it's still adhering to the strict math standards but so the way organ hubs tried to anchor into stem when they first started which is why they went for stem instead of steam because steam then included the arts and it even made it more complicated so first it was stem to say what is it that we're not already doing in schools and we weren't doing a lot of engineering which again I think was also the other push around switching the science courses to physics first so all of that was mixed in those conversations and so the early hub work said if we could at least add engineering opportunities for kids then it's a hook into the stem and in order to do well in those engineering strands classes they have to be doing well in science and math so it was sort of this like really awkward way of trying to couple all of these things together to say you were doing stem but we have we can't change them we're having enough trouble well I mean okay we should talk to them we we are but oh so I have a backup question so you started out this presentation by talking about criteria for CTE fields of study in terms of where's the growth where the wages and all of that so then when we look at what we have you didn't really address whether or not you feel like there needs to be some fundamental reform to our current slate of offerings like we may have invested in some areas of study that don't meet our sort of criteria or we've made be missing some areas altogether so where are we on that whole sector the right questions director for networks was just saying around when you look at that matrix just need to be some equity of access questions there too right also yes so I think that's next steps is that we need to as a district come up with some like basic standards of success and access and so this is like an initial conversation for us to spree eight those so that's why I really wanted to hear your input in and some idea so that we can say we consider a program necessary for all students when it meets these criteria we consider a program that is has too few students not you know right with the investment so I think that that's the next steps is building out that specific criteria as a district so that we can go forward with systems and and really setting up policy around what that looks like just right now there's not anything set and unfortunately in my mind that is fundamental to the question of Venson because you know Benson and has existed for or did exist for many years as almost the only game in town as far CTE education so what is Benson now that we are investing in
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ideally an equitable array of course CTE offerings at every single neighborhood high school that very much changes the conversation about Benson but we need to know what that is is it equitable what are we going to get rid of any of these are we going to add anything you know great and so hopefully this presentation is giving you some foundation knowledge so we can make those decisions and I think of last night in our visioning and thinking big and how can we be the innovative leaders and and so if we think okay we in all of our comprehensive high schools we want every kid to have access to these at least four fundamental programs so then what would our highlight CTE program and the district have in addition to those or instead of those Corbett and again thinking if your student and your high school has these four then do I want access to a different program and that is offered at Benson so that that's absolutely and how do you create the flexible facility specifications because early on the educational specification should be about the array of educational programming CTE offerings etc they're going to be important to know as for the future so this is sort of the key question we're facing right now we want to make sure we come forward with new campuses that it's allowing for that array and then there's the question of and are we and are we are we tricking out Vince and I even more than your typical comprehensive given its unique status in the district than what how far do we want to go with that and it's helpful in the strategic partnerships point of view then how we sort of you know cultivate those that will lead into I think the possibilities are endless and there's some great examples across the country like maybe we open a Nike retail store you know with right and kids are having opportunities for business management and retail experience and maybe there is the public access maybe we are opening right a bank where students are having banking opportunities maybe we have a drone program airplane maybe we're partnering with the port for MU so if we're thinking big right then there's lots of opportunities and lots of industry partners and so that's really I think a conversation that we're really hoping to spur here and maybe beyond tonight around is Benson gonna be a comprehensive high school that offers the same as the other comprehensive high schools in the district or is it going to be a spinoff and I think that that's a lot really these are phenomenal questions that we have to some of that level direction on behalf of the board is going to be helpful in this journey and the staff can get tighter about a concept for the high school and I think not to be too chicken and egg but I think for us it would be helpful to have some recommendations from staff what are the national best practices now like if we want Benson to be the premier 21st century Career Technical High School what does that look like one of the challenges became time because right in the middle of our own reorganization and bringing folks who actually had expertise in this area was meeting the deadlines for for Benson and that's become really difficult in conversations with their guns me about that as an issue the timeframe and so one of the reasons one of the reasons we move towards running and audit around the work was to be able to come up with those national standards right or or that would actually inform how important public schools would go about making decisions about how to move forward with its wicked CTE programming and so while the so we we didn't know whether we were going to be able to meet that deadline and so that's a challenge that we're facing you may to some degree be able to provide some insight into that for the Benson experience but certainly moving forward was was really our ultimate goal to be able to frame out CT important public schools but to the degree that we can contribute to that conversation around Benson we will design there's the expansion and enhance that
