2018-10-30 PPS School Board Work Session

District	Portland Public Schools
Date	2018-10-30
Time	missing
Venue	missing
Meeting Type	work
Directors Present	missing

Documents / Media

Transcripts

Event 1: PPS Board of Education-Work Session, October 31, 2018

00h 00m 00s
okay here so we are going to have a work session to look at all event yes I think we're starting again from where we left off maybe on September 25th on September 25th I came in to talked about the state of CTE programming in the district and it snowballs into lots of very exciting things happening around the district and some of them I might not be the expert so we have lots of experts in the brain you can see many of our multiple pathway principles we have our office of school modernization I think even the seti did this set with the study of weights making no ok so obvious communication we have a principal Wilson here and so lots of people here to contribute to answer the questions that you have tonight so again we are picking up we ended on the 25th with lots of questions it's around multiple pathways programming the Benson configuration the CTE programming for the district the modernization timeline and then a specific ask of staff recommendations so after I left the 25th meeting I wanted to find out some of some of the questions were around why the staff had done in the some of the work it had done leading up to this point and so I went back to find out some of the context around some decisions and a fact in 2012 the high school system design report that discussed creating a community of comprehensive high schools allowing for focus option schools as well as an alternative education option programs to an influx of career related learning opportunities for students it even when it's hard to say seven community comprehensive schools and again this is based on the 2012 high school redesign report and also focus option schools including Benson Polytechnic and Jefferson middle college and some charter schools so also into the 2012 document I did find some recommendations from the former superintendent proposing that Benson Polytechnic would offer a four-year CTE programming options that it would be a more in-depth career focused program that Benson will continue to have athletic programs extracurricular activities for students as well as specific CTE related programming and then I'm sorry I was at a reading a slight ahead I apologize but so these were the recommendations from the former superintendent 2012 and then in 2015 there was support resolution 5160 that stated that the modernization master plan would create events on campus that would hold student capacities in common area in classrooms for 1,700 students that I directed this staff to complete an analysis of the location of Alliance and then that that analysis would be brought forth to the board and then staff would commence with education and specs and so this the basis between 2012 and 2015 board resolution is the basis for many of the decisions that have been kind of rolling since then in the master planning phase so I did kind of say well I wonder what happened right to number two did we do an analysis and there was internal analysis so I don't think that it came to the board in fact I know it didn't at least that's my understanding is that it didn't but in the spring of 2016 Corina Wolfe and Paul Cathcart did a series of focus groups with different multiple pathways programs in the
00h 05m 00s
communities and they collected a lot of data around the needs that the community would ask for and they came up with some different ideas in the spring of 2016 and they wrote it up into a report that went to senior staff on September 13 2016 I don't it didn't make it any further sense senior staff but at the looking at that report now many of the proposals are kind of irrelevant to today because they suggested things like maybe moving all of the multiple pathways programs into tubman rate which obviously so some of the recommendations that they had made in 2016 aren't applicable today but they did do a lot of work additionally there was an IDI options review report that was done looking at some different facilities needs of programming and then there was also a school improvement bond committee they came together and it was during in 2017 disbanded so the information that they gathered also kind of so-so looking back I think I wouldn't say number two here or three was complete but there was internal action and I don't know if transition of staff or leadership where that fell off so that's where as we're looking to answer the question of why have things happened and as they have something because we have been as a staff working from the assumptions from 2012 and the high school redesign plan of 2012 and then the board resolution of 2015 is what we have been working from so I can pause there well can I make a request please can we get a copy of the ad options review report I believe you are probably we apples we have a PowerPoint and we have a one-pager that's about half a year I will find out it would not surprise me if there weren't oh I see boys in place yeah they keep talking up they keep referencing over that ports I think I think the receipt so staff who's just let me know there is one oh they'll send it to me okay thank you searching question about how we're gonna process that all of this so we have this work session do we have series of work sessions so we have a time line in here embedded to help answer some of that for the group and I really hope just jumped to it so tonight we'll be talking about some of the programming options configuration options next week there's another working sessions where the office of civil modernization and the study architects are going to be presenting and then the at the board meeting on December 11th is my nursing exam so part of the agenda for decision-making so really tonight what are the decisions [Music] so we're getting to that so I think essentially there's some sometimes it's a work number I feel like I'm carried along River are we on it's pretty simple that's that's not criticism it's just great so for example most of us work on boards that rice the staff part of an earlier decision making so I think there's you know some Direction some assumptions about directions set that so it's I think a huge project I
00h 10m 00s
wouldn't want to I think it would be helpful to go through the whole thing because she kind of lays out some options she also clarifies the decisions to make and we'll continue to discuss why we've been operating under an assumption of timeline of course the board can change that and that can be a part of this conversation but I think her the information in this will give you more to talk about that we just not that we don't want to ask question we have these little principles questions great so I guess I don't want to get to December 11th it's like we had a work session it's not now we expect you to because there's a whole lot of information here and assumptions made the exceptions are unification we have so I just want it I want to fight about the power house that's what we understood and putting us together and why she started with sort of the historical thing about here's what we we know as new people coming on board there's plenty of room for that conversation that's really my hope for not just tonight that this whole process is that the educators give us your recommendations for based on best practices and based on the best fit for our district about what this should look like for us to consider without feeling constrained by any assumptions or prior direction you know if we're gonna build to do be if we're gonna build this incredibly expensive brand new state-of-the-art high school absolute best in the nation everything's in session so we have a new I think we put this together recognizing that most of the board members who are the board now or the leadership of the district did not make those decisions and that we knew we were going to look to you tonight to give us guidance on those next steps we just wanted you to know how the work has gone that needed to continue to go in the absence of the board having this conversation and having made any decisions for now so before you launch so we have to we have tonight we have next week yes right if if it looks like we're gonna need more sessions then we can add more sessions but it's gonna have to be an add-on because the work sessions are already pretty full that we have so we'll be adding dates so just so you know so another question that is asked summit September 25th was which multiple pathways programs were being housed or or we're working out of the fencing site so those programs that are currently located on the Benson site including the reconnection centers which is a half-day transition school enrollment fluctuates between 25 and 45 students there's a teen parent services program again the enrollment fluctuates generally between 7 and 15 students there's the Alliance alternative high school events on campus that also has rolling enrollment generally it serves between 100 and and fifty students at a time there's also the Clinton dart school that runs it is also a fluctuating enrollment generally is somewhere between 20 and 45 students reconnection services the office where we group re greet families coming back into the district is also located on site so those aren't necessarily classrooms as our office spaces venues and then the porting courtland's evening and Summer Scholars Program which is our districts credit recovery options are they run on the Venson side but on alternate hours so not when fencing students so here's kind of a summary of that so the top chart shows the number of students who are on the Bentson site at the same time as the Benson Polytechnic high school is running and then the at the bottom is both the office hours for reconnection services as well as the evening and summer scores because they're not at the same time is just to be there just using the facility
00h 15m 00s
