2018-10-02 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2018-10-02
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education, October 2, 2018

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the services website as a reminder we now have our PPS ombudsman Judy Martin attending all regular board meetings in the back 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 they will be interpreting and inform the audience where they'll be located in the auditorium hola buenas tardes me llamo Danielle it was a personal services day interpretation para los que habla espanol en el fondo de la Torre Oaxaca a stay which is gracias is getting up on an object's name Nomar icon theme with Nancy Devoy and South come on Oh chips lusco none whiskey sunless Koneru skeetacus the Camus tapenade with summer service yes this Gallup one handsome naman yakisoba pajama gave our boolean object and have the lordís Omar Arnaout joannano - jimana called inter or a la posada - a dinar galilean for the inoculator a button I'd like to provide a quick overview of the business the board will be conducting tonight we'll begin with a proclamation on dyslexia Awareness Month student and public comment and then follow with the superintendent's reports well then consider the superintendent's evaluation vote on the 2018-19 district priorities and receive comments from board members on shadow a student day next will receive a report from our arm buds Minh consider a construction excise tax exception to policy consider an alternative procurement for lead paint stabilization and then hear first readings of two policies and first readings on the rescission of five policies board members are there any items in the business agenda that you have questions on this does not include those individual action items listed on tonight's agenda okay okay any other okay so let's start with the proclamation I'd like to ask director Esparza Braun to present the proclamation it's estimated that one in five children in schools have some degree of dyslexia and when their dyslexia is severe enough they may qualify for special education services we do know that dyslexia is not tied to intelligence but it's a language based disability that affects for grading decoding reading fluency and spelling and occurs in people of all backgrounds in native languages although the prevalence rates do vary by language dyslexia also tends to run in families fortunately reset Oregon laws will now direct schools to screen for students to screen students for dyslexia in kindergarten so specifically RS three to six point seven to six states that every school district by August 2018 will have one k5 teacher at each building who was identified and trained as the site dyslexia advisor and that all kindergarten students and new to Oregon first-grade students will be screened within 30 days of enrollment for dyslexia using a state approved screener and then in January for those who have been identified at risk a letter will go
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home to families there is a plan for PPS this year of creating a district-wide dyslexia advisory committee there's a plan for four main parent focus groups across the district and to ensure that all dyslexia advisors are identified and trained for their roles so we are the district is busily preparing to respond to the need that we have and the new laws to help us identify those to that need greater supports as such we offer resolution 5 7 3 4 I have some amendments or I read it what has been posted and then offered the amendments okay so as posted dyslexia is defined as an unexpected difficulty in reading for an individual who is expected to be a better reader dyslexia is a difficult a difficulty at identifying or sequencing the individual sounds of spoken language which affects the ability of an individual to speak read spell and often learn a language dyslexia is the most common learning disability and affects 80 to 90% of all individuals with a learning disability an individual with dyslexia may have weakness in decoding or reading fluency and and may have strengths and higher level cognitive functions such as reasoning critical thinking concept formation or problem-solving great progress has been made in understanding dyslexia on a scientific level including the epidemiology cognitive a neurobiological basis of dyslexia effective reading instruction for all children and screened screening to identify students at risk for dyslexia as well as supplemental reading support for students at risk is critical to prevent reading problems early diagnosis of dyslexia is critical to ensure individuals with dyslexia receive focused evidence-based intervention correct identification and intervention provides students with dyslexia self awareness and self empowerment provision of necessary accommodations and instruction help to ensure school and life success now our resolution is the Portland Public School Board of Education recognizes that dyslexia has significant educational implications that must be addressed and designates October 2018 as dyslexia Awareness Month do I offer I don't motion second I entertain a motion film director Esparza Brown moved and director Anthony seconded any discussion okay so I offer some amendments and I have these written here dyslexia is defined as an unexpected difficulty in reading in here is dyslexia is a specific learning disability in reading that is neural neurological and origin and I wanted to strike the reference to an individual who is expected to be a better reader dyslexia is characterized by difficulties in identifying so I'll strike difficulty in and just adding some language and see one in five school-age children may experience a reading disability and a typo indeed to add strengths yes in strength that's it do you have all those changes I see one in five school-age children may experience a reading disability got it okay so we need a motion in a second on the amendments director constan moves in and director Anthony seconds any discussion on the amendments like to vote on the amendments now all in favor say aye aye opposed student representative aye okay the amendments are accepted by a vote of seven to zero with the student representative Oh Dean yes so now we now have vote on the resolution as amended okay is there any discussion on the resolution is Amanda here back from excuse me it would be nice later in the school year to hear back about how practices seem to be changing in the classroom and
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the difference that the trainings are making for kids so we'll ask for a report back on progress towards training those that identifying and training the teachers at each site any other discussion okay will now vote on the resolution five seven three four all in favor say aye all opposed say no stir not resemble aye okay student representative aye okay the resolution is passed by boat a seven to zero with the student representative voting yes okay thank you okay so we'll now move on to student and public comments miss Houston do we have any our first two speakers David Morrison and Hays wit okay while folks are making their way to the table I'd like to review the guidelines for public comments the board thinks the community for taking the time to attend this meeting and provide comments to the board we value public input as it informs our work and we look forward to hearing your thoughts reflections and concerns our response right our responsibility as a board is to actively listen with without distraction from electronic devices or papers board members and the superintendent will not respond to comments or questions during public comments if if you have specific questions that you would like to have follow-up on please contact Rosanna Powell the board manager and she will pass those questions along to the board 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 any additional materials or items you'd like to provide to the board of the superintendent please give to miss Houston and she'll distribute to us you'll have a total of three minutes to share your thoughts please begin by stating your name spelling your last name for the record during the first two minutes of testimony a green light will appear when you have one minute remaining a yellow light will go on and when your time is up the red light will go on and a buzzer will sound we respectfully ask that you conclude your comments at that time we appreciate your input thanks for your cooperation David Morrison mor is Owen last time I was here I asked all of you if you had read the safety instructions for the iPads that you're handing out to all the kids and I'm wondering if anybody left here and went home and read the safety instructions on behalf of all the kids in their future lives and health No okay well then I'm going to read you a little bit out of the un-- safety instructions Apple says read all safety information below and operating instructions before using iPad to avoid injury be sure that human exposure to radiofrequency energy does not exceed the FCC limits orient the device in portrait mode with the home button at the bottom of the display or in landscape mode with a cellular or cellular antenna located under the black edge at the top of the device away from the body a small percentage of people may be susceptible to blackouts or seizures if you have experienced seizures discontinue use of ipad and consult a physician if you experience headaches blackouts seizures convulsion eye muscle twitching loss of awareness and voluntary movement or disorientation to his reduce risk of headaches blackouts seizures and eye strain avoid prolonged use hold iPad some distance from your eyes use iPad in a well-lit room and take frequent breaks so how the how the iPad actually works is every couple seconds about 900 times I think per hour it puts out a burst of radiation there's five antennas on the iPad one right at the base of the antenna right that projects radiation right into the into the reproductive organs and to read a something here from doctor a radiation oncologist at always OHSU Jerry jackaboy says animal studies have demonstrated that long-term exposure to 900 to 1800 megahertz via second generation mobile
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phone radiation which is the same as Wi-Fi radiation only Wi-Fi has longer chronic exposure includes induces hippocampal damage in fact a recent investigation of human neural blastoma cells reveals enhanced susceptibility to oxidative stress even after 1800 megahertz exposure for only 10 minutes are we to remain silent while focusing only on optimizing care of our immediate patients or do we have a responsibility to utilize our clinical knowledge of radiation safety and efficacy to aid in preventing corporate profit from being the primary determinant of acceptable radiation exposure from wireless networks thank you thank you my name is Noelle Allen a llen I teach language arts at Alliance high school we're currently located at Benson high school along with the reconnection Center reconnection services dart Clinton school and the Portland International Scholars Program also known as Pisa I'm speaking to the entire school board and the superintendent today to ask you to vote that these multiple pathways to graduation schools be included in the Benson campus modernization plan there's actually a precedent for this on November 3rd 2015 the PPS school board passed resolution number five one six zero titled authorizing Benson campus full modernization building capacities as part of the 2012 bond program master planning so in this resolution recitals d JK and L all included Alliance high school and other multiple pathways to graduation schools and programs when discussing the planning for Benson's modernization this included capacity reviews and recommendation for space for 500 Alliance students as part of the Benson rebuild and then there's a section towards the end of the resolution that says the Board of Education directs the superintendent or her designee to prepare an analysis of location options for alliance professional technical high school including the Benson campus this analysis should further include other multiple pathways to graduation schools and programs to be presented to the capital bond committee and then brought to the full board in January 2016 as part of the overall facility usage embedded in the enrollment balancing progress process so there was an action plan a few years ago but the Board of Education was never presented with an analysis of location options for Alliance high school no Benson rebuild plan that includes multiple pathways schools has been put forward and no alternative centrally located site able to serve five hundred Alliance students's students has been identified education specifications for alliance with the capacity of five hundred students have not been completed multiple pathways to graduation communities have not been included in any process to find a home for these schools and programs so these programs we serve students who are at risk or who have had trauma in many different ways and we're really an important part of helping all Portland Public School students and right now on paper we don't have a home once the Benson rebuild begins so I'm really hoping that you'll revisit the 2015 resolution and vote to include Alliance high school dart Clinton School Pisa and reconnection center and services in the Benson rebuild thank you thank you I am Richard Belson I'm from Scott school Belson is B Els o n I'm a proud parent of a fourth grader at Scott Elementary which is Harvey Scott but we call it Scott because it's Scott I'm wearing the away uniform you might remember our red jerseys from last year we're an amazing diverse vibrant school who works extremely hard and relies heavily on a very busy dedicated staff an incredible group of tireless volunteers I'm here tonight to ask you to implement meaningful boundary changes and focus options reviews this year I also need to highlight a related issue that has has had a devastating impact on our schools well-being grandfathering boundary grandfathering allows students who already attend to school as well as all of their younger siblings to attend that school when they should otherwise be affected by a boundary change for example last year a small slice of the Rose City Park boundary was allocated to Scott for 2018 I'm sure you all remember this decision we were all pretty excited
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about it and as more Scott students means we get closer to adequate funding for our school in addition to welcoming some great new kids into our community the problem is the vast majority of the students within this small slice didn't make the move one did they remained at Rose City Park because they were grandfathered even entering kinder if they had an older sibling who had been attending Rose way heights so despite the boundary change Scott benefited very little and we remain under enrolled especially in our neighborhood program which means we're all severe still severely underfunded we're a title one school with no music program nor many of the other amenities or even basics that many schools within walking walking distance of ours enjoy our staff and students are chronically overwhelmed because there simply isn't adequate resources to meet the emotional and learning needs unique to our diverse population sure there was a conscious decision of the parents of the grand grandfather children to remain with Road City Park lightly likely because that school is rated higher than Scott better results on tests more attractive amenities and programs and possibly for convenience but how are underperforming schools expected to reach their full potential if they remain underfunded it's a vicious cycle that needs to be broken meanwhile Rose City Park is at capacity and it remains by far the least ethnically diverse school in the Madison cluster why do I bring up diversity in my discussion about grandfathering the term grandfathering originated in late 19th century legislation and constitutional amendments passed by a number of us southern states which created new requirements for literacy payment of taxes and residency restrictions in order to vote state Steve can I finish states exempted with those with those whose ancestors grandfathers had the right to vote before the civil Civil War from such requirements the intent and effort of such rules was to prevent poor and illiterate illiterate former slaves and their descendants from voting without denying poor and illiterate whites these original grandfather clauses were ruled unconstitutional unconstitutional yet the term grandfather has been adapted to other uses like our boundary issues we urge you to keep in mind the racist history of grandfathering and recognize its racist impact currently when you implement new boundaries do not allow grandfathering just rip off the band-aid our kids can't wait five years to change thank you okay thank you again for your comments please feel free to connect with our board manager Roseann Powell if you have something specifically you want to followup with the Board or Board office superintendents report good evening directors I'll try to keep it relatively brief since we just had a regular board meeting last week but a lot can happen in seven days and PPS among those we continue to round out our senior leadership team and we're very pleased to announce that we continue building out our talented leadership here at PPS were delighted that we have been able to recruit hire and welcome dr. Wayne Davis as our new area assistant superintendent for the Cleveland and Wilson cohort dr. Davis comes to us from Waukegan Public Schools and illinois' that's just north of Chicago where he served as deputy superintendent for for two years before that he worked in administrative positions in Los Angeles including director of secondary education for Compton Unified he started his career as a social studies an English teacher dr. Davis has a bachelor's degree in history and a master's in education administration from Cal State Northridge where my son attends as an undergrad he received his education Doctorate from Pepperdine University welcome dr. Davis I wanted to afford him a minute to introduce himself to our board microphone thank you very thank you very much good evening board chair members of the board and super-hearing Guerrero I'm absolutely excited to be here important public school and be a member of the Wilson Cleveland cohort and so I am interested in meeting each and every one of you and I have met at many of our board members are already over the last couple of days and look forward to walking many of our classrooms and our schools with you thank you very much thank you for coming no no problem thank you for having me Wilson Trojans absolutely got my shirt so dr. Davis a Cisco of responsibilities