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and a light without G across across portfolio about all students regardless of comprehensive alliance and alternative that everybody has some opportunity to access those programs and so those are the questions that network that we're wrestling is look at that matrix are there cells here that we're not we're not addressing and how do you begin to ramp out a high school you know programming space resources staffing curriculum material partnerships all those things that we got to start doing now to be ready for the coming to school year and how does that fit in with high school leaders our system Super's here as we think about sort of you know that kind of program in important for us is how do we capture your reactions to what you heard tonight what you've been thinking about the whole hectic equity question is a huge question it has enough student the kingdom of is multifaceted question and so for staff to take it and then begin to work from that would require a little bit more understanding of what what that actually means for you when we talk about and we want to be sure to avail ourselves of any resources that might be coming here and we're not strong in our plan for that so so you've got CTE and then you've got hands-on and you've got high school and you've got the middle school so let me take the first one first so the you know hands on personally I think every kid ought to have access to hands-on stuff and I think it ought to happen to well before high school but and CTE is you know that's a whole other level so like where are we in terms of hands-on and and what's the Venn diagram between that and CTE so I think this is another opportunity for growth because where we are right now is are our 7th grade students yet to have well you know call the 7g experience essentially which is about a three-day hands-on makerspace type eighth grade we yeah outdoor schools and sixth grade is Outdoor School in six grade makerspaces in seventh grade and then in the ninth grade it looks different across the high schools but they have some sort of career exploration opportunity and then we have the CTE offerings put it in high school so so their disease feels like because I like them they can't have like shop at any shop because I don't have enough periods in the middle school so they do have a loan and still they have if you're in record deal I student you have fewer but they take electives I mean I guess one of my questions is like can we look at what we used to offer that everybody is nostalgic about they'd only to like shop you know all that and you know what do we used to do and maybe that makes sense we still do have some in Melville but not everywhere variant yes although mr. Bailey is down there dying for man but George still has great shop space and there are a very small number up towards students who are using that very well they've got this fantastic pub building program they've been doing for years which is both Linden or I think and then you know six kids doing that they'll have some other project that's five kids building something else yes we can grow those opportunities okay so let me give a perspective on that and no more precise definition I mean there's hands-on like project-based learning where you're doing something and I want to differentiate that between we can think of people having six basic interests and having everybody as a mix of those interests is the long code kind of thing which I think of being really student centric in terms of what do I like to do so I'm primarily a math geek math science geek
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that's one type the hands-on I want to be outdoors is another type the entrepreneurial slash sales is another type helping people including teaching there's another time and arts communication and then there's a six type that sort of detail-oriented the end up becoming an accountant or or a clerk or and we're all mixes of those but usually we have a primary secondary and you can look at occupations in terms of those and I think that's a better starting point than the clusters in terms means student-centric the clusters are sort of business oriented so with within that healthcare cluster you've got jobs that are more social oriented versus a physician is science / entrepreneurial doesn't have a social bone in their body some of them where as nurses science and helping social so you're mixing different types things in that field sometimes using the same equipment but I think each of our comprehensive high schools should have a CTE strand in each of those six areas so if you're a hands on kid there's at least something for you that's it may not be the welding that you want but maybe it's still something that's hands-on and there's something for the I want to help people kid we've got marketing classes in two of our schools I think they should be across the board they're pretty cheap to do you don't need really special equipment or much special equipment to do it but in Vancouver for a couple of years they did a pretty thorough assessment of freshmen sophomores to help kids understand what their interests were and it was pretty even across the board a little higher in art a little lower in the hands-on now if you look at careers there's very few careers that are art centric number one but it's very secondarily so work I think CTE should primarily be student oriented what