they're not using any impudent they just have and you forgot the PISA program so it's not part of multiple pathways yes you're correct piece of program is a program for high school students who are newcomers in their language and their adolescent aged and that program usually runs between 15 and 25 students this house off of the auditorium takes a couple of rooms I think three classrooms there and that's a that the students was all that program are in the program up to 18 months before they rotate out into their very high schools it's the only current program in our district so thank you working again from the assumption of the resolution that was made in 2015 if we if we collectively are deciding to go in that same direction as a staff we would recommend co-locating the multiple pathways programs on the Bensons site so we would be building the campus site to hold 1,700 students approximately 250 would be for multiple pathways programming and approximately the facility's capacity for 1450 again we're not necessarily suggesting that the cap be raised immediately to 1450 we're saying facilities wise building to destroy its Gupta construct to 1450 if again there's a few assumptions and I'll be getting to as some additional information if this is the direction that we collectively decide to go in then we'd also recommend including some stakeholders from the multiple pathways community to as part of the dag process to have input into what that shared co-located space might look like on their campus and additionally is something that came up on September 25th is that currently our alliance students who are located on the bins on campus don't have access to CTE programming so we can immediately start looking at opportunities for Alliance students to participate in CTE program so the next question that came up it on the 25th and the next option to look like is what we're calling configuration and so configuration is not necessarily a facilities or the programming but how the Bentson program might run within the building site and so currently we have what we're calling a focus option and so looking at what's exactly essentially what is happening right now AB Benson with the CTE programming seuss application coming from 9 through 12th grade having access to additional CTE programming but the building implications of this kind of configuration include some comprehensive aspects as well as espaces and that is what again based on between the 2012 report in the 2015 resolution this is the assumption that that our office of school modernization and the the process has been working towards this first option we talked about some additional models or and what that might look like at September 25th so one of those options could look like essentially what we've called a hybrid model so within that hybrid model there could still be application students who come to Benson from 9 to 12th grade with options for students I know director Bailey had a question what if students in the 11th or 12th grade decided they were interested in the program a CTE program that that's that this would allow students to comma additional suit so there would still be look like the homeschool corps Benson students and then that would allow the hybrid would be students taking core
00h 20m 00s
classes at their home high school and then coming and having access to upper level CTE courses at Benson its Benson was offering programming that wasn't available at their home high school and so that's and so that again if we get into the weeds that might look like an ad schedule for them we can talk about scheduling options there do you have a sense of students that might be or what the balance might be like that or not it's kind of hard to project with our current design for what we have for FTE classes offered I think Benson has three of their programs that are theirs and they're not in other places but this program could also address programs that are starting in some sites and then they have advanced coursework at this and so it's just hard to project what that would be but there's different models at that fit a clock in 2015 actually there was some work in design done and that looked like pure Benson students having 900 spaces and then 300 around 300 or 400 could be the students coming in for specific programming but again I think that there's that was internal work done in 2015 so that's nowhere but options to talk about what that might look like in a hybrid model and then another configuration I would just say what other thing about the hybrid model is that that would really be something that would really be part of a larger CTE program design for that to really really be at its best I mean as we were actually goes forward with some of the design things that she has in mind for the district as a whole and this that's where this would really play it would be most effectively designed as part of that program absolutely as we talk about because right now there's options for city options for students at their home schools so again looking at programming options for Benson if they're right now they have three unique programs so maybe with three unique programs maybe that doesn't look like a lot of students if they had additional unique programs only two Benson and maybe that would attract other students and then and again with a hybrid model building implications would include both comprehensive aspects so those four classrooms - poor academic classrooms as well as other spaces athletic facilities why not to meet the needs of the Benson homes essentially students - 9 through 12 and then plus CT spaces so the next configuration model essentially a CTE hub of the building in locations might look like only CTE spaces as opposed to some of those comprehensive needs and again that might look like the the site only holding CTE and home campuses housing core academics athletics and then they come to Benson as just her CTE program so essentially at this point and I know director Bailey had a question around doing an analysis around option B and that hasn't been done right now again because the work of the office of school and organization and most of the team again has been running on the assumption that we would go with option A what the current model so looking at what would it look like to change configurations if we decided to go with option A or B there is still some flexibility in the space of the mass of the current master plan as it's designed because it's currently designed with comprehensive needs and there so the opportunity to stay on the current timeline with choosing either A or B is feasible B again we would have to look at so what my busing look like what my staffing look like what would programming looks like but option C when essentially changed what the design committee has come up with so far and so that would have implications on the current timeline so Dan in the office of school modernization said if there's significant changes to the current master design he would project that it would push everything out one year which
00h 25m 00s
this was their projection if we went with a configuration C and so one of the reasons that there's some flexibility in the conversations around if you go with option A or B is because in the current configuration for the master plan they've designed it with flexible spaces so they're creating it with CTE Suites is what the word that we've been using so in a CTE suite it's the idea that we're integrating CTE programs and core programs and so this is an example of this week that the architects are creating so a suite a type the turquoise color would be the CTE space the darker blue would be a classroom space and the the grade would be like a teacher office space or support space and so there they have been right leaning up to this point again making assumptions from before creating a building based on and space needs so an example of a CTE programming that might fit in a suite type C for example could be health occupations or electrical and that's based on the space needs of the CTE programs and a suite type D that's here larger one could fit programming automotive construction and manufacturing so these are the programs the CTE programs that Benson currently has the the other great thing about creating the flexible space is if we wanted to add more unique programs into the Benson space so we would look at the space needs of that new program and then we could align it to one of the suite options so as an example in the master plan you can see and this isn't the full thing just because that's what you're gonna get much more into the weeds of next week but I just wanted you to be able to visualize why we're about to start talking about some flexible options and that's because how they've designed it is with sweet type spaces so for example on the upper right is a sweets type see so what that looks like is here it's 7,200 square feet of space and so whether that becomes the manufacturing suite or other options for space so the nice part about that is in the sweet design and it could be in the depending on how much space we wanted to use or how many how many rows we want to use that the suite allows them to continue to go forward with their design and then they can actually design the classroom needs inside that space so if it was determined that they needed a space suite size of a D for that program or those programs then they can determine instead of actually having a large work space for what might be used for auto they could actually use that for additional classrooms because the square footage would still permit it so two questions we are working towards getting them access to programs okay so that's we're working on that part and the design is such that it adds a lot of flexibility to actually making everything fit okay because because all of these are actually based off the same denominator in size then the gives them flexibility in the design as to which suite goes where so in some cases when you're looking at a larger suite like D you might be able to get two sweet bees out of that but that's what the need was when the program designs were at when the programs that we wanted to have there were actually determined so you've made it kind of modular on both sides on a facility side and also on the programmatic side so you know with each programmatic need how much square footage you need and what type of flexible space and then you can plug and play exactly okay sorry but right now sure that's up so say you have an alliance classroom to classroom they also students also access CTE is it that space is it are they with their own CT CTE instructors or there is the program into they would be in the CTE programs okay so they get their potentially their academics separately up probably yeah they run on such a different schedule or
00h 30m 00s