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as an area assistant superintendent will have 14 Elementary's 1k to eight and for middle school so a big job supporting supervising and coaching our school leaders and working with those school communities but we believe he brings some some really important experience to the task yes thank you for joining us dr. Davis yeah thank you for the opportunity thank you thank you so we're getting very close to finishing up the identification of a principal supervisor team under our new chief of schools I don't know how long we can use the term new but dr. Craig Cuellar and the whole idea behind some reorganization or this new structure was to better ensure that our schools and our administrators are getting the responsiveness and the supports they need to keep working at building thriving schools we're hearing from the field that our principals are feeling that elevated level of support we're pleased about that and we're seeing lots of examples out there in the field including myself personally I continue to spend time out in the field visiting schools for those of you that are following me on twitter super-g you'll see that that's the case Monday I was in two schools among them Whitman had a chance to spend some time not just with seeing how principal ruth.tucker is doing worth with her faculty there but I had a chance to be accompanied by a reporter from Oregon Public Broadcasting and name familiar to probably all of you and really pleased to to continue to see the the great progress that's happening in the school there we had a chance to tour some some pre-k classrooms we know the importance of high quality early education and the Head Start that that gives our students we were able to hear more about how their response to intervention programs continue to evolve we saw a lot of students engaged and on task and made for a great visit so this is just another school with doing a lot of great work excellent examples of their journey towards making sure all of our students enjoy equitable student outcomes so kudos to the Whitman school community for their continued hard work it's an example of many school communities who who are doing the same last week I had the pleasure of doing a ride-along with one of our special education bus drivers taking up the invitation and challenge that recently was posed so I was able to join on a couple of routes chosen by our bus drivers was there at sunrise checking the oil and the air pressure before beginning the first of two routes I would really want to give a special shout-out to the particular driver that I had a chance to participate with driver Jeff who not only completed his route safely and on time but really showed a special rapport with our students some of our most vulnerable and so just really want to give a shout out to driver Jeff and all of our special education drivers for the work they do each and every day to safely deliver our students so last week was also a week when we had many many many central office administrators who we gave a Hall Pass to get out into schools and to see what life is like through the eyes of a student through our inaugural and I know people or feeling like I was insisting on this but I really felt it was important for folks to get out and shadow a student we're gonna we're gonna talk a little bit about that later in the program but I wanted to make sure and mention that that was something that that happened this this week last week but today is also my anniversary not my wedding anniversary because if I were here my wife would be upset but in my role here as superintendent at the Portland Public Schools about a year ago had the opportunity to sit in press conference at the garden at in school I think what I shared then both with the press and with our directors and the public was what was attractive about this opportunity and challenge is is is the chance to make an exponential difference at Portland Public Schools and looking back I think we and-and-and our team our educators our school leaders and a Board of Directors I think have begun to demonstrate some important strides towards towards the goal of improving outcomes for our students this is not exhaustive but just you know a few items I think that are worthy mentions of our accomplishments together over the past year the first is in you heard again tonight recruitment and hiring of an entirely new senior leadership team here at Portland Public Schools includes a
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mix of people with a distinguished history here at PPS leaders from that are local from the region leaders from some of the biggest districts in the United States all who came to PBS and answered the call to action to come also make an exponential difference secondly we opened two middle schools no small task it was a very heavy lift on a tight schedule with some environmental issues that had to be mitigated no small amount of skepticism if we could pull it off but we did it the doors open to more than a thousand students who now have better improved access to a comprehensive middle school experience third item we settled all of our labor contracts and continued to work actively improving relations with all of our labor partners and union leaders we significantly and substantively had have continued to direct support to our classrooms where it matters most we've added more than seven million dollars in additional teaching positions to our classrooms to work towards an improved student adult ratio as well as supports that make a difference to our students we've redirected resources at some of these targeted interventions we expect to continue making progress in that area and then lastly we're embarking now a community-wide visioning process with the board's leadership to begin to define our North Star as an organization as we think about the kindergarteners of today and what they need to master at being contributing global leaders when they leave our district and I'm looking forward to engaging in that conversation with our students with our stakeholders our parents our families and educators about what that might look like how might we prepare our students to be those leaders in our world this is a short list but it shows how much we can accomplish when we continue working together towards some shared goals and as we articulate a vision how we continue to work at demonstrating some steps towards that vision and so finally when people ask you know what is it that motivates you well frankly we have some brilliant students some committed adults who are who are who were there to to serve them as best as possible our task is to be responsive in our support to them so I continue to look forward to working with all the leaders the educators our classified staff everyone who plays a role in our board of education in our drive to produce both equitable but also exemplary outcomes for all of our students here at Portland thank you thank you and in honor of your one-year anniversary what better present than to give a report card so tonight we're going to be voting on the evaluation for superintendent Guerrero I want to give a little explanation of how we how we conducted the evaluation we use the Oregon School Boards Association OSB a process recommended process we use their evaluation worksheets each board member individually assessed superintendent Guerrero's performance on nine standards established by OSB a and five goals that had been agreed upon by the superintendent and the board you know public work session lists late last winter board members then met in an executive session on September 9th to present their individual assessments and through discussion developed a single shared evaluation the nine standards are one visionary leadership to policy and governance three communications and community relations for effective management five curriculum planning and development six instructional leadership seven resource management eight ethical leadership and nine labor relations the goals that were established were one build organizational leadership capacity and culture to planning for successful new middle school openings three settle open contracts with labor partners for successful bond planning and management and five engage in individual professional learning so we use the OSB a standards and the goals that we had established the evaluation period for this first year was nine months from
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October 1st 2017 through June 30th 2018 so a number of there were a number of projects that were still sort of works in process at the end of the evaluation period most notably the middle schools and I I want to invite my colleagues to provide their commentary about the evaluation and and then after that I will just say a couple words we have here that says October 1st at the bottom supposed to be the final drafts ok because this does not include the final edits or proofreading or anything it doesn't include proofreading ok so we're going to have to oh we're gonna have to do the copy edit okay yeah um well I guess I mean I would start that I think it's never easy to have seven people write a document let alone agree on the underlying tone and tenor and details and all of that but for me I think this was a constructive and collaborative process I think it was helpful that we were all fairly like-minded in our general stance about the superintendent's performance over the past year so there was really nothing contentious about that it was just a matter of getting those details in place and also collectively thinking about how do we want what do we want to identify as you know are our thoughts about moving forward it was helpful to have the OSB a template that gave it somewhat of a framework that's been sanctioned that other boards use across the country I want to thank Rita and Scott for doing a lot of the writing and editing it's a really difficult process but I think aside from sort of the analysis of the superintendent's performance given some very challenging circumstances it was also a really good opportunity for all of us to reflect upon where we were one year ago what progress has been made and really the tremendous well obstacles that were in your way when you walked in the door not the least of which you mentioned in your report was hiring some people to help you with this work which was not to be cannot be overstated what an incredible challenge that was that in every single significant area you did not have the team that you needed when you walked in the door and you were able to attract absolutely top-notch talent quickly and they all showed up with an incredible willingness and also they don't really have a choice but an incredible willingness to get into the work right away and and not just responding to the needs of the system but really recreating the system and so that was the tenor of the conversation that we had in the process of this evaluation that we're in the midst of tremendous transformation and this is what we have asked of you and we are I don't think I'm speaking out of school to say that we all feel like we are seeing it move we are seeing that the seeds have been sown that the systems are starting to be set and populated and new ways of doing business and responding to students and responding to our administrators are taking root and this is not about tweaking this is about really significant system change so again I think it was a very productive process for us and we feel tremendously lucky from my perspective everything you said but I thought the process was very affirming and to me it affirmed that we made the right decision with hiring our superintendent and I'm really proud of that there's been so much accomplished in a relatively short amount of time but I think that some themes really came through the evaluation from everybody's perspective and one that is really high on my list that just we heard time and time again was your very student-centered and what is a school district but for meeting the needs of students and so that is you you
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demonstrate that in many many ways and it's it's wonderful that that's your your guiding star your North Star as it should be and is for all of us so and you're also an instructional leader and you're really you have you know firmly in your mind what a good instruction looks like and you're bringing us along at creating strong system so that all of our students can achieve so it was again everything that I believed it was affirming to that that was just repeated and echoed by my colleagues that we're really proud of the work that you've done and that we've done collectively under your leadership and I think that the OSB a template was was helpful in terms of the the pillars of work although we did modify that somewhat to look kind of more thematically rather than responding to each one of those has that made more sense to us in that way so I think that as a process it was a good format a good template to use and then adjust it to our needs here and again thank you for the hard work that you've done I just very briefly like to say the same you've changed the district to be student-centered that's an enormous accomplishment we and I certainly appreciate all of the work that you have done and we're looking forward to a very successful second year thank you I know how hard you worked I know how hard staff have worked and including all our teachers and staff at all the schools all and I'm just grateful for that I know we've mentioned two new middle schools I think we'd be remiss not to include ugly green in the mix as well because that was one of the one of the goals we had was three middle schools and knock on wood so far so good this year so that's tremendously exciting to see that that in of itself was kind of like everything else is gravy almost and yeah the process I thought was was good and collaborative and a lot to give and take on and good listening I think on all our behalf and I think it was that was great to see as well I'm so glad you're here and that's part of it if you look at this again you know let's not let perfection be the enemy of the good there are some criticisms in here as well but I just think back as to where we were a year plus ago we have come a long way yes I thought it was a great collaborative process and I really appreciated the hope in dialog we had we would talk about our working relationships I'm really impressed with the team you put together and how you did it so quickly I echo everything everyone said really impressed with the middle school work he did in opening two but working on ugly green as well and then I just want to say thanks and I'm really happy you're here too a lot of things have already been said so I'll just go many my colleagues comments and maybe add just a slightly different twist so um evaluating the superintendent is one of the most important jobs a board has the hiring supporting and evaluation evaluating the chief executive and I've been somebody who in the past have criticized the board for not being rigorous in their evaluation of superintendents and I think that this process I really appreciate that there were a lot of things happening when you first got here and it would have been easy to say like we'll deal with that later but you really embrace the process and I think held yourself to highly accountable to the objectives that were set out in the evaluation and your in the goals that we sort of co-created and I think that's a real tribute cuz I think it would have
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been easy to just you know you jumped right in there were a lot of different things which is an understatement happening at the time we really set out some things by the end of the year that we wanted to see and those things I think will have a transformative impact on the district whether it was relating to equity with the the middle schools or building a strong accountable leadership team that will drive the work forward those are all things that not only benefited students this year but really paid dividends in the years to come so I also want to acknowledge that often I'm a critic of softball goals like make these achievable so you can achieve them and I think many of the goals that were set this year definitely not softball goals and you did a remarkable job of really pushing through to the end of the school year and keeping your eye focused on not only students but what needed to happen structurally and organizationally for the district in order for it to be primed for success moving forward and to have a district that I that we'll all be proud of and we would either want to send our kids to or that we think this community needs and deserves thank you for your work this the past year I just like to add from the student point of view I think your motivation and dedication to this district has really rubbed off on students themselves I think it was amazing to see you come in and have all these ideas and really have a solid motivation for this district going forward so I've been here for three years I know that's not the most seniority but in your time that you've been at this district you have made a point to meet with students you have made a point to visit all the schools and you have made a point to meet with the district student council and I think your motivations for all that is the way to go and it's been really nice to have you here so I'm looking forward to the future I just want to wrap up with a couple of final words I'm gonna pull out some sentences from the evaluation so when Lupe Guerrero was hired as superintendent of PPS in August 2017 and officially took the helm on October 1st 2017 more than a month into the 2017-18 academic year one year in the Board continues to believe that superintendent Guerrero is the right leader to transform PPS into the district that our students and community deserve he is at his core student-centered and brings a sense of urgency to the task of serving students during a year filled with many serious challenges he demonstrated that he has the knowledge skills experience and dedication to lead the difficult work that lies ahead we are extremely pleased with a strong student centered leadership he is providing to the district and we look forward to a busy second year with superintendent Guerrero and his new leadership team to advance the restoration of PPS into a strong high functioning School District and rebuild trust with the community I just want to echo everything that everybody else has said it's it's difficult to overstate the challenges that that kind of played this district when you walked in the door it's going to be a lot of work and it's going to take some time to bring this district back to what it ought to be and can be and I think in your first year I think you made extraordinary progress I couldn't be happier so thank you for all the work thank your whole team I I have had a glimmer of how hard you've all worked and it's it's truly daunting and inspiring to see you know how hard everybody is is working to deliver real transformation of this district to serve students better so thank you and happy anniversary thank you or n't to all of the directors as a lifelong learner who's always interested in continuous improvement I appreciate your feedback or making me blush a little bit there but I'm very appreciative to have the opportunity to work in partnership with you and especially appreciative to have this dynamic team here because I really think it's a reflection of not my work alone but everybody in the school system who's