do you like to do what's going to keep you in school and motivated and and we can link that with a high-wage high-demand careers but it should be the student interest that's driving because I think a lot of kids take CTE courses and it's like who was saying it oh yeah I'm enjoying this and it's fun to do it's not what I want to do with my life yeah and I think that's okay and some kids are definitely I think I mean I think I want to be a veterinarian or I think I want to go into health care I don't like needles you know boom okay well but but maybe your interest area can be satisfied at some something else so I I think that each of our schools should have a hands on strand a marketing entrepreneurial business kind of strand whether it's having a credit union branch or a marketing class or whatever should have some opportunities in each of those and I think that's the that's kind of an equity piece and make sure there's something for each of those kids it sounds like to me what you're talking about is just a different rubric of it doesn't they're not mutually exclusive from our you know where the job opportunities are and all that but an internal rubric that would be our balancer so that we look at each of our high schools and have a way of a defensible way of saying there's equity of opportunity because you know we've touched each of those four areas that you're talking about that are necessarily aligned to don't fields but are aligned to how kids like to learn well almost each most of those fields have are linked with careers with the whole they're run the whole gamut in terms of great yeah struction think about the math science geek is sort of the exception because really higher education of some sort at least
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to those if I insert the we're also in a place where we have a set of competing interests with a space in the programs we already have some significant disparity in the equity of programs that we have across the high schools so we're talking about these programs and how they might fit into our existing dynamics then we're going to have to the same time consider the existing dynamics that we have in how how space FTE all that plays together with that and I know I'm speaking your language these ladies are living in that stuff all the time and I don't disagree with what you're saying it's just that the challenge is a little bit more sophisticated and being able offer everything we're going to happen if we're doing that we're going to have to take away this to try to find room to do this we just don't have capacity to offer all those trends in Evansville Laroy and that's that circles right back to ed specs and whether that's a sports server but enough of a balance of a CTE wheel of operators right but again you can have CTE classes in a regular classroom depending on what anyone got some definitely require specialized space and then thinking about Benson within that it's what are the capital intensive and really more in-depth programs in each of those six areas that we might want to do and one for the for the entire district that's one model types of programs you can't easily replicate and that the challenge is and it's even and I think districts who are further down the road is a lot of freshman kids haven't figured out what they want to do and our current model with Benson as if you if you don't know that when you're applying you know applying for high school you might wake up as a sophomore and go I like this hammer and you might miss out depending on whether or not your school has a construction and and so that's that's what we have to wrestle with and we have really short timelines so we're not going to be able to consider it all in time to meet so we need to have a remix for them no direct dialogue about the process of development of the EDD specs and specifically what direction first of all what recommendations you want to offer to us and what direction you feel like you need back from the board simply going to be multiple steps and some of some of what we're talking about will occur over time over the years we just want to make sure that decisions are out fence then don't are gonna are gonna put us in a position that doesn't fit some of its mutually exclusive an event it seems like in the short-term stuff was that Ashley Susan raise the standards fill in I mean look at this alliance Benson like nothing right you know do a little bit of the balancing so did they concurrent why don't the lion some kids at Benson access it's really terrible sprays especially because we know that we know that CTE is you know so he's a we are sat on techno something that question since arriving there's no answer and Alliance at meek has great CTE staff going on small but they have some hasn't been an answer that's definitive except for that's just the way it's always here it has to do with the scheduling and the numbers of kids who are already in it but I think that what we need to decide for example deciding the equity question if we know that is the commitment of the board to make these things accessible if we have alliance in the school because we're not gonna have enough kids for 1,700 kids there right away but we can put a program there where we can reconnect kids to those why wouldn't we do that that's a way to raise a question of when we when we talked in the beginning around the high school portfolio and CTE programming as a district are we are we open to the idea that a student can have a foam campus but might be interested in a specific CTE strand that specializes offered on