why it snows so that's one of the one of the goals of the new design is that it's different than what we traditionally think of as a teacher classroom like I own this classroom and all my things are here and I know the kids come to me it's flexible and so if you look at this utilization rate so here on the left is the utilization rate of the current classrooms meaning if I have three conference periods and the classrooms not being used during those three what this is suggesting is that teachers would have office spaces and then the classrooms many different teachers would be able to use that classrooms they so wouldn't sit empty during conference periods other teachers can much more of the shared space so what so the proposed increases utilization rate by giving teachers offices instead of assigning a teacher a classroom does that make sense so you'd have example Alliance teacher teaching the automotive - okay right well we haven't talked about that I don't well I'm just trying to understand sort of how how the schematic how the recommendation is to have location so maybe third period a teacher from that serves Alliance students teaches their class in the same lab space yes okay okay yes yes Oh okay so some of the things that for us to consider is is in terms of configuration is that either configuration A or B if we chose that type of configuration for Venson moving forward would allow again if this is our desire to keep with this current timeline and the current master plan if we decided to change to see there would be definite delay because they'd have to redesign the map the current master plan so with the multiple pathways programming if we chose configuration A or B we could still come locate at this point in the project without any delays if that was the design and so I think what Joe is saying is that if we decided to co-locate and then we could look at how much square footage the multiple pathways programs would need and then we could align that with maybe suite space so instead of it being nodes as it looks here it would then be built to meet the needs of the multiple pathways program that was going in there but it still wouldn't affect the overall master plan because that area was still set aside so before you move so hypothetically okay if if the decision were made to co-locate and then at some point down the road five ten however many years if you're building Benson to accommodate collocation is that going to cement collocation in place I mean could you then undo it at some point if you want it to go back to the a so we can just look at this the slide that showed those sweets this right here these are the current programs that they have right so it kind of shows how those sweets could be utilized for the space that they're offered so if if we had additional sweets of just say a d2 receipt that they're in that also would speak to CTE being able to fill that space should they later be moved elsewhere okay okay you see so you could just reconvert what you said we're next week you're gonna know a lot already one of the reasons this like gray bar is through the middle is that's where the plan is for all of the major support work so the electrical the air ventilation and all of that so reconfiguring the other spaces around
00h 35m 00s
that is an option as long as that strip that so because that Center structure will allow for some flexibility and needs so uh while we're still in design I have a question to design so I know and I don't want to jump 17 recommendations but they are right here if I don't understand why if we looked at the hybrid model why that would have any bearing on design because their students just like the all-day students attention Benson and it would have still all the elements of a comprehensive high school they're just coming from schools that would not as far as I can tell have an effect that's why right you would not impact this good time right yeah baby I think maybe the confusion is be might have additional cost implications in the Spaziano trail that's a but not not not exactly yes so you spent the best thing thing because if we have say a favorite model and the full-time and some kids are taking trying to why aren't well thank you try Maps I don't understand it's it's a it's just a question mark ethology it's just an unknown what are the other things they'll tell you more about is parking the other thing goes so if you had either working hundred students there full-time those three hunters wouldn't be taking English there's correct so about not it's not in the not in the comprehensive cycle so wouldn't you have less of a need for the classroom space makers kids are always what happens with mistaken there's not any design to move the lines at me - that's interesting okay it's in my education my session was always considering because right now it's just a lack of spaces it's not programmatic but when we looked at previous decisions and where the numbers fell that's how we created those options yeah remember I said go to this board to make the changes that you want and we can come back and tell you how that could kind of it that decision can be made by this board what we're operating off of what the resolution directed us to follow that's where some of my black crosswise okay I think we all see I have lots of questions about multiple pathways is now the time to ask them Oh should I wait can I get through one more section and then I think it'll bring some clarity and what decisions what decisions need to be made around this certain time okay so into this section so around CTE programming so I know there are questions around the current programming that we offer and opportunities for the future because as we know CTE is a proven dropout prevention rate and that our graduating kids 20 percentage points higher that participate in CTE so when we talk about much to that selection bias oh I think here's how much this election advisor I think that's a valid point because a section where the high school polls is to actually focus on creating more options for students who are historically underserved to get into we actually have some designs to increase that yeah yeah we take this point a in debt and the other thing that's kind of swirling around here and we talked a better informally is can we get a graduation rate that is based on per student start by sight yeah where they start in terms of motility my initial high school and my first day of 9th grade is s so not because that would be a better statistic and the other but because it's
00h 40m 00s
good to see though it would be confident in your chakras okay so as far as the specific programs that we want to have I'm looking forward they're the kind of opening day deadline is it if again if we're going under the assumption that we're maintaining the current timeline is March 19th we have we would have to let the architects know by March 19 of sorry 15th March 15 2019 what our opening date programming needs are so that gives us a few months to complete the process that Jeannie and I have started in the needs analysis asset mapping for the district and coming up with a CTE master plan so so we can come again at that time to you or I mean before that deadline but with some more information so we I want you to know I'm sorry the process and we'll be coming to you soon and some more of that plan for programming so also when we look at again how the designers have created those flexible spaces new programming that aligns with the space options that are in the building and wouldn't necessarily push back the timeline also in the current plan is 15,000 square feet that has been unassigned for any current programming although that is above expects and you may decide to cut that extra square feet for as a cost-saving that's the method but there is in the current playing some square footage that would potentially allow for expansion of CTE programming yeah how much - just find out 15,000 for the Swedes to size D which is the largest size is this like we don't know what's gonna happen in those sweets that's probably better answered by Jin and company because there is Jin would you speak to his question please programs are to provide future growth for additional CTE programs so that's that's why that came about I don't have a so I just think that's interesting context of every other school of the science hammer don't square feet yeah nothing will share with more detail to how that fits in an awesome is just want to make sure looking at it replaces yeah if we have a design but I mean it isn't and so again those are the decisions that the design team will be bringing for you to me and then again I spoke a little of this is that we are starting our CTE master plan and so it will be coming with some programming needs and so or ideas so I know there is some discussion around decisions and when those has to be made and so I just wanted to be explicit around a few timelines so when we speak of the exact programming options that would be at Benson we have some flexibility through March 19 if again in the assumption that we want to stick to the current timeline and the master plan so until December 11th essentially is when we have the decision to make if we want to stick with the current master plan which would give the up the opportunity to decide
00h 45m 00s
which configuration A or B for example and that wouldn't necessarily have huge implications on the master plan so again we could potentially stay on track and then the other decision that we would need to make to stay on track with again the current would be the colocation decision because by December 11th we decide to co-locate multiple pathways I would still give us opportunity to include into those sweet designs that the specific programming needs the site in facilities means that those programs would need and so essentially the same way that I'm saying for CTE programming we wouldn't have to make that decision until March 19th opening day that timeline would give the opportunity for the designers to talk to the multiple programs community to find out what their specific needs would be so they would have opening day needs by March 19th if we were again sticking with that same master plan and timeline approach so I think some of the decisions that as we're talking about the timeline would we would want to make by December 11th would be the the size of the building the number of students the site would hold and whether or not um were co-locating and then decisions that could be pushed back to March would be around the specific programming and then if by December 11th the board decided to reconfigure the whole master plan design there would definitely be cost implications not that we can but cost implications around and that what another year of planning would look like and then potentially what costs would come from delaying the project so those are just some things to consider and that's all I have okay do give an ET ETA for the CTE mess the big plans for the Sookie we're a five-year plan we're in contract negotiation right now so we're hoping to bring a contract to you for approval at the November 27th at the November 27th board meeting to start that in the first phase so it's the the master planning has done in phases so the very first phase is needs analysis which would examine our programs of the different high schools and then looking at a like 9:20 articulation and what needs we might have and then also an asset mapping so looking at partnership opportunities labor market data and where and so those are the first that's the first phase of the master plan so we would hope to have implementation plan and master plan completed by next summer but phase 1 which would be asset mapping needs analysis we would have done by about March deadline question about that Summer Scholars so the summer Mike and I need to Summer Scholars and so you have a whole bunch of students like they're in the summertime in a CTE classroom but like doing math or you know English I mean it has nothing to do with what the setting is so if there was a decision to me dollars is one of the things as potential complicated is actually greater utilization but this space not just the classrooms because right now it's just the classrooms there's no so is that something that's contemplated I mean just like that so my understanding is that evening in summer scholars is for credit recovery effort towards on track graduation so what we're offering now is core academics so I don't believe that we've looked at expanding those options and also I see they back they're not a just making sure so it up until this point we've only looked at specific core academic requirements for graduation and that being said there's opportunities for expansion up till now we have not looked at recent invest a lot in that space