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who's doing their best for students thank you we don't say that enough okay moving on to the district's 2018-19 priorities you can have a resolution but we have a resolution oh okay oh that okay so we have the board will now consider resolution number 57 3557 35 any any second circuit director Rosen moves director Anthony seconds resolution number of five seven three five superintendent's performance appraisal for 2017 18 is there any public comment yes we have one Steve Thank You members of the board superintendent mr. large dr. guerrero has done some nice things since he's been in Portland I particularly like the work that is going on around updating policies in the contracts I like the Twitter stuff it's nice that we get have a way to get out all the great things happening in the school district of course he is making a massive error by doubling down on the standards and testing no one on the school board except Paul Anthony nor any of the top administrators seems to have a good sense of a huge negative unintended consequences leading to major destructive outcomes created by such a testing emphasis much could be done to alleviate this but it is not happening I don't have time here to go into this but would be more than willing to explain this to whomever but instead I do want to comment on another serious problem when it came back on the school board five years ago there were two issues which affected the entire district that needed to be corrected the first was that teachers in their union were seen as the enemies this didn't get fixed until the school board changed over again and Tom curler Paul Anthony and myself along with some help from Mike Rosen straighten this out the second problem which still persists is that for the last 25 years your zip code has determined the quality of your create education the schools in the more well-to-do neighborhoods were protected from resource loss following major five particularly after map profit left over 25 years ago and even today have stronger programs and the ones in less well-to-do neighborhoods and since we continue to staff schools by numbers of kids this disparity becomes continually worse as the programs improve in a school more kids move into that neighborhood and since the numbers go up there is an increase in programs in poorer neighborhoods just the opposite happens and the school becomes locked into a downward spiral creating a worse education for their students it perpetuates classism racism and struggling children and less attractive schools in which to teach youssef Awad with my urging created a committee designed to fix this problem by changing the funding Cade schools by programs Paul Anthony and I sat on and spearheaded this committee which looked like a budget committee was but was actually designed to bring about this change by funding schools by programs you create an equal educational foundation for all children making sure each child as equal core programs and electives something we haven't seen since map profit but this is not the only benefit this also allows you to create a whole different approach to your special education to your special programs like special education special reading tag ESL and so on it makes the whole process transparent so you can create formulas which create the equity needed here for instance if a school has more kids who can't read well then it gets more reading teachers or Learning Center's true equity it also allows for better targeting of community resources and smarter budgeting but lasts lessons but alas this board and superintendent Guerrero disbanded the committee working on this and in doing so extinguished the light at the end of the tunnel for our most struggling schools and many of our most struggling students thank you very much any further discussion will now vote on resolution 5 735 Allen yep all in favor please indicate by saying yes yes all opposed say no student
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representative yes resolution 5 735 is approved by a vote of 7 to 0 with student representative voting yes thank you we're not going to waste any time and getting together to discuss our goals for the superintendent in the coming year and some of the goals from this evaluation will recede as priorities obviously like the middle schools some of them will persist and we'll make some modifications to them and some new goals will emerge so we're looking forward to that process and then having more of an ability this year to track it in a more systematic way than we were able to last year when you were still establishing teams and systems and all of that so along those lines the next order of business is to approve the district's 2018-19 priorities at our July 26th board retreat the board and district leadership team developed four priorities for the 2018-19 school year once approved staff will work on a work plan for bringing information to the full board about how their work is going to advance these priorities the board will also be developing goals based on these priorities and finally we will jointly establish goals for the superintendent for for this school year the four priorities that we set are one set a clear vision and strategic plan to create equitable opportunities and outcomes for all students three build management and accountability systems and structures for allocate budget funding and resources focused on improving outcomes for students these are all fairly broad priorities and will encompass a whole range of work streams underneath so we will now consider resolution number five seven three six adopting priorities for 2018-19 do I have a motion in a second director Anthony moves director brim Edwards seconds the adoption of resolution 5 736 miss Houston is there any public comment any board discussion so excited to continue the work and I just want to maybe for the sake of sort of the broader community just maybe have a brief discussion of it you mentioned that the staff is going to come back with a plan and is it next week that we're having a work session or yes and so if people pay attention to our our work session agenda item if people have comments or things that they want to weigh in on and what we should focus on that would be the time that would be the first opportunity okay where this is going to be I think an iterative process last year everything was kind of truncated because we were on a time crunch we're still in a time crunch because there's an enormous amount of work to do but I think we will probably be having several work sessions before we finalize the kind of common work plan for the year and then and then specific goals that will be used to evaluate the superintendent for this academic year any time just for the audience these four priorities resulted from an extended work retreat between the executive team leadership here at PBS along with our board of directors they are abroad it is a next step to identify what are going to be those specific work strands whether they're staff led or board led but that are contributing towards movement in these four areas and we expected it aligned with some of the more specific department level work plans which I know have already started to get constructed using these four priorities as as sort of a guide to post so is that that will be sort of a first draft or a first cut at sort of the staffs look at sort of the topics underneath those four areas I think we're looking forward to bringing to the board some some some sub bullets under each of these priorities around
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work strands not necessarily department level work plans but a listing under each of these priority areas around where we're going to be focusing our efforts and sort of as a conversation starter for ways that the board's actions also accompany those efforts thank you and for our part part of that conversation will be how do we set up a system of checking in on those objectives over the years so we don't just arrive at the end and look back but really having some metrics to see how we're doing or course-correct any further discussion okay were you about to okay um well now vote on resolution five 736 all in favor please indicate by saying yes yes all opposed say no yes resolution five seven thirty six is approved by a vote of seven to zero which student representative pace or voting yes okay next item is reflections from the boards and shadow a student day and I'd like like to kick it over to a superintendent greenroom set the stage a little bit regarding shadow a student in September enough for an initiative to get a lot of folks who might not otherwise get the opportunity to experience a typical school day through the eyes of our students we had a couple of staffers who we documented their experience and we thought rather than describing it that maybe we'll let the visual sort of tell the story here so I think we have it cued up I've been jumpy in over a long time it's a workout I'm so excited because students have such they have the best perspective so I'm a student today and I get to you know see the world through it their house it's been great I've been sitting in Mandarin glass for the loss not understanding anything but it's it's been awesome the scene are you glad to be here today I am very glad to be here today because I get to see what it's like to be a student in Portland Public Schools if my sister was 60 how old 57 hi I'm Camille nice to meet you so excited it's a shadow my family has like supported me a hundred percent all of my life to go to college and like pursue a career so it's definitely like in my mind and it's something I want to do I'm taking sociology and Women's Studies next term I plan on taking business because I plan on majoring in business in college so yeah he's giving me a lot of information I think that in calculus it requires a lot more focus and you know to try to understand and then in a class like ceramics it was really cool to see how the students moved in between tables and I think it was a great way to build community it awakens just another piece of the brain and while the technical skills are super important I think it's also important to have a well-rounded curriculum it's been great to know that we have a district office that wants to come and see what our students experience is like every day and seeing Jonathan here today was great to see him in the classroom working with students in the lunch line and navigating that process and then just hanging out in the cafeteria so it's been it's been a wonderful experience for us I think it's important that we as central office administrators have a chance to see what it's like to be a student many of us haven't been in classrooms in a really long time so wanting to make sure that we understand how our decisions and our actions everyday impact the lives of our students I really enjoyed her like company and I had a lot of questions about college and she made sure to answer them so that was good that there's nothing more valuable than the student voice and all and the things that as adults get to do and there's there's a huge gap you know between impact versus intent and so as we do the work that we do each and every day with
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the student in mind I think it's important that that student voice is at the table along the way [Applause] [Music] running we don't need a run see we don't need a run well there you have it that's just a couple of staff examples but we'd all love to hear how our board of directors who had a chance to shadow a student how their experience when unfortunately I got injured right before the day so I wasn't able to do it but anybody else wanna chime in good well I had the privilege of going to Markham elementary school and principal Sean Garnett was very kind and welcoming me and the children were delightful I shadowed a fifth grade student from Eritrea I hope I said that correctly who was delightful he had the biggest dimples you've ever seen and her class was just so welcoming and as all as where this was the staff what I want to say they're busy the school did a lot of teaming but there was a lot of time you can just tell that there are a really cohesive student group really supported each other and there was a lot of teaming between the teachers too for class periods for a particular subject so that they you know had areas of expertise which was really impressive and it was just a delightful morning they couldn't stay all day it was so much fun and I'm really appreciative of the staff being so open to allow us to be there and kind of hope it wasn't too disruptive to this kids learning since they were great it's really fun I got to be at Cleveland with the G I was sent back to Cleveland to finish my high school diploma I got to be with Karis win that she's a junior and an IB student and it was it was a great day I sat in on Spanish history of the Americas CrossFit which I which was the most intimidating class I've ever been in and theory of knowledge but I was really impressed by the teachers were all engaged and enthusiastic and really looked like they loved what they were doing and the students were equally engaged was just a high-energy even in the first class on Friday morning and then I had time to when I was at lunch I got some feedback from the students and the three top things they had to say one was that the best part of schools that dedicated caring teachers they talked about a lack of diversity at Cleveland and that we need to be more welcoming to create a more diverse environment in Cleveland and then they said that counselors have an unmanageable workload but it was a great experience and I was really excited so I just slipped on my Madison advanced-placement t-shirt here when I and I want to say thank you Carson you rock the three classes I went to the first was AP Calculus and I couldn't help reflecting from my own experience as a student in PBS oh my god fifty years ago roughly when I was at Grant High School which then was consits still a great school then was considered one of the top schools in America so here I was in an AP calculus class when I was at Grant we had no AP classes period and we had no calculus that if he wanted to take calculus I was in a we had a night class a special night class that PCC set up for us and we had I don't know 25 students from all the high schools in PBS that was our only access to calculus so to see that I think in every one of our high schools now there are teaming calculus classes and and this the class was a great community kids were in immediately to tables working together on projects we were doing some very hairy differentiation of fairly complex algebraic expressions and I hadn't done this stuff in a long time but it started coming back so that was that was kind of fun the second class I went to was the senior project class so first we were
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all kind of tuned into the Cavanaugh hearings and then students went to work writing and really reflecting on what's what's a good education look like a liberal education and reflecting on race and class and sexism and social justice as part of that and certainly 50 years ago there were huge issues and in our in our school I remember wearing black armbands to protest the Vietnam War the latest wave of feminism most coming front and center certainly racism Nanta racism and we're huge issues but we I don't think we had the personal reflection going on that I saw happening in that class so there's I think it's a deeper reflection going on today then then there was 50 years ago the third class was AP biology again an AP class they were doing amazing stuff and doing the doing things that were way beyond what what I was doing again at a very top-notch goal of 50 years ago so it was pretty cool and a talking was to modern day lunches sitting on the floor in the hallway I did have to make a run to Burger fill the the other piece we still have when I was talking to kids about you know what's the work that's still you know what what's working what isn't what's working is you know the great diversity of classes at Madison the great teaching dedicated teaching going on in all the classes I saw what's still still working on in particular sexism among students it's Madison was so on the school's I know Grant was last year and I think there are a number of other high schools where students were protesting just the culture and again watching the Cavanaugh hearings it's still very much a part of high school culture and I'm really glad to see consents the concept of consent start to make its way into our health classes because it really needs to be there but we've got to still have a lot of work to do there with our with our students I was a grout school with an absolutely delightful fifth grader principal Anna Annie tab she is obviously doing a wonderful job I have a very clear memory of elementary school and this last week is the Cavanaugh hearings have been going on I'm sure that like most other people who were in high school in the middle 1980s have been reliving memories of some fairly revolting people but children were not this nice 35 years ago for the years ago they were not as director Bailey said so self-aware and so aware of others and others histories other's needs and so sensitive to those so very kind and gentle with each other it there's an awful lot to talk about school climate and I think we have made astonishing improvements to our school climate it was absolutely wonderful I'd also like to say that thirty eleven year olds no matter how nice they are really do fill up a standard classroom that's that's yeah that they they fill up all of the available space and class size I think is going to continue to be an issue for us and unfortunately it's probably going to get to be a more pressing issue but I had a wonderful time