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another campus that they can avail themselves to and there I can answer that we have that right now we've had it for decades any student in the district can apply sending would come to Benson and in living memory only one has done that it was a very bright motivated young woman from Franklin who was bound and determined to go through the automotive program and really did that but that was you know do not know that that opportunity is available and I'm not sure I don't know if we had some really good transportation not effectively available to students but you can't offer all CT programming at every high school so there have to be some guiding principles that are gonna be helpful in us being able to make the recommendation you know questions like these but but when you're posing a question like that this is back to my question about talk to us a little bit about national best practices so when you're talking about students being able to access programs at Benson one of the models are you talking about you know in the afternoon after a course of study at their home high school are you talking about you know jus-just junior and senior year or sophomore junior senior year I mean they're a variety it's just gonna fine I mean we've kind of brainstormed out there around you know even during the sweep space conversation you have a navy schedule that actually affords you a different model that you could write into play for students being able to access on other campuses programming so there are different ways that districts play CTE you know some do the regional hub models some when they don't have scale they partner with other districts and they create that kind of a setting you know others do meet economy more comprehensive and they offer a wheel of CTE programming three or four if since arriving have heard that Benson you know we want it to be the rigorous comprehensive and we want to have more offerings and see to eat there than you might find in the typical comprehensive as our next legacy so I if that's not the case and that's important too if it's going to have a similar balance that any other high school would happen that's important direction too but it could be helpful to begin to frame at some guiding principles that answer is the part because you can build out successful programs that are limited by things like with George or Saint and still have successful programs but what guides those decisions and anchor I think is amiss and so because that can help in the short term and in the long term so if one of them has to do with equity what's what what's the guiding principle around equity that we need to answer so that we can actually then say the programs in bps have characteristics of the elements of this that pay attention to this they build around so what would I and and there are several several themes that would guide setting up those principles that we would land on in the short term that we could and then use those to begin to define the CT programs moving forward absent and a full-blown audit of of that that's a national guidelines so I would say would be helpful director Anthony because probably port numbers you have at the most intimate understanding history events that so many of the conversations around if you're hearing and you're you've been farming the concept for the future that that would be a helpful starting point for us to chew on I'd love to hear that and then the team would love to hear that because you probably have lost hundreds of hours more than we have on this topic yeah I've written end up they have it all make sure you haven't can you share that like the board yeah yeah sure this is something manifesto about Benson so I think along the lines of director Anthony's vision would be again a conversation around is our intention to go with Benson designed as a comprehensive high school that has the CTE programs that the other schools have and then more CTE or is it going to be different CTE programs than the other schools and are we open to looking at a hub model even if it's not Benson but you know somewhere along the line or down the road do we want to examine a hub model and so that's some of the direction because I think director Anthony's proposal has the addition of quite a few programs so would that look
01h 50m 00s
like then taking out some of the programs that are duplicated across the district or is Benson the CTE high school because it has double the offerings of any other high schools so that's some of the direction that I think would be kind of helpful or help with the some of this conversation in the programming so I guess for me honey I'm not as familiar with CTE secondary hasn't been my my focus area I don't really know that benefits cost imperatives across a hub model and the other models of how and what's a timeline for us to be able to get that kind of education to help us make some of these decisions out and I'm just speaking for myself it might be only me that needs it I don't know it's not just you I mean I I mean that's that's a nice play give me I need I need basic basic okay I need you know what what's out there we're a models that are out there right one of the pros where the cons yeah one of the costs for the benefits also back to Julie's question about enrollment I mean we all know what that Benson has been relief valve for a long time for people fleeing their neighborhood schools still it is to a certain degree so so it we need to look at in the context of our total enrollment well and that's another value we need to know about from as the board is there consensus on the board that we don't want kids to plea so do we build a model that includes things that keep kids at their home high school which we actually already have done to a large extent by yeah no but the marketing plan I check this we've done that why wouldn't you wanna dismantle yeah we want kids to stay in there get robust neighborhood okay so me that's like a huge fundamental question though we have to answer before we move ahead because if the concept is we're getting ever get affected Isaac here both sorry if we're gonna kima we're gonna build it as a 1700 student comprehensive even if it's phased that has huge implication for the rest of our system for a very very very long time right so it's a 90 X we got it we're gonna make it a decent year next you know three or four months I say this isn't just a question about Benson potentially that