00h 50m 00s
militar say it's less credit recovery than was an extended learning initiative will look like just wide that all grade levels were you know and maximizing the spaces to create summer summer academies for younger students to have those you know exposure opportunities who may then later decide we've talked a little bit about look like that summer arts about STEM Academy so my question is kind of related to that which is that right now a consideration before us we have all the multiple pathways lumped together at Benson because they are presently together but there's nothing in here that talks about why programmatically the other things other than Alliance should be at Benson and they're all relatively small so they would be relatively easy to find another space for so is there any reason why we would just your variance began we didn't go there's because we were operating off of the direction of that resolution from 2015 so and I also want to add similar one of the greatest things about focusing is at the central location for being a focus school and for many of our multiple pathways programs the students are travelling from all over a city so I do just want to highlight that that central location is one of really important well but early level pathways programs we have other locations that could be reasonably central get there but they're small so they could be available for a smaller program so what you out of your get out like dart yeah there yeah well okay so can we can we talk about multi competitors this reconviction it's not these are that is our center business that's Riyadh like that's are not classroom right so some of those okay so so I want to feed you back on Amy's question like is there a pedagogical reason to to combine to have all of these I mean you've got quite a few different kinds of programs that are sort of lumped together as multiple pathways is there a pedagogical reason to keep them together or is this a convenience because of spaces constraints I'd like to direct that to meant to make and I would also add on to your question particularly at the expense of reuniting alliance right so so the next question is is there a reason to split alliance so keep it so it you mean you keep it lit as opposed to unify so I'd like Matt if you don't mind Matt Matt runs our reconnection center which helps to actually identify where student needs know in such would you maybe speak can you speak to this I got a chair right here I think it's important to distinguish between reconnection services and the reconnection is the center right so reconnection services is a team of case managers who work with approximately 1000 students each year who've either completely disengaged or are in the process of disengaging from their education so that team is of case managers also includes school social worker and a data analyst or sort of housed in a small office on the Benson campus and that is with intentionality because we're centrally located and so it's easier for us to serve students and families from across the district the reconnection Center however is co-located with Alliance at Benton and that is again intentional so that the students who enroll in that temporary transitional program are able to access all of the academic programming offered at Alliance at Benson so we're able to blend our FTE so reconnection Center brings 0.5 math teacher of 0.5 English teacher and a point 5 art teacher and so we're able to increase the capacity of Alliance at Venson to offer sort of a full portfolio of courses for students and then reconnection Center students are able to
00h 55m 00s
access the full sort of set of courses that a high school student can access and so reconnection Center temporary transitional program where we refer students for one of three reasons first reason is because of an enrollment window so maybe we have a kid who's coming out of Franklin High School and we determined that the best fit for that student is gateway to college but they operated on the Community College schedule and so their kid can't start until January it's October we don't want that student at a school come to the reconnection they sent it you can take all of the classes that a high school student can and so we can sort of maintain some momentum so that when that enrollment window opens you're able to hit the ground running second reason is because we're not sure what that best fit program might be yet so kid coming out of Franklin again may be completely disengaged from school has been home for a month we don't want that student to remain out of school while we continue to assess and evaluate to determine what sort of program might be the best fit for that student and then the third reason and this is increasingly becoming the most common reason is a student may have stuff social emotional barriers to being able to immediately take advantage of a reenroll 'men option so we have them come to the reconnection so and we continue to work on that stuff until they get to a point where we're confident that they're going to be able to take full advantage of going to Alliance at Benson or returning back to Franklin or to some of our other partners in alternative education connection center students abundant and yes yes so reconnection Center students and alliance at Benson students have almost exactly the same experience in the classroom same space same teachers same curricula it's just the intention that's different so for Lyons at Benson student the intention is that they graduate from a lands at Benson for the reconnection Center the intention is they transition to another school or program when they're ready correct it's better that third category balance of social and it would be hard to provide both continued transition support and that social emotional support it reconnections Services was located at a different site than the reconnection Center and the reconnection Center for the reasons that I articulated earlier is coadley co-located with the Lions at Benson so I think pedagogical reasons or at least those three programs to be co-located I think are fairly powerful or inner ok so they're integrated yet okay so how about Alliance events and the Lion City is there a logic today I'm gonna give up my seat yeah this is Laura fest Buffalo horse she's a principal of life so we we do have different models at Alliance it Vinson and Alliance at meek roughly what we what we kind of determine in terms of placement is students were a little bit closer to graduation will be at Alliance at Benson Alliance at Benson is a an independent self-directed model that we don't think is necessarily appropriate for students who need three four years even two and a half years of credits to graduate it also has the advantage of it tonight schedule we have our staff working for tens so into the evenings Monday through Thursday no school on Friday so that's that serves a lot of our students who are older working may be parenting and that's how that model has kind of developed at Alliance events and Alliance at meek is primarily using career technical ad as an intervention to reengage students however we also have as we have persisted without model over the years we've seen the comprehensive high schools increase their current a technical ed at the same time and we've seen that we still have a
01h 00m 00s
population of students who are not being successful at the comprehensives so we've added a lot of social-emotional programming to help them to to help our students to access our core curriculum as well as our CTE so we have developed different models if we need it to be in the same location we could you know I'm sure that we would work on on how we are serving needs of the kind of social emotional needs of students hopefully accessing having options to access career technical ed and then those students who are a little closer to graduation how to help them have the flexibility and kind of independence so that they they can work on what they need to do to graduate but it sounds like good concern preferable great be reunited that's what I would want to know what is that a benefit to be reunited for nothing so if if those things are in place there there are some benefits to being together you know if there's the access to CTE if there's the ability to still you know work on our kind of right now or to step-up models we could integrate them and I think that would be great to be together so our understanding at one time was it that there was a plan to have one alliance high school at the Bentson campus but that more recently the discussion has been about maintaining the two sites so you know we are we are hopeful that that whichever way it goes that we will have that access for students there there might be I think that there's more advantages to being together thing yeah respective sign of her in future it's but it's been a high it's functioned as a high school for all so how big is a matter I'm just a riff like that so thank you for letting me come and visit with the students before I spoke at the graduation everyone's answer the say like the three big topic areas for the students aside from the staff the students was lack of access to any of the CTV sort of like they got the space that was whatever was available and also issues related to not having just the same high school so I had great things to say about their staff but just being treated sort of as a second class program maybe by the district not by the we have we've looked at kind of enrollment at our two campuses over the last few years and we have 48 students that we've served in the last few years who started at Benson high school so that's just the other piece that we think is really important is that we have at the meet campus for example our highest number of students come from Madison and our second highest come from Benson so there was always a discussion in terms of the fence and rebuild if Alliance were present that we would have our own entrance and we find that our students have high social emotional needs and there is a need to to have some ways that students can sort of develop a safe community that that might be separate it's in many ways from Benson so if we're talking about Co use CTE it might be in the evening because we have a day to evening kind of program those are some of the considerations that we would be interested in is still being able to entertain that kind of support that that we have our students alternative at is you know flexible its personable and and it contains a lot of support so those are those are the three things that I think are most important for us I know Lorna both Hugh and Varenna have told me multiple times over the last few years like you just said that given what you could accomplish for the kids in one