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I found it very very encouraging for the future of Portland public there was a mistake I think Jonathan and I must have gone to the wrong schools because I didn't get a do pe and that was my favorite subjects I really feel like I missed out so I was at Franklin with Clara who's a multi-sport athlete and senior who had a mix of AP core classes and some electives and fortunately before I got there Roseanna given me a really good advice which was don't look like an adult don't wear a suit so were my regular clothes it was a great day but somewhat humbling we have some pretty amazing students that are engaged in some pretty deep learning my day at Franklin included anatomy and physiology AP seminar lunch outdoors and a journalism class and I guess just a little bit of commentary on what's different the announcements came on and they said that if kids are ordering food to be delivered to the school like ubereats the office would not accept them I thought like what happened to your sack lunch so a couple observations really great energy at Franklin High School the biggest largest high school by student population and PBS students just to director Anthony's comment really friendly and nice they were actively engaged and seemed excited about their classes and the activities they were involved in the humbling part of the day I think was when we started an anatomy & physiology class we were led through a 90 minute lesson on creating exponential modeling and since the Rosana told me like we were supposed to do whatever the students were doing I grabbed a Chromebook and went through the lessons and literally it was 90 minutes of building a model so that you can look at the exponential effects and I've got to say but for Clara and a couple of our classmates I would not have gotten my model working solution director Rosen who's got a PhD in environmental science had been with me but Clara did just fine so I think one of the things that I would say just my reflection from the day is when I was sitting there I got first I got to class just a little bit late into the napping and physiology classes and everybody had their computers out and there were already through the screens and I was trying to catch up and it made me think about students who for a variety of reasons aren't in school every day and you know what sort of that panic moment of like what's the lesson plan what's everybody been doing I don't know where we're starting and just I know how I felt for that brief 90 minutes I was just continuously sort of trying to get caught up and understand what was happening and it made me think about those students that really have a disadvantage if they're not in school every day and benefiting from the engagement with their instructor and their classmates over the work and that those big gaps really can become gaps that are too large to bridge and it made me think about like what can we do to be helpful to students who for one reason or another aren't able to come to class every day or how do we encourage them to really not have those gaps so that they can be fully engaged because it's really a terrible thing feeling to be not ready and equipped to engage in the work that's underway but it was it was a great class and I will say that the other students what I really liked about it is we're totally helping each other so this collaborative learning environment has really been fostered and it I was super impressed with both the students and the teachers and the work that was underway so great experience thanks for giving us opportunity to do that yeah so I was with a very energetic and squirmy fifth grader at rig'lar Elementary which was a great experience for me and a great opportunity for me to practice my Spanish and learn from all these great Spanish speakers Rigler went transition this year to an all dual language immersion Spanish school our only one in the system actually so it's really so fused with Spanish language and Spanish
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heritage lessons all around the whole school so that was that was great to see you know we all get into this work because we're interested in sort of how can we help move the whole system so experiencing things with my student for the day it was hard not to get out of the mindset of what is this experience telling me or teaching me about system-wide issues that we think about and talk about all the time and you know couple emerged one was that for one of the classes the my student had a long term substitute who was not a fluent Spanish speaker and we all know that we have difficulty attracting bilingual teachers and finding bilingual substitutes and you just can't get around the fact that you know a full full day's learning is not happening in that less than ideal situation and it's something that we we recognize it's not for lack of trying but we need to we need to keep working on it because that's something that my kids faced in dual language immersion as well and that we know what's going on other things two good things we've had a lot of conversation at this dais we made a commitment in the budget a few years ago for what we call site support instructors so schools that are impacted by a lot of teacher absences and a lot of just transition we supply we have adults in the building that are floaters they either cover for teachers who are absent or they are can supplement teachers and I had just really great time with one of those site support instructors who knew these kids really really well and can be an extra adult in the classroom with the teacher paying particular attention to the kids that had some pretty intense behavioral needs and just a very loving caring insightful adult so it was just a reminder that these kind of what we consider extra investments really do make a huge difference for for kids and we have to find a way to keep doing it you know another thing too is everybody always likes to knock school lunch and you know our PPS nutrition department is very proud of the work they do and very proud of their you know farm-to-table relationships and everything and I got to say I saw these kids eating a lot of fresh vegetables a lot of fresh fruits loving it really this is not great food this was healthy real food that they seemed to enjoy so I got to put that plug in because everybody likes to kick the old school lunch program but it was pretty great so just the only other thing I would say is that going from you know classroom to classroom art class Spanish class then recess and supervised lunch I did feel like there was a common language among the adults and a common set of behavioral expectations and they were communicating to these kids in the same way and again particularly the kids that needed a little extra attention like my kid that I was with who was a little pushy in the in the Foursquare line shall we say and actually killed me in Foursquare Quatro collab cuadrado which I thought I was pretty good at but they crushed me but you know just a lot of love and compassion and very focused attention from all the adults in the building so it was really nice to see regular in transformation thank you for the opportunity well thank you directors for this taking the time to have a student-centered moment because I think it's important to lead by example I spent my time at James John Elementary Thank You principal John Melvin for pretending the superintendent's not sitting with one of your classrooms but I got this I got to start off the morning speaking to my shadow a student 5th grader biani his mother who clearly very very proud of her son described him as an exceptional young man I think after spending the time with him whether in PE or origami or working through some difficult math that was clearly evident so I really appreciate our students their families our schools for letting us get out of our roles and spend a little time kind of seeing the day through their eyes all the staff that took the moment and got the Hall Pass and permission to please go do that I think it's important and thank you I if I could sort of point a privilege here I would love to hear what our student delegate pays lair has to think
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about all of this thank you I can actually I do have some feedback for these field trips it the days that they were going on the days all of you were in the schools it put a smile on my face to Reeves to receive multiple texts in the morning saying Mike roses in the front hallway Julia prim Edwards is in my class today oh my gosh I received lots of messages from fellow students and it really put a smile on my face to hear that they were excited to see that district officials were actually in their schools walking around and seeing what we do every day we have a bit we eat all of us have a very busy and integrative school day so students felt great about that I also did receive emails from students that are on the district council offering their time students were interested and that hadn't been connected before that wanted to invite district officials and board members to their school they wanted to take it take time out of their day to be able to make that happen so on my side of things I would like to like this too I would like this to become a regular field trip for all of you so I'll end just by sharing that this Friday actually the staff is going to come together who participated and we're gonna collect we're going to a little bit of a formal survey and make sure we kind of capture our learnings and reflections I have mentioned to this to the staff but I'm hoping super sack would be interested in sort of hearing but our overall sort of takeaways were and see if we can bounce that off our student leaders thank you for those of us meaning me who didn't get to do this I'm looking forward to another opportunity at some point so okay so we're gonna move on to the Ombudsman's report and I'm inviting Judy Martin the district Ombudsman to come down and talk to us about the work you're doing so it's a tough thing to follow and with what I talked about but good evening chairman or directors superintendent Elizabeth um I'm very happy to be here tonight and I I was given 15 minutes for and I have a lot I can say in that time so I'm gonna breeze pretty quickly through my slides the Bryan mentioned oh that's a lot of slide so I got the hint um but I'm gonna start with what is an ombudsman and its best practice for ombudsman it's always important for me to start with that that is the number one question I get and it's more like what is an omnibus Minh or an Ombuds or you know it's a it's a very difficult word and I want to say that when I first took this position I too was like why are we calling this an Ombuds and I'm actually have come completely around to embracing it because an ombudsman is for very specific things that someone like an advocate is not that is a neutral party independent of other organizational structure confid central and informal so I'm not an advocate I often get mistaken for an advocate for PBS I get mistaken for an advocate for parents students although I am a little bit biased for students I must say but I am an advocate for a fair process my two main roles are working with people to try to help them resolve their concerns in the least formal way possible and to bring systemic concerns to the attention of the organization so when I see the same problems happening over and over that it's my responsibility to let administrators know that we're having the same kind of problems and need to address it systemically there are major advantages to alternative dispute resolution that is resolution outside of formal processes and I this is something that I have really come to understand fully at Portland Public Schools that the way we do things now sets the stage for what comes next what do I mean by that PBS has a very long tail if there is a child who comes in kindergarten and they have a problem with a teacher something occurs it doesn't get resolved well the teacher too won't speak to them right away they don't get emails back from the principal they go along they they get through it they go through second grade they go through third grade fourth grade comes along there's another problem oh this is how PBS always is this is how they you know you start getting some feelings when things are not resolved they stick with you so how we resolve something at early on as often as possible in a compassionate kind way it goes a long
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way because we have families with us for a very long time I am also a parent of a child in Portland public school very proud parent of a child who's been in Portland public school since kindergarten and I understand how that looks when it just feels like a systemic thing it's important to take care of people well and this is what that looks like in a graph form past unresolved issues are the largest part of the iceberg of conflict as this pyramid is called so when you're looking at the current issue there's a lot of things involved but past unresolved issues are the number one thing when people can come to an Ombuds it's the the biggest thing is that it's voluntary and that visitors are really in control of that process the the nice thing about it is they could speak confidentially they can choose how much they want somebody to be involved I can mediate I can facilitate conversations I can also help them access formal processes if that's where they need to go but they are in control at that point formal processes they're not in control once you once you have put in a formal complaint it is now completely outside of your control and I know you all are very appreciative of that you see how that looks when it gets to you it is really uninviting and it doesn't feel good to give somebody three minutes to share their heart and then to say we vote in favor of the superintendent and not being able to really say much more that that's what formal processes can look very very rigid and they're not confidential so I can help people to express their concern hopefully resolve their disputes we cannot really see that that says manage conflict in the little yellow box and learn more productive ways of communicating and collaborating which is the key to effective problem solving my process is intake sometimes people just call they give me a description of the issue and I can just say oh the next thing you do is this and that that resolves it sometimes it's usually a little more involved in that finding out exactly what what the concern is sometimes that takes some sleuthing to really get it down to a manageable problem and what needs to happen next oftentimes I do intervene by learning more about the situation speaking with the principal I sit down with parents principals quite often and try to mediate a solution sometimes I need to refer them to another method of resolution such as a formal complaint process or personnel complaints so these are some of the strategies I use referring to appropriate resources facilitating identifying the issues that's that's a big one so I'll jump into what this last year looked like in my office and I like to caution that the numbers are just the people who access my services it's not the full number of complaints in the district it's not everything it's just the numbers of people who came to my office and I like I used the word visitor because it's more neutral term and out of jurisdiction is issues that come to the office that are not within Portland Public Schools I've had just today a call from Centennial School District I get calls from other districts unable to complete is when I was not able to reach the person because I didn't have a working number or some reason that I was not able to connect so I had three hundred and seventy six visitors who accessed my office this year last year and this shows what that looks like over the course of the time I've been here you can see it is increasing every year unsurprisingly parents are the largest group of people who come to my office they primarily come for policies and practice and that that is because I said it so well in my reports I want to just refer to how I said this yes it's not what it's how it's often not what happened but how it happened that is the source of contention for people and that is why I'm a majority of things are related to policy or practices how how something occurred there was a new category that arose this year the parent conduct and that was specifically parents who were frustrated with other parents conduct the outcome is a variety of things somebody I may just give a resource somebody may file a formal