is a question about about four or five of our high schools and I'm concerned that you need some sort of structure and process to be able to make those decisions because we've had this room working on the bond and I raise the issue about the role playing out it's only a ball this whole life we're not really hurting Madison or Roosevelt but the numbers totally don't show that right this isn't just a conversation Joe Vincent it's about all the rest of our hike about four of our other high schools as well yeah I could just to this point just also share that when you examine the high school numbers and how they've been growing okay there is a direct correlation to the new construction okay we've we've seen students returning to schools when Franklin opened we saw over 100 students returned from France okay rows of them yeah okay kids are coming down the street from near the cell doors now okay I mean so if you take that thinking you apply it forward to Benson and Madison and Roosevelt you've got one school in the middle all that doesn't see anything that's going in their future which chapters differs yeah absolutely well I don't think Madison ago I mean if you just look at the numbers where the students come from it's where do you stay so got about another 600 coming to a centralized space I mean when I went to wash in high school that's where all the boys that wanted to get out of Washington high school they were all went to Benson because that was the voice that was husband during no child with me right that's why we got put the cap on because everybody could have had the ability I transferred because it was the only open transfer and still the trend has not changed in ten years of how many kids are going from Lincoln to Benson yeah so I don't know and I don't know if this is a question I should even ask but is it is
01h 55m 00s
it too late to consider the conversation especially in light of CTE and since we're considering the phasing and Benson do you face in the size of Benson and focus on what we're going to do first while you're also enhancing Jefferson and some of the other programs so they keep their students until we have enough need to fill or even have a place for special programs like Alliance to be able to have access to what would be advancing when you say new phase in you mean do you consider building Benson smaller and investing in CTE at the other high schools earlier than previous well we didn't have to phase it in anyway I'm just wondering if it's an opportunity to kind of do both right so that you're considering both CTE the enrollment in all schools and the fact that I mean I don't even know if you think the decision are we raising Benson still a lot on the table hell okay so I so that also should be the place where there's like where you need an economies of scale right so some programs don't take out a lot of equipment or space basic things like that but it seems like kind see can't we should be replicating these big complex strands at every high school that's our Naturals or competitive advantage that versus we're gonna have the same as all the other high schools but we're just gonna have so they would have the programs that you couldn't have in those other schools because of space need and equipment needed and you know the the other way we could address this is how we admit students to Benson if you don't like what the lottery is doing we could go back to merit-based applications and when we went Benson did that it was sucking off a lot of kids at Lincoln and was well if they're not applying you make it competitive but is it equitable that's another thing so we have major urban districts today sort of wrestling with that question right now around admissions we'll need to have a clear stance on that an option for a legal issue and and that so I was on the board when we got rid of the stand and part of it was a lot of the focus schools from kindergarten to 12 had a lot of special criteria that you had to be like a super parent to be able to navigate to get your kid into grams and so when we looked at what are all the barriers whether it was transportation you know letters of recommendation and GPA a lot of the requirements basically had the effect denying kids access to so part of the rationale of getting rid of the not just I think it was a lemonhead but that was sort of the rationale that's why as we're saying that he knew Benson is giving off a lot of Maury said kids options or kinds of learning different kinds of careers okay tonight weirdo time check its 1033 they're not going to solve this tonight yes so what we need a plan for a plan but what kind of directions you know what I mean what are your next steps how do we get from point A to point C I'm concerned about the development of the ED specs for Brinson and you know how much conversation do we need to have staff recommendations and the policy level considerations that feed into making sure that we come up with inspects for what we really envision as a premier 20% rate because we're looking at potentially building the most expensive high school in the United
02h 00m 00s
States to date right now that's where we're headed and so if we're really gonna do that we got to make it great well we got to make it great anyway but you know this is this is the crunch is you know we just we're already looking down the barrel of the timeline as far as going into schematic design but we don't have the program identified I mean we do pieces but so how do we get there we're gonna need some time at a work session that does start after ignore me or we're gonna need more than one more session that's like look this is an important start as a graph to really sort of see how complex and interrelated as issues are I think you know identifying with those guiding principles could helps give the dirac Yetta you know to come up with option agency okay so so wait where do we what's the next step I mean this is this is all kind of everything's connected to everything so so so you've got the holiday here out how we gonna