01h 05m 00s
location it would be better to combine them and that your I deal with the at chemists because it's got the spaces for CTE our spaces that could be converted to CTE that would give you the programming options and also the since alliances kids have such a high need for yes social-emotional sports and their big issue which Lord hears much every time one of the Alliance kids comes and testifies to us is anxiety and that it's triggered by being among large groups of people by being in environments that are less controlled that are more noisy it would be much preferable to have them in a self-contained building because it's quieter it's a smaller population and it gives you the outfit I'm for the kind of contact that you need so I don't know that that I ever said that Kenton was the ideal location I know that when you were at meek recently you had told me that that was kind of on the table and I both did very strongly the time I came through and toured about the Oh two years ago we're both there then right right so so I don't know I haven't been inside of Kenton so I don't know if that is ideal or not it sounds like the archdiocese has done a lot of work yes on the facility I know that our we've heard from our students at central location is is very helpful about Menten are you know Alliance at Benson students and so I can't really I can't really say if Canton would meet all of the needs and another point so they you know it's more than likely central to your student population which is going to be coming from north and northeast if they're from Benson Madison and it has the huge advantage of being on the max line we haven't we haven't done an analysis I would say in terms of our students and transportation time that's also incidentally what ports been hearing for years from facilities was what their assessment would be the best place for alliance was it kept why is facilities I think for those reasons it's big enough it'll be available at a time it's centrally located and it's got great access to public transportation I think when we had this conversation what they reported to us was that was the only potential possible option there's big enough accommodation tonight sorry can we separate out yeah the burying a question from the program question because I fight I'm still I still have questions for the program so correct me if I'm wrong it has always seemed to me that the split invention in alliance between meek and Benson there's a function of space not a pedagogical decision is that accurate I believe it's a function of history in terms of the former village moving to the meek site and at that time there were also programs at Madison and Grant some of those were consolidated and came into alliance at Benson so there's a there's a neighborhood agreement with the Concordia Neighborhood Association that pertains to meek and says that there will be no regular evening programming that happened when the VOC village program moved to the weak site so we know that we have students with evening needs so that was part of so having but two sites okay so so the programs have evolved right based on where they are and and it's it's less a function of hey gang let's do two different programs with two different models and put them in two different places and more a
01h 10m 00s
function on we have two different places it's gonna happen right okay so so I for one in stood in hearing we're spending a great deal of money on Benson but more generally I mean we're doing all kinds of things differently now so I would be interested in hearing if you had a blank slate and you could dream a little what would it look like and where would it be I mean not in terms of a building but would it be two programs wouldn't be one program would it be programs you know in high schools all over the district I mean I have no idea we need to hear from you what students actually need and it doesn't have to be right this very second oh man I think that is exactly what we're asking all of our other school communities to do and we haven't done that so we know from research that 400 students is kind of a it's kind of a an important threshold in terms of being able to deliver small school benefits up to about a population of 400 so up to about 400 being in one site would be an ideal kind of proposition when the when Alliance stakeholders were involved in the focus groups and contributing to the end specs discussion we talked about a need for child care we talked about a need for a gym we have a lot of homeless students and even having showers and school can be very helpful we talked about having enough space for offices and conference rooms and that was that was kind of the idea that that would be alliance and return along with kind of services from Teen Parent Services the virtual scholars I think would be present so yeah if we all won that lottery a couple weeks ago I think that we would have been talking about one building up to about 400 that could serve up to about 400 students with a lot of support services and CTE and so the two the two Alliance programs together right now how many students do you think we're about 300 we do grow over the year because right now we have a rolling enrollment at one side definitely not to see sighs Sonia Campbell 400 students Jim what's your thought do two sweets of their see sighs have a 400 students I know that the inspector okay we can add space exists still Paul Cathcart with someone okay can I skip a bit for logistics regular classroom space regular classroom evany so CTE is half-time in some cases so if 17 teachers including you know - who are a half-time CTV so maybe 15 classes just at me we have 7 classrooms and 10 teachers so we have several of our teachers are doubled up and those classrooms it's like 19 classrooms yeah so we can come back to you with that information -
01h 15m 00s
okay can I ask another question for you so the dots cool I'm allowed to be for Boston so is there a new globe is there any interaction between those students and any of the other programs we could work we give up our seats further darn administrators we have to guard administration see if you can speak your specific questions okay thank you yeah hi I'm Ellen Bertram and I'm the assistant principal for the darts course cannot Mark Van hummus in the principal for the dart program and can you repeat impression before we go okay I'm gonna have to say the word is there any is there any interaction between students in the dot program and its alliance or reconnection so there's not not very often so we have had kids who are in the dart program do like some mainstreaming offense and if it is pretty rare the kids don't program require but a lot of supports just during the school days so you know one of the things we want to make sure that we do is provide that form in terms of staffing and what our class sizes up like and it is true though that if we have a student who you know was possibly going to be transitioning out of like the treatment programs that we work with we can actually send like a classified or pair of support with them to a different program in the same building or even across town if we wanted to so there's opportunities there in terms of trying to you know they have some more interaction but but typically we running this up like its own school I don't located on the campus okay so so in terms of student needs is it better for these students to be co-located with other programs or would it be better for them to have a separate site I think it would be better for our kids to have a separate site okay so you know when a lot of times when our kids leave us they might go to Alliance or the reconnection center or MLC or another small setting so you know when kids leave us you know they go let's say to Alliance and they have high social emotional needs when they're with us their double back right so our kids have huge anxiety you know huge fears of you know we have classrooms but sometimes five kids in them and a parrot and a teacher and that's how they're successful so it's it's that type of sight and sound wraparound support with therapeutic interventions from agencies and so you know with our kiddos so some of them on the upper levels I'm ready towards graduation from treatment not from school might want to go participate and we have a kiddo right now participating in the events in GSA the Gay Straight Alliance and that's been really great for that kiddo but we also have kids that walking in the front door at Benson would just paralyze them and it wouldn't even be a possibility and so you know looking at our kids transition to Alliance our kids who are not sped use the reconnection Center and reconnection services to find our next placement it makes good sense for us and it's always our partnership at this point is in transition so we hand our kids to them you know right now yes so we are in the very back corner I've been sitting on 15th and Irving right now our kids don't have a front door they walk in through an alley through a backside door up an institutional stairwell that goes there are mice and cockroaches and they share one bathroom it mind you like these are kids who are in the DHS system and don't have homes and we as a district HUD give have given them their leftovers and they're reminded of that every single day so whatever solution we come to and they you guys come to let's take your idea and be the best in the nation and give our most vulnerable and at-risk kids the best so so I'm gonna ask you
01h 20m 00s