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complaint with Portland Public School you can see the majority part informally resolved some I was unable to complete so this year is an I did this is a new graph I've done this for this year just trying to tease out where issues originated and I suspected most of them were elementary school it felt like that and it bore out when I did the numbers and that makes a lot of sense because the younger ones can't speak for themselves as much and as students get older they start speaking for themselves and advocating for themselves more the top concerns are relational and that makes complete sense because every single day our buildings are full of people interacting with people whether it's students and teachers administrators staff out on the playground it's always people interacting with people so the top concern was bullying children and students doing things to each other next was being frustrated with behaviors in the classroom with teachers maybe homework or how they're teaching or how people feel they treated their child specifically special education of course there's but many concerns that arise in special education enrollment and transfer communication for the purposes of this graph that's literal communication like I'm not getting emails back or I don't like how the newsletter is or is not done in my school then there's a myriad of other issues that arise I want to go back to that just to say this this is the thing I love about my job though I say I have the best job here at Portland Public School because I get to learn a lot about every single thing that happens here well I learned some about a lot of things that happen in foreign public school and it's a great privilege and that's my contact information I don't know if you all had a chance to look at my report I did have some recommendations that I made this year and I make recommendations throughout the year but I put three in the report that I wanted that were larger recommendations and one was concerning is what director Moore had mentioned at one of our leadership meetings where the problems that Portland Public School are larger than Portland public school and larger than Portland Public School can take care of we need our city we need our County we need our community to assist us with the problems that our families have and so that said I feel like we need a coordinator to help coordinate with other community agencies we don't have a specific position that role here at Portland Public School the second recommendation that I made is social media we just do not do enough around social media training for both staff and for students that is when we talk about the bullying there's an element of that a lot of it starts at home on the phone and then they bring it into the school and it's it's a real challenge and I'm I don't think our society in general has gotten on top of that but there are some things we could do even just educating our children better about that the third recommendation I have is about communication in general for our staff and I would love to see more training for our staff on how to communicate better with families right out of the gate because a lot of our problems would be solved just by the way we talk to people and I do have I had the privilege last week it was the United States Ombudsman Association conference was held here in Portland and I'm the education chapter chair and I had a gentleman by the ronk is nur who comes from the Cleveland metropolitan school district and they adopted a communication model and I brought you some of the manuals that he brought he did a training for us at my education chapter but there are models out there that we could adopt that would be helpful for our staff do you have any questions for me yeah thanks for your presentation a question about your first recommendation for a wraparound service coordinator is that somebody who would work directly with families connecting them with say county services or is that somebody who's more a systems coordinator trying to make sure that those connections are happening on a regular basis or both well I would love it to be somebody to work with families but I think that would be a very large job so yes I think
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it's a systems person to start with to make sure that we have the systems in place and maybe working with counselors and individual schools on how to make sure that happens and many years ago I worked for crisis intervention social service agency and I trained volunteers in empathic listening skills and problem-solving and how to go a little deeper you know not not counseling per se but really to help them identify what was going on beyond the initial presentation of an issue and not only that help our volunteers and working with people who needed services they reported you know I went home and I started listening to my child differently and so on so I that kind of training has all sorts of benefits do you use interpretation services if there are second language yes parents and do we have any numbers on how many access is there a different thought you might ask that Julie I had that you came prepared well I did and you know I have not I cannot get what I would call valid data if I could get because when people call I pick up the phone and usually there's some heightened emotion and I don't want to start taking demographics I want to really stop and hear what they have to say sometimes I can find people in our database and I can find race ethnicity information demographic information and so I have some but not enough to have integrity to my data and it's interesting because I was able to get about 205 and about 16.6% our Hispanic the interesting thing to me it breaks down very similar to Portland public school break down except for black which is for Portland public school nine point three percent for my office twenty point five so I found that very interesting but again I don't feel like that data has a lot of integrity which is why I don't put it as its own slide if I can get more than that in the future I will if I can get a larger percentage of my data so if a parent doesn't speak English and they who did they call or did they call your office and then they do and I if I get somebody and I can't understand them and I will say that usually people I think a lot of our communities have experience with calling offices where you know they're not there there so they don't what they're going to do is call a trusted member of their community I am a big fan of making relationships with trusted community organizations and letting them know that my services exist so that if they have a family then because that's where people go in underserved communities they're going to go to a trusted friend a trusted party and then it's incumbent on me to make sure that those folks know that this service exists and then so I've gone out to agencies where they will arrange an interpreter or I can bring one from Portland Public School so that we can work on the issue together great thank you thanks for your work was back to phones I know on phones first started cropping up all over some of our classrooms said you know put your phones away no phones allowed I think people have kind of surrendered but I don't know if we have a suspect we don't have a phone policy of any sort in this district like like phones are no phones during class or you can get your phone back at the end of the day because you abused its use or individual by individual school they have different rules some are really tight put your device away and if we see your device out it's gonna come and get locked up at the office others are not so much and it seems like the older the students are the less manage that is yeah and it's I know it's a real challenge for classroom teachers because phones can be used for hey let me look up what we're talking about very relevant use or I know some students take notes on their phones and other uses as well and they knew there's no way no way to monitor that's with any kind of one great regularity one great
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middle school principal we have who is very into technology his mantra for his school is off in a way or on in academic all our buildings like the ground floor of the Fieldhouse at Franklin where there's no service are your questions so I just had a couple questions of some overarching ones so you had an assessment of how of the resolution does how do and maybe this is more question from Asotin how do we know that there is an agreement on that there was a resolute I was at resolution I can answer that so well I can kind of answer that so a resolution doesn't necessarily mean that it was resolved to the satisfaction of the person who had the complaint it means that it was resolved and they did not choose to go forward with a formal complaint or some other method and and I'm trying to think how I have an example that would not breach confidentiality but I can't immediately off the top of my head but oftentimes it's it's people feel it's helpful when they understand why something happened why that's the way that it is Portland public school is very much they won't do something super special for one student that they can't do for every other student in that same situation so if it's a situation like that what's really helpful is if we can talk to former Public Schools about maybe every other student in that situation needs that same resolution so that helps us deal with think systemically and one thing I've learned over and over and I appreciate and I understand this a parent myself a lot of parents who have an issue if it doesn't get resolved to their to what they would like they're they're very adamant that they don't want to see that happen to someone else and they their heart is not just for their own child it's for other students so how can we make this experience different for somebody else either in the way you were treated or how the outcome unfortunately we can't go back in time and change sometimes things that have already happened but we can try to do better in the future yeah I'm not sure I think maybe I'm sure I'm sure I'm getting the answer that I'm asking the question correctly because so a resolved could be they don't like the answer but they understand why something happened and they had the information of what the policy or practice was that led to the decision which is a different way of resolving things and I'm sorry I guess I'm interested in like what our metrics are to know that it's not just a well they like the outcome or they didn't like the outcome but did they actually get more information or some more nuanced metric that is that then we know we've added value in that in the process I think before you answer I'll just add on to that because my question one of my questions is kind of related which is around how are we taking your data and experiences in aggregate and using it to inform the system more broadly and so to Julia's point if something is resolved meaning there's no further action to take but it has identified a sticking point in the system how are we extracting that concern and trying to address the root causes of the problem okay so for from my end what I do in those situations if it's something specifically that it could be systemic for example when I this I can give an example when a child is let off the bus and there's no adult there for the child and the parent is surprised that the bus driver left the child but then when you look at the laws and they say it's up to parents to determine whether their child is mature enough or capable or however it sits and they have posters and they have all this information about it my feeling on that is if somebody was surprised about what the state law was that we need to be a lot more active in giving the parents that information so they're they understand what happens
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when your child walks home from school you know that's up to you it's not up to the school so there is great material available so I provide the law I provide that I've learned I provide the written materials the posters can we put this in the packets before kids go to school so that would be an example of something that did not you know the the parent was not happy with the answer but that is what the laws and regulations are but what can Portland Public School do to make that better we have been trying over the last year so many of us new around the table at the central office is really trying to highlight that we do have an Ombuds and that teachers principals administrators are area superintendents know that there's a process we're trying to we're trying to encourage people to come to Judy talk it out have you know be heard and have some informal resolution as opposed to going through the formal complaint process and the the tricky thing with this work is its relational and it's how do people feel do they feel heard do they feel like they got a resolution so much of it is just feeling heard but but I would say in that resolved category it's probably really tough to see to know exactly if people felt like they got exactly what they needed or they were satisfied enough to not push it further and that's a it's a it's an art and a science to this to this work and I really do encourage people if they're not satisfied even if it doesn't feel like the formal complaint process is going to be something that I want people to explore every option they have and go as far as they need to so that they really can be heard and sometimes I think things be long in front of the board because even if it's a policy a practice that PBS is doing maybe a teacher or principal can't change that but the board can change that the mascot situation is a perfect example of that where there was just no mechanism by which people could change the name they needed that mechanism so that needed to go into the formal process the observations or recommendations what's the process by which those get considered and either pursued or sequencing in the future so I would say it starts with Judy talking with the area and at the central office that's in charge so she's had some good conversations with some of our Chiefs around the superintendent's leadership table when she sees trends and themes arising in their area so I would say that's the first step I think we we also what I would recommend is that we have a cabinet level discussion about what we see in this report this is the first report that's come forward since I've been here but I think there's some really good information and not only do we want to continue educating our staff and the public about the role of this position and how it can help but also how do we make sure the issues we're seeing and the recommendations Judy's making actually get implemented I appreciate the takeaways from from our Ombudsperson there's definitely something to take into consideration but when I hear themes like our students or our families would benefit from taking a more collective impact approach with by intersecting with other agencies and social services and it's their themes that were noticing generally and so as we we've launched a new division of Student Support Services we're noting similarly that that's an area we want to be more coordinated in our care with looking at the family as a unit I'm excited about sort of an emerging work plan to sort of move towards that direction and if you know if that's an area where we're noticing that it's you know it's triggering you know concerns that families are reaching out for you know we want to make sure not only that those services can be referred to our families but they have some kind of hotline where they can kind of get some access to those resources so you know stay tuned that's going to be work in progress for us but appreciate the report and know it's duly noted those areas that you've brought up and we want to make sure and address them somehow thank you I just have two closing things you can go okay so this is just like a benchmarking question I'd
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have so one of the things we did last July is we started announcing your you know that your president and your phone number and your email but recognizing that everybody watches our board meetings I would be interested in knowing like what other jurisdictions I know the city of Portland has a very active Ombudsman and like what they do to inform citizens that this is available I mean I think I agree with the assessment that the formal complaint process isn't always very satisfactory to two people and that ideally they have an opportunity to informally resolve it which is part of our complaint process so how do we I say we started one practice but what are other ways in which we could make your presence more broadly known again with the goal of not having people enter into the formal complaint system so I don't I don't know if you have any suggestions or advertising um yeah so we we do put an announcement in the opening packet that kids get at the beginning of the year and it would be great to have like a mid-year reminder that would be nice I have had some people call from hearing on the board so that's that was interesting to me too and it's so all of those things I also do go out to the community agencies and that's another way that I can can let people know I've been asking to go to other kinds of meetings I have been invited to PTA s so anytime I can get out that way if you have a meeting you're going to and you'd like me to come any of you I'd be happy to do that to be participating in this association of bonds there are other school districts not in Oregon necessarily but larger school districts across around the country that have this role and being able to share ideas on how they get the word out in addition to like the city of Portland in Multnomah County and so my only what my last question just relates to the confidentiality and the record-keeping in this document it says that the communications with the Ombuds is that the gender-neutral term that they're privileged and the privilege is being held by the Ombuds office but my sentences and my guess is in most cases unless there's a student privacy issue that they're they wouldn't be confidential I don't know oh yeah absolutely so are there exceptions to confidentiality yes Sambas are required by law to make disclosure that's the next one so what you're asking know if something's not student related or a student privacy issue if somebody sends you an email like I've got a complaint about X that that's a public record it's it's not confidential so only I just think we need to be careful with people how much you extend it yeah well or people like what is implied with what sort of confidentiality people have because if I read this I'm thinking I can send you an email and it's a private communication but the reality is if it's not doesn't have anything student-related in it that it's technically a public record just like anything else in the district even though it's sent to you so I just think we shouldn't over-promised and then I guess the other question I had is about the records or are we allowed to not keep notes and records well I this so this particular document I made with an ombudsman committee from the American Bar Association so this is a general facts for k-12 ombudsman and different states have different laws Oregon does not have a confidentiality from Budds Washington does we are working on that and also there are some laws that pertain where if somebody in in your role if that would be an expectation there are times when you can extend confidentiality so it's it's something that we're working on on you know within the Ombuds Association as far as trying to help shore up some of the language in states that don't have that but um speaking for myself but if I read this I would think that I had a lot more confidentiality and I think Morgan law allows and I would also also looks like you know I would expect if I read this that notes would be destroyed or not kept and I think we just need to be really clear what Oregon law currently says so that we don't get people in a in