figure out you know some reasonable way to tackle this in in a very accelerated timeline seems like there's some key questions that need to be having an opportunity to work through that and key questions that are fundamental not only to CTE generally but if we currently playing hey prevention so I would suggest that we take your comments and questions and some things from the earlier board meeting and we come up with a list of those really important questions that we then get your in cited and then we can take that back regroup come back with some recommendations that then we have another conversation around your thoughts on those recommendations is what where I would maybe suggest we go next okay so what would the next thing be for us to bring you those hard questions that we're gonna have to make decisions on questions that would help you articulate what your guiding principles are so that we could then come back with a proposal that meets the guiding principles that we come up seems like what that needs to be combined combined with is what so those three questions that are back there we thought could be great some conversation starters and we sort of played around them but we never really got to thinking about those things because from there could emerge some yeah the question of equity is embedded in there but we never really addressed that right so those two questions could be a place for us to begin to take what you've said and begin to fill that in and bring them back to the table I think in the short term what should emerge as well as we talked about what is is a set of guiding principles that we can network off of to begin to build out concrete steps that we could take in working to the design in the short term in the long term it would be part of the entire audit around where does it what is the national standards around you know I won't go back to what Scott was talking about so am I correct I interpreted what you were saying as there are kind of two basic ways to look at this one is through a sort of industry based or occupational based framework and the other is the kind of you know that makes so the interests and skills and all that in my and Mike so are the Western so I started googling is is there a way to do both is there I don't I don't think they're totally competing I think it just gets down to when you start to decide what are the experience you think every PPF students should have I think you're going to decide you you're gonna have to decide is that these characteristics or is it that you want them to be prepared for jobs and maybe it's different by levels or something too so those are some things that maybe we can take a look at what other places are doing and come back I don't know what they are but I just want to I just want to say this out
02h 05m 00s
loud you know we're about to embark on this whole visioning thing where we're supposed to be about what's gonna happen you know thirty years from now which I think we need to do one more than twelve but I mean and and I think what's screaming at us is we don't know what the jobs are going to be so I worry about pitching everything towards you know these graphs about what the jobs are gonna be you know for our graduates you know Shane says Benson Benson has evolved enormously it used to be blacksmithing probably all kinds of things freshly run away and the building was built with enough flexibility in it right that they've been able to change and we're working really hard okay at getting the same thing I know over there she's working real hard of it yeah you know her work along with this one thing I wanted to ask I thought we were going to be discussing more about whether or not we were going to actual use these national categories are we submitted to the career clusters so this isn't just a national standard great I really the goal was to bring you the information so that you could guide us on reason we showed you the the funding streams is that some of that comes with some strings and some expectations right so when you looked at the completers and the pathways i'm just having been in some of the front-end stuff for the last ten years in this day trying to get standardized about some things so that we could have some agreement on what our pathway so they get to get credits for them so they counted for something even as they went on to PCC and other things so I would caution us against taking kind of a total sort of free-for-all creative way it's not tied to a nap dander please may we just were just moving us to GBC okay okay so so you've got something in your head about the next step right do you have a deadline in mind well you need to know because we're we're gonna have to schedule things out and it's gonna have to be a very accelerated schedule timeline so how how soon do you think you can come back with the next step you can get back to us okay given that she's going forecast this for the rest of the board we were looking at the schedule we're minute we are gonna lose four weeks worth of work between the sole the council meeting Thanksgiving and Christmas so you will likely we will likely have to schedule work sessions on different dates and probably four of them so I'm just just letting you know and you know at least some of those I'm guessing will be about this well I wonder the council meeting so I can have my own work session and redesign I just want to check we will want to see a compare and contrast between Benson as a comprehensive I think and Benson as a baby and pros and cons what that looks like
02h 10m 00s
yeah yeah that was personalities and will share with you some more questions and Paul if you have a manifesto that you can circulate maybe Sheridan or the Pope a very positive and if you think of

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)

2018-09-25 PPS School Board Regular Meeting, Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: Regular Meeting of the Board of Education - September 25, 2018

Event 2: PPS Board of Education Work Session Sept 25, 2018

Sources