the same thing I asked your Lyons folks you know dream a little if you could design your the ideal space for your students what would it be would it be is colocation what you want or do you want a separate site because I kind of heard two different answers great I don't think colocation with Benson or with another big site is ideal for our kids so it sounded like you were saying you couldn't the reconnection program that you connect Emily with our kids go to Alliance when they're done sometimes I mean they go all over the place and then shortland so it might make sense it might make sense to keep you tight with alliance right yeah after that it cuts school could have a better feel to it like if we were on that campus like Serena's saying in terms of what it feels like to get to school it matters a ton you know and it does sort of have like you're sort of going through the back entrance and how much do we matter you know kind of thing that is definitely there and I mean the reason I mentioned sort of it would be great if we had opportunities for integration because for kids that are you know sort of gonna transition out of treatment you know if we're in the same building you know as we are now with Alliance at Benson okay you know you can have a like a less restrictive or less less supported school setting let's try Alliance at Benson mm-hmm let's try a CTE class if that was an opportunity and for the kids that we work with we do focus primarily on you know core academics going with us I mean almost all the kids are behind credit-wise when they get to us so I tried to you know have a really solid focus on making sure that kids make progress toward a diploma when they're with us you know they may get the diploma from someone else because they may transition to a different school program before you know before they get to a diploma in terms of credits however what a cool opportunity for a student who you know five months ago was homeless goes into treatment program comes to us gets settled you know can go to you know lights of instant or alliance at Benson we can be at the home base and they can go take a auto mechanics class or a computer class I mean it's a life changer for him because we did five months before they were on the street and had no hope no support no anything so so in terms of the opportunities that it could create for our kids in terms of just you know sometimes it's you know asking the right question opens the kids eyes to like looking at different things sometimes giving them this one opportunity or this one experience could be like not what I was thinking five months ago I can think different because of what the school district did for me sure there's kind of a mix here on you know own building co-located I mean I'm more in the line of if you're co-located the right way I think that's that is the difference if it's co-located where you know we've got a couple classrooms over here right now you know then that's very different in terms of what that feels like the valence so I mean I'm gonna violate my principle here we've done curl location in this district you know for other kinds of programs generally speaking it has not been will which isn't the same we can't do it better it's just it does it does give me pause well I think that it's been I shouldn't speak I have been here but what I hear I don't know that there's been the thoughtful planning that they're talking about so I've heard all of the staff about it cuz I can share it I can terms of like what was the planning that went into us go into Benson Marshall closed so then kids went to Franklin so we got moved out of Franklin then we had to go somewhere else and before that we were at Cleveland in a classroom space that was you know inadequate sort of tucked in a dark corner so there's this this history of when bigger moves happen remove because there's bigger moves but it's not about what do you guys need you know what are the kids in your program need it's about what's left over well and what you talked about across the three programs is there there's benefits of that kind of cross programming so it's not about the space and the location like we Colo located dual language intern English only which are two separate programs and there's not a lot of interaction between them it makes more programmatic sense for your three separate programs because there's some commonalities you could work together sure and your and your question about sort of Pines you know in terms of without let's dream a little bit as opposed to you know what are the kids gonna get stuck with this time tonight and I appreciate people's work and facilities folks in trying to
01h 25m 00s
get all this to happen but but if the goal is to dream let's change their life yeah that would be the goal is to change their life and I think that you know what Serena's saying is true I mean it's sure that the space that we're in now is sadly an improvement of where we've been in the past but in terms of it you know if there's a I guess I wouldn't underestimate how important this is for our kids the construction side share with I look at this sort of the current master plan it looks like modular buildings could you build two facilities essentially on the same the same footprint can you hear come on up today so conceptually if you have could we build two facilities on on the existing site I found the way they don't prohibit that the the challenge or what would be faced with this that's not the plan now so that would be a redirection and we'd have to plan for that and prevent L so the plan now is predicated on building within the historical side it's the massive square footage that we have and lay out that we have correct and I we're having a choice with that but I guess it started so the whole construct want to talk about something the whole concept of a second 800 if you it's very hard to do that sort of decimating the other high schools so as you pull more students and events to fill it up the huge investment can be ready to make in the Madison that we just made into Roosevelt I mean I don't think you can you can build the building you can fill the building the Benson students without emptying the other the other building so if I look at that space it seems a more effective use of our space too the Benson program with a robust CTE focus that same site to utilize it's just I mean I don't see how they work wells truly I've looked at the numbers many many times with many people and I have absolutely no confidence in the projections that we were given today at all and I don't think the board should either year after year every year we are operating off of those same projections we are laying off teachers in the spring and then we're going out in the fall and desperately hiring back I'm looking at schools but I'm looking at where the Benson students are coming from 2012 there's some grants but I mean I don't have any reason to believe that if unless we do something to say you know somehow allocate a more formal set of like here's what it is that you don't a cap that may just work well by a nice channel because that it otherwise I think we're in danger of we just invested committed 95 Madison for 1,700 school and then we're gonna be taking a lot of students there so I guess wandering it always have a bird from staff this goes back several years of how you to lift the cap you don't and build a bigger school how you don't have these sort of ripple effect on these at their high schools that we're trying to fill the solid and structural course and they have enough students and they can offer in a wide variety of CTE and a wide variety of academic classes and it's nothing negative to Benson I just can't figure out how the numbers work without well my points that's the numbers and overall
01h 30m 00s
enrollment is that when I look at metros projections through the 2035 we're going to have no trouble at all filling up all of our high schools the other issue is that if you want to minimize the number of kids we take from Roosevelt or from Madison for Benson we could cap those although I think you ought to be looking harder at why it is that so many kids are leaving those schools we know so secondly in Roosevelt's a great case a point look at the enrollment growth that Roosevelt with the investment in CTE new facility I mean I guess we have to rely on some forecast this is from the PSU is this is from last year's these AG bond stakeholder advisory group but if these are the numbers you want to use we have to use something and you know I think just from the taxpayers standpoints as every week the previous board made a decision about Roosevelt rebuilt it to that size we just made a decision about Lincoln and Madison and I look at the numbers and I don't see how you fill up the schools without emptying some other ones and places where we just made yeah I think it's fine to work off of projections I can't find anybody who's actually willing to have a substantive discussion a real fight over what the projections and the numbers ought to be I think that what we have been seeing from ESU is grossly shy of what we're going to need within the foreseeable future there is that and also I'd remind you and Joe I what do you - since you've been looking back at the 2015 resolution the board and the superintendent have both publicly committed that our high schools are all going to be built at parity so how are we going to get a Benson that's at parity when it's got 49 50 kids when Julie when you bring out that we're rebuilding our schools - 1700 that it's not a coincidence that number is based on what was put forth out of the high school redesign process which Thank You Aurora for bringing that back into the conversation and that was predicated on having seven comprehensive high schools and to focus option high schools that's how we landed on that sweet spot of 1700 which is what they wanted from us the additional twenty twelve fifteen and a year later they came back and said right so yeah I mean it landed there but is the tactical number because they were going to having Franklin and grant with capacity for 15 and their knew they were going to have 1700 kids it you're right it was revised but it's within this sweet spot that was identified in the high school redesign which how do you get a robust course offerings and so that's how he landed on suppose 1300 was the 1550 reserve yeah which everybody else except her staff that was way too we digress well so my guess my question is aren't we here really to decide projections and all what do we do with the programs that are serving the most vulnerable children and I mean they deserve access to great quality programs and CTE so for me I mean that's the more important piece then then we just have to figure out where they're going now and let them know that they matter so I was just saying maybe taking another run for the same question I think you were trying to ask a bit ago about about multiple sites on that site and my question would be to damage in with regards to the suite type design that you have the modular type design that you have isn't it feasible that you could actually utilize one wing for the classroom space using the Suites and and do some conversion into the classrooms the classroom designs that you have to create classroom space and then and then as the important school overtime changes that they could be converted if we have building in space layer I mean it it just worry if we identified if we identified an area on that campus where we took that approach and I'm looking at the square footage of
01h 35m 00s