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a position in which they over share or share things that they turns out they can't keep confidential so that's just my less my appreciation anybody else yes I have one question do you do you track by by school any issues that that are coming in yes I do and if you see patterns do you forward that information to somebody so typically when I have an issue with the school I've contacted the school and the senior director okay okay okay and I think it's okay I'll just put it this way I from the very beginning when the Ombudsman position was restarted five years ago four years ago four years ago I think one of the things that I at least thought was going to be a benefit would be to surface some systemic issues so I'm really glad to hear that that you are kind of when you see patterns of things that that you are sort of forwarding them on to appropriate people it would be I would be interested in hearing a little bit more about what those systemic issues are that you've been forwarding on I mean you've talked about pretty broad categories of things I just think it would it's it's sort of finger on the pulse kind of thing and I'm angry so it would be it would be interesting to get some more detail where do you tell yeah you know we've identified some of these systems issues my hope is that as we continue to orient ourselves to a more solution oriented collaborative school responsive family that our team is gonna hopefully over time demonstrate through action and response that you know we can follow traditional sort of ways of resolving concerns and questions just as a matter of practice so hopefully over time with our new team under a way that that that becomes sort of the way of work for all of us any other questions follow it what chair Mora was talking about and I'd be really happy to work with getting the word out a little bit more to the students I think I know you had five just last year and I think there's definitely some more students that would probably want to come in and if they knew about it they would really get some help with it so I'd like to work with that becoming more of a known thing in our district okay okay thank you I was wanted add two things my two things going at one just that the the systems thing is huge and things have changed a lot it is very very noticeable to families to people who are doing the work to me in my work that now when I have a systemic issue I have a place to take it I have somebody who can hear it who understands and most importantly now knows a next step they can take to help resolve it we did not have that here for a very long time and it was really hard so thank you for the work you do and thank you for the work you do it has made a huge difference the other thing I always want to say is dad I hope you get better really soon he's watching he loves our board meetings by the way he loves watching you guys he thinks you're doing a great job too thank you thank you okay next item construction excise tax exception to policy I believe we do so the board the board first heard this item at their work session on September 11th and I'd like to invite Claire Claire Hertz the deputy superintendent business operations to provide an overview so this resolution would allow us to move the funding source from the bond 2017 no yes 2017 bond funds to the construction excise tax funds and this
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would help reconcile our 2017 bond program that is currently overextended okay I okay so what we have originally put it into the 2017 bond and we're asking it to be moved to the construction excise tax funds got it yes yes yeah we had protracted conversation around this and we're in general agreement so thank you for pulling the resolution together and I think our I look forward to a follow on which is actually a revision of the underlying policy itself defining the purpose and uses of the construction excise tax pot of money so that this would not it would not take any their resolution of exception to use it for these type of purposes so there's been broad discussion about the middle school piece and at the end of the resolution it indicates that this funding not only will not only impact the middle school implementation but also the access relocation in the portable classrooms and I'm wondering if you could just share I know in Southeast Portland the Bridger portables are big issue and then Southwest there's an issue as well so maybe just extrapolate or share what that so but you're referencing there so that we know if when we vote on this what's what that means so this includes for the 1920 school year two additional portables for Bridger and one additional portable for Maplewood so this would be adding classrooms at two school sites extending the Bridger elementary in particular 1924 next year so the Bridger portable that's under construction right now that's for this year and then two more next year correct for a total of three yes at Bridger okay the board will now consider was that the answer to number two here what projects have we committed to with these funds that's in the memo so the the memo goes into great detail of kind of a history of what we've done in the past historically and one of the original resolution had asked for every five year report and so part of that is trying to give you the information of what we've collected over time in terms of resources in that fund as well as what we've been spending it on so there's two separate components in the in the memo I don't bring that up here so I can be more diverse in on it so the first sets of numbers is to show what's in the car fund through 1617 and when we pass this in a resolution back in 1011 we said we bring an ongoing report showing what was accumulating in the fund so this is that report that you were promised every five years and so if we are late in that report but we have given you an update there the next set of numbers is more projecting what we can anticipate in terms of resources and expenditures that we know of in the in the future so it - these are things that well first of all were being very conservative in the revenue part so it we have plenty of resources there but it's also looking at what we spent in 1718 what we've said we would do in 1819 and then there's some small components that have already been promised in future years we're not promised but highlighted estimated for future years so this is showing that there's enough funds to cover the requests that were we're making today so the this chart shows the CET revenue fund 404 and this
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indicates in 2016-17 one and a half million right so you're looking at a history of what was set aside in those funds that other subset of the seat okay so can you give an estimate of what the more or less the annual revenue is through coming through the CET it's only over eight million but it we've asked we've estimated six million just to be conservative okay it's in the chart right before to floor where the light blue is okay are we conscious yep that we adopt resolution 5 737 authorizing usage of construction excise fund okay dr. constan moves director Brennan Edwards seconds resolution 5 737 for adoption any any public comment okay any further just more discussion I want to just think during deputy superintendent Hertz for bringing this forward we've had a lot of facilities some hadn't anticipated facilities cost this past year and I think this is the right thing to do and it shows a nimbleness in our ability to cover some unanticipated costs and I think the the alternatives which was borrow more money when we already have about a billion dollars in outstanding facilities funding between the two bonds that this is the right thing to do so thank you for putting this together not only does it address the middle school but also some needed portables so thank you I also think it's just good to look at this fun with a direct line to remediating the pressures from enrollment growth because that's originally what it was intended for so I think we're really reverting back to the original purpose that got a little too constrained so I think kind of note to self we might want to take a look at the underlying policy that governs bringing that back later this year thank you great that's it late last year Burstein had it seems so we're grateful any other cones okay the board will now vote on resolution 5 737 did you want to come in okay all in favor please indicate by saying yes yes all opposed say no any abstentions student representative yes resolution 5 737 is approved by a vote of 7 to 0 with student representative pace or voting yes thank you very much for your support thank you thank you okay the next item is alternative procurements led peat stabilization I think Emily coordinates is going to be for this item the board will be acting in their capacity as the contract review boards Emily coordinates director of purchasing Contracting will be providing the report it's supported by Daniel a good evening tonight we're here to talk about the district-wide lead paint remediation project and our recommended procurement and contracting method for it and we're seeking an exemption again from the low bid procurement process and approval to proceed with an indefinite delivery indefinite quantity alternative contracting method which I will call IDIQ for short first a very little bit about the lead paint remediation project that will involve remediation at up to 94 district properties remediation of spots both interior and exterior there will be four phases of work that will be prioritized based on age of classroom occupants location of paint deterioration and amount damage and the project's expected to take two to three years so in a project of this scope and span of time with so many unknowns it we can't really do a traditional low bid process where we
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design the work fully stuck it out bid it and an award on a low bid process so we are recommending that we use the IDIQ process which is the same process that the district used for the district-wide fixture and partial pipe replacement project in that process we begin with a fully competitive RFP to select probably a number of quality qualified contractors we put them under contract but without a definitive scope of work at that time and then we issue a series of requests for job order proposals and for for parts of the work portions of the work and these will be phased and perhaps overlapping the proposals that we solicit are only from those contractors who have already been deemed qualified and will be awarded on a time and materials so hourly plus markup and a not to exceed level the district will then issue work authorizations to the lowest bidder so one or more of the qualified contractors could be working at any one time you could there could be one contractor working on a number of projects it could be split up a lot of different ways okay any questions already been doing some led abatement yes we have both some contracted services and also some in house paint staff to do work to date this will allow us to really pick up steam and start completing more projects quicker so are we already in phase one correct or already in phase one that's and just to kind of sum up the main point of doing this is because we have a I think you said three or four year time span with uncertain scope this allows us to get some reasonable certainty around costs and flexibility so we sort of have an in-house group of contractors ready to go do they so when you issue one of those work order rfp's do they go out and scope it out and look at it or is that something we do so that we know exactly what you are so how do they price oh yeah sure they'll probably do a walkthrough of the buildings that are at issue in that particular scope we may not know how much time is involved and that's why it's on a time and materials basis so they're giving us a guaranteed hourly cost as well as a not to exceed threshold so even if it ends up being much more hourly work than that not to exceed threshold where at least capped there site benefit is has to do with I think the greater depth we can go into in terms of their their strengths and and qualifications and the equity piece as well sure that's all it's a benefit of the RFP as opposed to a pure low bid process okay thanks are very familiar with your but let paint remediation efforts and are very appreciative they can give you a very nice technical explanation for everything that's going on there I appreciate that very much okay the board will now consider resolution five seven three eight lead paint stabilization project exemption from competitive bidding and authorization for use of an indefinite delivery indefinite quantity a alternative contracting method sure well that's a bit of a mouthful IDIQ so moved okay director bailey moves director constant seconds the motion to adopt resolution five seven three eight is there any public comment on resolution five seven three eight I should probably explain we have discovered that we that public comment is open to all-comers when we're when we are acting in our capacity as contract review boards and there is no requirement to
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sign up ahead of time so no public comment ok any further board discussion on this resolution okay the board will now vote on resolution 5 738 all in favor please indicate by saying yes yes all opposed say no mr. representatives yes any abstentions resolution 5 7 3 8 is approved by a vote of 7 to 0 with student representative paisley voting yes okay thank you thank you so the next item board policies tonight the board will be holding a first reading on two policies and a first reading to rescind five policies as chair of the board policy and governance committee which has considered tonight's policies I'd like to ask director Edwards to introduce each policy Thank You chair more so we have a number of policies coming to the board tonight from the board policy and governance committee the committee met again for the first time in the school year on September 20th to consider a number of drafts policies and recommended policy recisions so I'm going to start with the four policies that we're recommending rescinding and essentially we're recommending resending them because for variety reasons they're either outdated duplicative or not needed to rescind a policy we need to reverse the policy adoption process that is we have a first reading there's a public comment period and then the second reading to finalize the policy rescission so the committee unanimously recommends for rescissions and the first one sorry is the public information program policy 7.3 0.010 and the primary reason why recommending a rescission is it essentially creates a communication department and it was adopted in 1994 well we have a communications department it's been fully implemented so this policy is no longer needed so that's the first policy the next policy that we're recommending rescinding is the teacher transfer policy 5.2 0.060 and the reason why we're recommending a rescission is that the teacher transfer process is primarily governed by collective bargaining agreement and transfer requests are not made to the superintendent the policies out-of-date and inconsistent with district practices the third policy we're recommending rescinding is the non contractual grievance procedure this is a little bit more complicated so I'm just going to read the paragraph that's in this staff report because there has been a little some confusion publicly about who's covered by this so the non contractual grievance procedure policy creates collective bargaining like grievance procedures for administrators or for those who can claim violation civil rights laws or assurances given by the district or government to government aid governmental agencies by its terms it does not apply to dismissal non renewal or termination of employees or most attempts to change policies this policy was adopted in 1997 and has not been amended since it's not a widely used policy and creates an unnecessary grievance procedure that is not required by law or contract that allows for appeals up to the board there are several other ways administrators or other employees can raise concerns about the terms and conditions of their employment so that is the third policy and the fourth policy that we're recommending you're sending is administrative recommendations unemployment of relatives policy and the reason why we're recommending rescinding this is the administrative recommendations that this particular policy has been superseded by the board's new policy which we approved earlier this year last year anyway recently a conflict of interest nepotism policy maintaining the earlier policy potentially leads to confusion by those attempting to comply with district policy so those are the four that we will be recommending rescinding they'll be posted on the district website and we'll be taking comment for 21 days and they'll be brought back to the board any public comment to consider there by the committee depending on how substantive