the size of that the common denominator of the square footage they're in and created a different entry point on that building for the for that camp for that campus in our inspect which you will all receive copies of it it talks about the CTE programs and their space needs as well as their exterior learning access needs and adjacency used to other CTE programs so that that's an important component is that they're the last two two and a half years we've developed a site specific aspect that really meets the needs of the CTE programs and how they work together and our current master plan that's been updated what it does vary it was a core academic in the CTE there's a lot of opportunity for collaboration and so so currently um all the the suite sizes are associated with the specific needs of each existing program and who they were most adjacent who they were working on just closely with based on their print so I'm not sure that I completely understand your question um it kind of sounds like what you're referring to is like starting over an entire week possibly changing so the building has been designed for four specific components curricular components and and so the spaces have all been designated for something with the exception of the fifth which are in two different places okay so that's that's not the impression that I had ok so so so it's theoretically possible to build in some colocation but it would require some significant change in the design is that fair I mean we ready we have your sweetie but you've got a lot of square-footage programs you mean William is brewing out yes what but that I mean that's that's not what we got from the staff report though we got that end of the spaces are flexible and that these are great so again that's an that we could figured out I mean we also want to take into account you know things like a different entrance there's some modified it spaces that become really mess serve these students but it sounds like spaces could be repurposed these are just kids they're learning to figure it out we're at nine or I mean you're in design development design yeah or word master planning reacted to start schematic size of the formal planning processes next month and there is flexibility within the design and think for like manufacturing for example what manufacturing is going to be there it needs to be somewhere and one of the suites that fits it now that's a couple different options whether it's going to go but it still needs to be there unless someone makes the decision so that sort of like what the master plan has you know three spaces for sweet size D or whatever it is and there's programs planned though so they could switch around but they still need to be made the flexibility isn't really got example is the least interest a lot of motive for the trucks okay no go ahead you'd also need to build an adjacency for the access and dart I mean and we don't think I mean I don't currently understand what this space sighs I need it for those programs so because they haven't done the project today it's a little hard for me to answer yeah what I see a student is what we've been
01h 40m 00s
doing for at least six years which is facilities trying to plant program rent facilities that's driving me crazy I think it's huge mistake yeah we don't have a district-wide CTE plan and yet we're planning Suites and you're doing the best you can with what you've been given that it's not the way this district should be operating and again this isn't a criticism of what you're doing this is criticism we but what has been dissent in the past but the tell of that too going forward I want to see it a CTE plan before it we build Vince I want to see some really good you know visionary futuristic stuff to see yeah construction program there I know we need it and what else that we haven't thought of because right now it's it's a lot of it seems to be continuing to do what we're doing which is not terrible but is it the best way that's less that let's have let's do that plan and I don't if we don't do that plan we're gonna be got paid later investment the last generation and that ghost of the city for all our MTG programs to us thinking about what's our vision for these programs I look at the projections flooded or not Wilson is a ticking time bomb talk about blown right through 1700 according to this projection unless we give a couple hundred Wilson kids to go to now it's not 31 so all of that I would like to see us do first and what that could mean is as you point out is a delay of the year construction probably about the staff going down I appreciate that the delay with the at current construction prices would be ten million dollars because the estimate it would mean we would start construction until 2022 do we really think the construction prices are going to continue to these skydiving they might even be lower you know I think it makes sense because we have to have a plan full way of providing the programs that we need that we wanting out there and not cram them into configurations then also now the office of school modernization has been saying for a couple of years that there's no way to rebuild Benson with the MGP programs still on the campus the German Botox during construction the most students you could possibly conceivably house would be a thousand right and still swing on angry so where we put these programs is a very real question and it hasn't been looked at at all that is but that that also shouldn't try for they ultimately are going to be but it doesn't have to but it would be a pretty significant disruptive multiple pretty significant disruptions and I think we should come up with something that's yes better I think that would be good thank you for confirming there's a detail which miche's admissions process for pension application similar to now with our Oh blocks over so that nothing really different never eat it which is write an essay I think that that's not it's not a criteria miss no squishing sound frankly I just wanted to can I can I ask a question about option B yes we really haven't talked about at all and so this is the hybrid so I just when Julia was talking about the numbers
01h 45m 00s
can you come up with even a ballpark sense of what what the impact would be in terms of the size requirements if we did a hybrid so you'd have you'd have two grades full of comprehensive right we had have four grades full of comprehensive and then you in addition to that you'd have kids from other schools so what I mean what kind of enrollment would be talking about then and what kind of space would be well you can but I mean if you're gonna do a hybrid then you need to have enough space to do a hybrid and not have it be limited to you know the lucky few may be shared so kids would be taking accessing kids coming in would be accessing the same classes that the full-time medicine students are so it's just a question of how ever many co-op students you want to allow then you have a commensurate reduction of your warrior students okay to stitch for the intensities of the afternoon de Villegas noodles who depends about how you want to schedule to the rule that with that comes a little jigsaw go from there okay Lennox American transportation with other considerations and Benson has looked at this very hard multiple times over many years and these models just don't work in Portland public for a whole host of reasons any afternoon activity that's done at Benson that immediately aces every kid who participates out of high school athletics at their home campus there's no way to get them back in time the transportation barriers during the day in this town are enormous kids can't get from outlying campuses to Benson and also it's simply not in the interests of any of the principals of our comprehensive high schools to have their kids participating in a part-time program at Benson kids can do this now if they want and I've said before too many people in this room in living memory it's been one very motivated Durrell from Franklin who wanted to participate in the auto program she was able to make it work but she knocked herself silly doing it the other big barrier is that you know the first two years at Benson are very important you're picking up skills that are critical for being able to make your last two years successful and kids would be coming in without that experience we can do it with sophomores Curtis does it with sophomores very very well juniors and seniors unless they've got something really special in their background that's not going to work it's such that the best best model for that in the Hornet metro area is saving schellenberg and they have been very upfront with our osm staff and with our architects if they had to do it they'd be doing it like that so there are benefits to a four-year pathway would kind of Scotties maybe others right now and that we're conflating a lot of different balls in the air in turn one is what's the most accurate projections that we can reasonably plan around those might look like because a lot of unexpected things are happening in the Portland metro area and anybody's interested in decimating those that are just getting starting to see an uptick in their numbers so and I also know we could never fill it at 1700 Benson all new students before 2824 5 because there can't be more than a thousand on there if we're going to swing them from one side of the building to the other so we have a bit of an unwrap to think about the demographics in this town and if we want to the district the board future hordes we can make the on-ramp as long as we want to or anything yes as much as I guess what I'm more guided by is sort of the questions that they're supposed to we have we have a bucket of resources we want to be good stewards of if we're guided by what's best for kids and programmatically what are their needs
01h 50m 00s
I heard the questions community opposed this is you this is your rented on stage which are I eat on and what kind of a setting would that look like right well there's gonna be a different economy of scale to integrate our to alliance programs in one setting that's very flexible that gives them access there on-site or nearby to begin to reintegrate if that's appropriate for our dark kids I heard something that's almost a little bit more residential or therapeutic and nature it doesn't it doesn't need to always feel like you're encroaching on someone else's campus on the Benson campus my courage you describe what that would look like and there's a few things you would want it need to be central and accessible and have other amenities that are comprehensive high school isn't used to having the pillow fight or kids we do there a lot community but is there a front leg setting that would be built custom for them somewhere nearby maybe across the street even maybe we spend the 10 million who have spent delaying the project on by connection place I don't know and staff also was trying to devise a recommendation based unknown the constraints we have today trying to dig up artifacts and what was done four years ago that mean there's probably other pieces you don't know about me before this is just our second discussion on this topic the only other building that we've talked about is the Kenton site which by coincidence happens to fall also in June 2021 is one that we would be recovering potentially it could be ready to move into over the summer but I just don't want to be left by the accessibility constraints and the designing or treatment of the space that's built to customize to to value the students that attend there this is why we had this drama last year and I do not want to make that mistake and I don't want to have this discussion up see opportunities or just if you move to share any one thing