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the comet is or to the to the full board and then we'll have a second reading whereby by which we would be formally rescinding the policy so those are the four policies that were rescinding so then next the committee reviewed and further revised and recommended a first reading of a amended preservation maintenance and disposition of real property policy so this policy revision started in the 2017-18 school year in the finance item Operations Committee it does a number of things and I don't know if anybody from the fao committee wants to speak briefly to the work or we could just summarize it by wasn't anybody on the committee wanna okay so go ahead so this work started originally in sort of further defining how we treat maintain and preserve our real property and in which cases we would ever sell or lease our properties and lays out some pretty stringent guidelines for and I would say maintaining the board and the district's fiduciary responsibilities to its students and taxpayers that setting high standards for when we would ever really relinquish a property we certainly have shared in our brains this year the value of having flexibility within our property portfolio it establishes essentially a two step process that the superintendent will create an administrative directive around but basically the first step is the board in receiving a recommendation from the superintendent around a property that we may no longer need all the requirements of that and then the second step of the process is if we the superintendent negotiates a disposition of a property or a lease then it comes back to the board for a second a second vote on the final lease or sale so really adding in some pretty stringent requirements around our fiduciary responsibilities relating to our real property so again this would be a first reading it will go out for a 21 day public comment period and then if there's substantive comments we'd either consider it in the committee we have a meeting on October 12th or at the board meeting after the 21 day comment period is over so again that would be posted on the on the district website under the draft policy website there's a listing of the policies and then finally we have oh and there's another piece to this policy and so in addition to the policy that came out of committee there's also an amendment that we're going to and I believe two people have it on their places I don't know if this is on people I'll just read it so in in addition to adopting or moving forward with an amendment of this policy we're also proposing the rescinding of another policy and there's a section in the policy that we're rescinding that we are contemplating moving into this new draft and we had a discussion about that at the committee but there I think we need to have further discussion and also there was not a consensus yet on whether we wanted to move it into the new policy so in essence the proposed amendment to the preservation maintenance and decision a real property the amendment would essentially say the board delegated authority to the superintendent or his or her designee to approve and execute real estate transactions in which the total value of the transaction is at or below applicable delegation thresholds for district expenditures and revenue contracts as set forth in PAS public contracting rule 45 - 0-200 authority to approve and execute district contracts and in which the transaction can be terminated by the district within 30 days or less all of the real estate transactions require board approval so the reason why this is coming as an amendment so it's not being it's not being included in the policy that we're going to be posting but we're posting it
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so if people have the public has the comment about it or or board members have questions about it just to know that that's something that we likely will be the committee will be considering and it may come to the full board we want to make sure that everyone was aware of it at the at the front end miss large you wanted which in 8.7 0.041 in addition to the hundred and fifty thousand dollar contracting threshold it also requires the transaction be capable of being terminated within 30 days so why do we feel that the amendment is not sufficient at this moment to just include in this draft in the first reading because there was not a consensus the committee to include it and I think we wanted further discussion we actually at the committee meeting happened to have three of the committee members and an additional board member and there wasn't a unanimous I want to put it in there and so what we did is we asked staff to craft some languages now we have a slightly narrower version and to bring it back and that we'll be able to consider it and committee so is there any urgent reason why we should be considering this first reading today before we have this perspective new language because seems more common sense to me that we would wait until we've discussed any potential amendment integrated into there and consider it all together I can answer that it's not a I think the substance of the policy change this is a I don't want to say it's non material but it is a sub point and the larger policy and we do need to move the policy forward given the discussions around the BES C building so we want to have this we're going to be just absolutely crystal clear about our properties and what direction the board is providing to the superintendent and staff and the staff knowing not having to guess what what the criteria is for any property transactions so clunky process but decent reason thank you I'll take that can I just say something about this this is a substantially rewritten policy this has I think an entirely different kind of thrust in in terms of how PBS is approaching its properties and it's I think this is an important change for PBS and and I think it is an acknowledgement of some past unfortunate episodes of district property being being relinquished without due diligence around future implications so this policy is is intended to ensure that we're going to be really really thoughtful and deliberate about how we manage our properties going forward and also I think is the first time that we have identified property maintenance as that we've called it out specifically in a board policy and this has been historically a real issue in this district so I think this is I I'm a little proud of this policy I think it's going to be good first question under the sale of real property clause one of the sentences X doubt has to do with public input process so we still have a public hearing and maybe it might be useful to have a little bit of history of why some of this language that was in here so go back to the early 2000s I was on the board then and the city provided a fair amount of operating funding in some bridge years for the school district and in return they asked for some properties
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and when PBS was looking at potentially really selling some properties the city and some of the city commissioners at the time demanded that this that the public entities have the first right of refusal and that all they had to do is pay us fair market value and so this is a very as chair Moore stated this is a very different philosophy about how we're going to approach the disposition of properties that we are going to map maximize the assets for the school district submission and while we appreciate that we have other public partners we shouldn't be turning over properties to them at a rate in a way that doesn't optimize our assets for the school district's mission so we've taken out most of that section which gave public entities a right of first refusal there is and it's kind of hard to read because it's of all the redlining but there is a public hearing process there is also no you know notification yeah so if you looked on page two number two you've got a public hearing that will be held by the board prior to declaring any real property for sale and I'm sure potentially maybe under advisement the superintendent's going to be creating a an administrative directive that also that maybe another place where there could be engagement about our process does that answer your question that a redlined policy is here to show the differences I'm missing a new policy that's easy to read yeah really good call it I'm not sure but it should be so was not clear to me what kind of public input process there was and so I you know want to see that and so I didn't so as the notification of the city Clause that's X doubt doesn't read to me like they have the first right of her to buy the property it just that's just a notification and includes Neighborhood Association okay maybe that got taken out in subsequent years but it for sure I can tell you I was sitting right here and they were asking us to well I'm just looking at one be near though this was amended in 2009 so maybe they came out in 2009 but it definitely was in there in 2002 because essentially that's that's how the city of Portland ended up with the Washington High School field but I'm just saying now why not as a courtesy notify the city and the county that they were declaring some property surplus as a courtesy and certainly a neighborhood association to say hey this is this is this is happening again not to say you've got first dibs but just to say this has happened so um what I'll say is we'll bring that to the committee to have a discussion and take that under advisement fair enough we decided I don't know maybe it came out even before it got to work committee I don't know I'm not wasn't on the fao committee did that that came out just in the last meeting right I think it came out before okay so I think okay this is going back a ways now so I think and I believe there was a paragraph in there originally saying something along the lines of other public entities or community at right of first refusal I think there was
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something in there and this this version the the one B and C we're taken out at the last Palestine Governance Committee but but I well the clean copy says nothing about first refusal just says okay I'm notify the city it wasn't the 2003 so maybe you got taken I'm just trying to share the history of why why done notice was there so dr. Bailey will take your suggestion under consideration when we consider it any other questions okay so again this policy will be posted on the district's website this is the first reading there'll be the last state for all of these policies will be October 23rd 2018 also in complimentary to this this policy we'd be rescinding policy eight point seven zero point zero four one which is in your packet as well again it's it's redundant and the one thing we're potentially considering moving over into the new policy is the language that's in the amendment okay so the the last policy that came out of committee was the professional conduct between staff and students policy on May 8th the Board of Education then for the public schools received the independent investigation report commissioned by the Board of Education of Miss regarding misconduct by a former PPS employee Mitch Whitehurst the report had many findings and recommendations one of the changes the report recommended was that PPS in the Board of Education create a policy relating to professional contact conduct between staff and students which was referred to in the Mitch Whitehurst report as the adult student boundaries policy we had some discussion and the committee about the language and we didn't want to confuse this for a align boundary change for students so we've renamed and I think it's got a really appropriate name now which is the Professional Conduct so really setting a setting the standard within the title the policy and Governance Committee met last spring to start the discussion of the policy and I want to thank Mary Kane who's done an extraordinary amount of work since that time on the development of a brand new policy related to a really complex issue and who's reached out to many different stakeholders and development of this draft the committee recommended a first reading of the policy tonight is an opportunity to share the draft with the broader community knowing that this will likely have a longer comment period than the proscribed 21 common 21 days just then given the complexity the fact that it's brand-new and impacts you know thousands of staff volunteers and other adults and obviously all our students that this is really a sort of our public starting point for the discussion we want to let parents staff or community members know that they've comments questions or concerns we'd like to hear them either formally or informally through this process and so at this point I'm going to ask just because again it's a new policy its overarching for mr. Kane I miss large to provide a short overview of the policy including who it applies to who was consulted in the drafting process and what generally the policy covers thank you I wanted to take a moment to thank the many collaborators of this endeavor over the last few months we received input from principals vice principals members of Human Resources the director of athletics and coaches virtual scholars outreach coordinators multiple pathways administrators the Whitehurst recommendation implementation committee many of whom are here tonight members of the special education department senior directors and area superintendents our title nine coordinator the department of transportation community members including joy Ellis who along with her colleagues produced the white house report and finally students thank you Nick for your help he and his classmates are the ones who are responsible for the new title and it was a great improvement I also wanted I'm very grateful for the p80 they had inputted in a much earlier iteration we've provided this latest
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policy draft to p80 again along with paps and PF SP and we invite their input with regard to your question of who well I also want to tell you we've received we we were also provided guidance by the US Department of Education also by OSB a and also from looking at like policies in other districts so that helped us to try to formulate the policy that's before you I won't go into the entire policy it's available on the board webpage for people to review and to comment my brief interview overview of it is it's intended for all adults who have direct contact with students in district authorized activities whether that's teachers staff custodians volunteers everyone who is interacting with students the policy it offers both strict prohibitions on some behaviors such as engaging in romantic or sexual relationships with students it also offers guidance on best practice in other areas such as social media interaction in-person interactions with students traveling with students respecting students privacy we also include in there the duty provision we are requiring all employees who are made aware of any contact conduct that violates this policy to report we've also included language that addresses confidentiality and retaliation for reports that are made and finally we have directive for the superintendent attendant to develop annual training protocols and had to have ongoing review to ensure that we are doing the work that we have promised to do do you have any questions I guess the other thing I'd like to add before we flip questions again to to thank Mary and all of the contributors who worked on this if you were to track where this policy started and where it's ended has gone through many many iterations and I think there's probably more more work to do as director Pam Edwards said one of the overarching objectives was to try to be clear but also not sterilized the relationships that caring teachers and other adults have with students and that balance I think is as you're chewing on this policy you know the thing I would ask you to think about and that we've asked our many stakeholders to provide input on because we want it we want to get that right one of the things I think was the hardest thing and trying to develop this as many of the things that we would characterize this is the the best in in teaching in terms of developing relationships can be used with ill intent to harm students and so it was finding trying to find that balance mm-hmm again recognizing that this is going to apply to a very small percentage of people but unfortunately it is for all you know I just want to share a personal experience and it has to do with why this sort of dry policy work is so important but last year a member of the community came to me with concerns about clearly inappropriate behavior between a coach and a student and when that when they brought it to their school level leaders there was an investigation and the investigation was guided by the existing policy and the investigation came back and showed that there was no violation of policy in the interaction for this Coast but common sense and a mother's intuition and all those things said clearly this is not an appropriate relationship or appropriate communication between an adult professional and a student and luckily with a little agitation we were able to elevate the issue and eventually get to the right resolution which was the removal of that adult from that role but
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I have a little bit of compassion for the professionals who were initially in the position of feeling bound by these policies that weren't sufficient to help them reach the right conclusion and justify it in the in the confines of the system so that's why this work is is really important and I know that you have really woven in so many different resources to arrive at where we are here so I appreciate that and from everything I can tell this is this is innovative if not groundbreaking certainly progressive in terms of the definitions that we've arrived at so thank you very much and thank you for the clarity I think in the policy to reiterate I was at an equity conference last week there had a student panel and there were high school students that had been you know had a lot of issues as teenagers and were he had a difficult time staying engaged with school and talking about the essential role of relationships with one or two people that really kept them in school but it's like you say we have to have really clear policies that are gonna help us ensure that that I say that there are appropriate relationships but not to fear having relationships with students because that's that's what so many of our kids that don't have those in other places that's what brings them to school so having the right policies it will certainly help us with that so thanks so much everybody that worked on this policy I got I we see so much input in so much assistance throughout the last few months it's I think it's why it's it's in as the shape it's in today so I would ask especially those board members who aren't on the committee um obviously you're welcome to join the committee's and deliberation but if you have questions or suggestions over the next couple weeks throughout the process please put them in so that we so that the final draft reflects your thinking or you eat your question answer questions answered before we adopt the new policy because it will be I think a pretty fundamental shift or a much clearer framework for all of our staff and provide guidance with staff any adults and hopefully provide that measure of safety for our students that we all expect as we send our students off to school so I I do have a specific question about one of the sentences on the last page in the middle of the first paragraph it says staff who failed report violations of this policy etc the next sentence says violations of this policy may results etc the next census violations of this policy by volunteers I'm not sure who that second sentence refers to the actors but I can clarify that so one sentence says staff staff who fail to report failed to report oh okay but I can't you let me try to clarify that yeah peace clarification first sentences failed to report those who are aware of activity and failed to report it in the second is for those who are the actors are violating the policy perhaps said that should be reversed and so a clarification on the exception if I'm a teacher and I spontaneously hug a student who is you know maybe they've come to me and shared something really personal painful that they're going through and I give him a hug that's a violation am I expected to report that under the exception policy the the extend and I will say the hugging piece was the one of the absolute absolute I absolutely want to say thank you to everybody who's tried to you know who's working this through because it's which
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is why we didn't prohibit hugging it it's not the student that it will be student initiated so for it come to you for comfort if they come to you you know there's the they've scored the winning goal they've rush up to a coaching do you out of excitement we're that's not a disciplinary action that's not something that's good I'm thinking more you know if somebody crumples in front of you and yah my gosh manatee takes yeah but that I'm would that person be required to report that as an exception and if not would they get in trouble potentially if they were if somebody saw that and reported it or this to my and this might add of even without even with appreciating that hug might talk about it and then I think we're asking for is more transparency and discussion about that and we're trying to do that it talked about that more in our the trainings that we've just started to to say something about it does it necessarily mean it's going to result in investigation or disciplinary action but having an awareness having having the building administration have an awareness that had happened it is important I think it's what we were lacking before is that that communication that awareness of what was going on and again it's it's not necessarily going to lead to discipline it's not necessarily even going to lead to an investigation but and I think that comes out throughout the policy whether you have to give somebody a ride or I mean there's these sort of extenuating circumstances and I think the the exceptions section it lays out like that you just need if you if you have to deviate from the policy that you need to be prepared to articulate the reason for the deviation so the example you just gave you know depending on what it was that they told you I think this is a case of you know using good judgment being transparent and things that people are unafraid to be transparent about are probably okay we know there are going to be things like I mean that we tried to build in the realities of it a parent is I'm going to forget about picking up a student after practice and it's ten o'clock at night and it's raining and and you're not gonna leave that's too behind so there are exceptions we build it in and we we just want you to let people know 21-day are longer comment period will hopefully continue to refine scenarios as we think about how this policy will be applied it isn't designed to be a gotcha policy it isn't designed to be a trap for Humanity but it is designed to protect students and try to set reasonable expectations I just want to thank again thanks director Bailey and I think I want to just add on to that to thank staff for the introduction of the new template that they're using to forward policy drafts to the full board I think like even the general public will find these is like fairly easy like easy to read like why why we're doing it it talks about the policy development best practices fiscal impact Community Engagement options valuation timeline from the implementation it's a great just one pay or two page summary of the policy and why it's before us and why we're taking action on it so thanks to staff for I think a really great improvement in our policy process so thank you and thanks again mr. Cain for all your work on that it is a vast improvement over the first draft I have to say okay business agenda the board will now consider the remainder of its business agenda having already voted on resolutions five seven three four through five seven three eight miss Houston though there any changes resolution five seven four one regarding the King neighborhood facility that should be added
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I'm sorry regarding what the King neighborhood facility okay okay so do we do a separate motion on this it's been added to the business agenda and noted if you'd like to pull it out that's how I would handle it I think ok can vote on it as with this addition consent agenda ok do I have a motion and a second to adopt the business agenda so moved second director bailey moves director konstanz seconds the adoption of the business agenda is there any public comment there is not okay do we have any board discussion some questions about the professional professional service contracts a variety of them and I want to thank chief of staff's Odin and dunya knew for the dialogue today about the contracts and part of it was around just standardizing somewhat similar to the staff report on the policy so standardizing when we get contracts for approval whether it's metrics or terminology and I know that there's work underway again the deputy superintendent Hertz is leading up so I want to appreciate to say just I appreciate that conversation trying to again if it's hard for board members to sort of decipher what we're voting on you know how can we make it easier not just the board members but just the community to have some transparency in our work I did have a couple questions that I wanted to ask deputy superintendent Hertz about the performance auditing so this was an action item that came out of the bond reconciliation discussion and given its a it's been a much talked-about topic and it's a pretty large multi-year contract it's 1.9 million over eight years I just wanted to add just ask a couple questions about the actually clarification I think this is just the renewal of the performance audit function that we have had in place for the bond but we put it back out to bid and we knew we wanted to go with a different contractor and included in this scope of work is the much smaller scope of work which is the look back on the cost estimating questions that we brought up in the 2017 bond it it's a million dollars for the first four years and then it's a four one-year renewals for a total of 1.9 million and it includes the 2017 bond correct but right but this is we had a performance audit function we knew we wanted to put it back out to bid we knew we wanted to have a different auditor come in which predated those issues arising but they are so the audit is a different type of audit we've had more procurement practice audit in but now we're going to governmental standards for auditing so there's it's a more thorough process but we're also having to look back at the 2017 as well and this was also in response to a recommendation from the bond accountability committee about the insufficiency of the scope of the prior audit contract yes so I just given the size of the contract so it was done through an RFP but just had some questions about the engagement of the bond accountability committee in the RFP process or their consultation again this is just given them out of community discussion there's been about it I it's a large contract and it also I think will provide lots of detailed information for the district hopefully in terms of improvement go ahead sure we had a bond accountability committee member who was also senior management auditor for the city of Portland she was a member of the contract selection committee so she helped evaluate the proposals and the bond accountability committee chair Kevin Spellman will also assist in the development of the annual audit work plan right so they'll be fully integrated into the the process and then the the current scope of work that is included in the contract we're approving
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tonight that's they're radically over the first four years of the contract and then how would you see the one-year extensions being the scope changing over time so hopefully what that look back and then some ongoing auditing but additional four years I'm going to talk about the thinking of making it eight-year so the the intent is usually having a long term relationship with an auditing firm is a good thing to do bringing a new one in every year you actually they get to know the organization and it makes it a more thorough they can build on their work each year so I would always recommend having you know at least a five year period is usually something that would work for so having a the first four year it also gives us a chance at that point to evaluate is this working well do we need to put it out for another RFP or do we want to continue for an additional four years with the same firm so it gives us that opportunity at a midpoint to make a change if we want to so it gives flexibility at that point have you worked with this auditing firm before I've worked with a lot of other public agencies but I have not worked with this one but it certainly they are their experiences extensive any other discussion oh oh sorry not it is not with you okay they're a nicer way to say thank you okay thanks any other discussion of anything on the business agenda it's helpful getting the evaluation or material I found it hard to decipher the columns and I and looking ahead getting a program description upfront would be helpful as well that's exactly what the conversation was this afternoon of like what's the common terminology what are the common standards so you can look through is this you know what did the district think about the performance of the contract in the last year what you know what might be changed but so there's when you look at it you have a framework within to look at it within and this is most than the conversation mostly about professional like services contracts versus products because professional services are just different than product contracts okay any other discussion okay the board will not vote on the business agenda all in favor please indicate by saying yes yes all opposed say no any abstentions student representative yes okay the business agenda is approved by a vote of 7 to 0 with student representative Easler voting yes other any other anything else for the good of the order yeah so I just like to go over real quick so last week thank you - Courtney Wessling I attended the Joint Committee on student success a student roundtable on Thursday and I took some students from our Cleveland Alliance for racial equity class with me and we met with 4 legislators all from all around Oregon fortunately we had one president on our table that was from East County so it was a solid hour of being able to sit down with legislators and really pick their brains and actually have our care students talk about a survey that they've been working on that addresses racial profiling in hallways and PBS and on the drive back to Cleveland that morning the two girls from care would not stop talking about how they really felt the legislators listened to them it was a solid hour that they got and you know I contacted everything and so it's something that they've they've had issues in the past administration not listening or listening but then not you know taking action so that was really awesome to see and I think you know stuff like that should be happening more often so that was really great to attend today we had our district student
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council meeting at Benson it was the first meeting we're trying to move around the district at the different high schools that's going really well and we're getting more and more input and ideas for our PPS student summit that's gonna take place on December 1st we're really excited about that our next meeting is October 16th at Cleveland High School so go warriors and after that Wilson and then Franklin so we're really trying to get around to the different schools and while we're there hopefully have some students from those respective schools come and meet with us as well so yes we did have the joint Student Success committee event on Thursday and it's so last week who are members Oh several of us participated in the roundtable does anybody want to say anything about that otherwise I will political opinion but I can certainly speak factually to the inadequacy of the funding in public ed here in Oregon k12 I think what we heard from that roundtable of invited superintendents board members other stakeholders was a lot of similar themes around the kind of work that school systems want to engage in and that requires resources however you can't just talk about revenue you have to talk about all the other constraints and cost containments and therein lies the dilemma and I think there was a lot of folks who shared stories that Illustrated what those challenges are so I think it was it was a good conversation it was a large group but I think it was representative of folks around the region but I know that chair Moore and director brim Edwards were there as well if they want to add yeah I think the theme for the evening was we need more money and we need revenue reform in order to get them on the money and I think that was the theme for the the roundtable which was a two-hour discussion of how many people 25 people don't like that with with most of the committee and then followed by a two-hour public hearing that was taken up with how many how many people probably 30 30 people getting testimony maybe a lot of people 2 minutes 2 minutes apiece 4 yes so a lot of people mostly parents and the prevailing theme and all of it was there's not enough money devoted to k-12 education in Oregon and it's having direct impact on the experience of students in classrooms in every district the breadth of the ideological spectrum of the legislators was you know from the whole spectrum was there and I think it was really important for them to hear from leaders and parents and teachers superintendents about sort of our common our common thinking on this I thought there was as especially about the superintendent and I chair more a lot of commonalities in the comments and we had a very bipartisan group of legislators listening to that and several of them mentioned their school visits earlier in the day left a big impression on them as well so for the PBS schools that hosted that those legislators I know it was really useful and informing their thinking and I and I do think they were there to listen I would echo that just from the sessions in the morning it was rather wonky really getting down to specific strategies on student success and I think that our PPS team at Roosevelt who was talking about ninth grade strategies ninth grade on track strategies and really tracking students individually toward graduation was incredibly impressive and it a testimony to what we the the strategy that we came up with for the measure 98 funds and a very coordinated approach it's a significant investment giving teachers relief time to be able to meet together a totally student individually student focused and it really had an
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impact and I would say in that session PPS was on the top of its game so I would just add because I think it's helpful for the listening audience to hear what some of the themes that folks who are advocating for in addition to these you heard testimony often talking about how about full funding of the quality education model the importance of high quality early education opportunities and access for especially underserved communities but all talk about a focus on targeted intervention and support that schools could school systems could put in place for students not meeting academic milestones I heard a lot of talk about this topic of making sure that we're supporting our students to stay on track it would be helpful to have criteria that standardize their post-secondary planning continued conversation around career technical education so these are some of the many themes that I think people raised I think it's the combination of all of those things that you know will help to make a significant difference in our school systems I was there when the legislators were at Alliance at meek and the teachers there as usual did a great job of showing the great work they're doing teaching kids how to make 3d printers not only use them but make them which was in iteration I wasn't aware of plus the auto auto shop it's great class and then also talking about the I think it's the discovery program it's the six-week introductory program for new Alliance students that's a great example of you know self-awareness social-emotional learning integrated in with academics as well that's and one student in particular day sure I'll talk and talked about what a great experience that was in helping him integrate into the school okay so um stay tuned we have a legislative session coming up in February January late January so we'll see what happens any other information comments I'd like to mention just briefly that this weekend with Brenda and Bryan Martinek I attended a little event for the trauma intervention program GIP is the service that puts volunteer trauma counselors into our schools at the death of a student death have a teacher or other significant trauma it's a wonderful program doing fabulous things for us and for our kids and I believe we will be hearing more about it very soon I'd also like to make aware that the Guber national debate took place tonight at Roosevelt High School while I was not able to be in attendance I know that Roosevelt High School students as well as other high school students from the PBS district were there so just letting everybody know I think that was a great event for them to attend so hopefully people got some ideas like the candidates exactly from the students from the students 100% okay the next regular meeting of the board will be held on October 16 we have an executive session upstairs immediately following this this meeting and we have a work session next Tuesday on October 9th yes okay we are adjourned

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)

2018-10-02 PPS School Board Regular Meeting

Documents / Media

Notices/Agendas

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Minutes

Transcripts

Event 1: Regular Meeting of the Board of Education, October 2, 2018

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