I know a different way you have to juggle all of us it's it's a lot of juggling how I'll admit so which question is this to be a dream is this the where we're at right now what would every should have the same question and opportunity to answer it so when I got the Vincennes six years ago one of the things that I was excited about was principal of a building and I have my own building and I was excited about that and I would be able to know to run the show and kind of be able to dictate what's gonna happen in that bill make macro changes work with the staff work with students and then I never knew that there were programs in Benson when I got there I did not know so you know it was a it was a steep learning curve on learning how to work with those programs because when I got there the staff made it very clear that programs are hindering what we're trying to do space because the resources and each of those programs had an administrator now and I was working with those administrators and I was brand new and I was like okay well let's see if we can figure this out and I started working with their principals of those programs and then I started to realize that you know this is gonna be a little bit more difficult than I envisioned because there was no place for these programs to go there was just no place I didn't go at all so with that being said I started working with the staff on they're not going in and we have to live with that and we have to figure it out and you have to work together and I get it we're gonna fight over auditorium we're gonna fight over the cafeteria we're gonna argue about who gets to use the building in the evening but because of being able to work with those adults who or we're seeing these programs we kind of pieced it all together and we've been making it work for the last uh six years now and it's been very difficult sometimes but at the same time I keep one thing centered and that's students right and so I'm not gonna lie you know I'm thinking the only principle out of the nine of us that Sheriff space and and I don't have my own building I work with all the other program administrators I call up daily you know hey I need the
01h 55m 00s
building for tonight what are you guys doing we sit down we talk about it we negotiate some stuff and we make it happen right I know that during the summer the summer scholarship takes over that's fine we go into our office during the summer and we just work and the other 2,000 kids take over the building and I allow the summer transition to just happen so we've we've adapted I know that without these other programs having a place to go you know my core Who I am as a person I just can't say let's just boot him out they got to go somewhere but it shouldn't be at Benson you know as a as a principal as the leader as so long that's leading students and staff I can't do that I'm willing to try to figure this out once something is figured out and then we will go from there if Benson is comprehensive and it's all Benson we'll make it work if Benson is comprehensive and there's six other programs in there we're gonna figure it out I'm leaving most of that to you all to guide us because I know what what my staff wants I know what a lot of people want but then I also know what's reality alright and so once it gets figured out we will go from there and make it work okay but this is the one time yeah where you get to say that was a good answer no it was very diplomatic I'll give you them but you know what would be in the best interest of students going to Benson and Benson as Vincent as Benson only well like no I mean like I mean we're building a Benson Polytechnic right what does that mean I mean it is because if we're building the Benson Polytechnic and these programs don't have a place to go then I can't answer that I mean I truly can't if we're building and have been supply Technic and that's all figured out then we're gonna build a great school with great staff and students that are excited about CTE because we have a lot of students in that building without the CTE component they don't exist yeah well but but they're also I talked to a lot of the kids as to why they chose Benson when if you go to their neighborhood schools and they've made it very clear I I just wouldn't function well there right Benson allows me to build stuff it allows me to get graded it allows me to go to internships it allows me to make robots that go up and down the hallway um I can't sit in a room with a book and make this work but at Benson I can build something and we're still using the same concepts so if the programs have a place to go then I say we build this this castle that I'm trying to envision if the programs don't then we have to figure out a way to make this work to incorporate because in the end I'm thinking about when I started trying to figure this out I went to a lot of people that were responsible for these programs and I had some conversations with them and then I got a chance to work with their kids and have more discussions and so you know these are kids right these are kids and so I'm just concerned with where this is gonna go right because at the macro level I know that I don't really a decision in this but it's it's gonna be difficult if kids are being booted right and yeah if you have a home from okay let's make it work do you have an opinion on the hybrid model that's gonna be a tough one um you know I've I've only known Vincent as a CTE comprehensive I've never you know I've done I've gone out to the schellenberg I'm just taking classes out there years ago working on my license I've gone to the other one that was in on Salem and I've seen it fascinating right but I've only done the comprehensive model can I adapt I probably could could the staff adapt that's that's gonna be tough the staff at Benson and the community that supports Benson they love that that school has set up a lot of people to do a lot of things in their life when I talk to alumni they don't talk about college they talk about Benson they talk
02h 00m 00s
about what Benson did for them when they were 15 16 17 year olds and how that has set them up for the rest of their life and they can't see anything I never went against him when I was in high school I felt that it was for me there's just me personal book Anatomy I thought of Benson was impossible to get into based on what they were doing I loved was about he was great for him you set me up for my future I just never envisioned ever trying to get into bits I just thought it was impossible back then so I've learned to listen to the staff listen to the alumni and hear their stories about why they just want Vince and as it is now there are some things that that we have to change for the future like 21st century equipment and catch up with everybody else you know some things have to change but the model that's been in place for these ex students the students that are there now and the staff that's all that they don't for all these years so that's gonna be a tough very tough sell if it goes away from Capri on Sunday just being honest we're charged with the responsibility of building something for 100 years and also I mean it definitely bearing on the design if these kids are all there all day or a lot of students there's a lot of things that you can transfer beneficently to the kids and students exactly fencing but the same things of like you know I want to do things that I can bake and see and it's a more hands-on learning and seems like the thing was to make Benson great for a lot of been systems with other places as well so it seems like it's less about keeping just like the Benson brand just for the kids in the fencing program don't like what how can you take the things in a person the greatness of events brand get available to other students again Julia the way you would have to do that would be to fund this district by program rather than by enrollment because every kid who would take advantage of that is going to be taking away FTE from their home school and their principal right that's exactly what my interest in having them be there is all of the things that you have to offer they get the best of both worlds that there are specialized programs and the ability to do those hands-on in their functions and has that question that asks of the MGP programs I mean some of the stuff that I heard was that if if they were part of its and some of the programs it would do more harm than good just based on the stuff that we do in the building if students want to be a part of it sort of what director Anthony was saying and they're not coming in as freshmen we can tweak it a little bit but we would have to get innovative because we do for those first two years a lot of kids to kind of rotate through all the programs we do nothing when I first got to Benton house to turn that you know there's all this machinery in this school how do we and the kids aren't chopping off hands and killing each other with hammers and whatever it's because of the stuff that they've done from the moment those that students walk into that building set them up for when they're juniors and they choose that major there they're not worried about the safety issues or concerns anymore so now if kids are coming in at a more advanced age we would just have to get innovative with how do we catch them up and I think it does I know I think that it's always about like here at Franklin or you're taking a CTE class you haven't had your freshman sophomore year so you're Stern I mean you're theoretically starting at a different place other countries refuse they have an auto shop Franklin so I'm fine I want to hear more I'm not saying this is the way it is I would like this to really thoroughly explore those models and we might had that totally agree with you that I think I I feel that needs to to do that exploration and I'm not saying it can't be done all I'm saying is we'd have to sit down and really look at the model that's in place now and how
02h 05m 00s
is that tweaked or changed to allow students to come in later ages in freshman sophomore because we do get some upperclassmen in every blue moon yeah they're so good and I would have make a counter argument another high school principal and you know would see us a loss to lose kids for every other day to pencil but right now they're losing kids to ensign full-time what they would get is have those kids back or have to have time on those kids so you there would be give and take if they cooperate Jefferson dancers No now that's tres to beat they don't have anymore buddy stone okay so so going back to your earlier point that just because we've done it a certain way doesn't mean that continue to do it that way just because I don't think the interests of principles should be driving this I don't think the athletic schedule should be driving this you know I think I think the best interests of kids should be driving this so I heard seven leaders up here say that dedicated their customized location that can tailor itself to the needs of our students is the most foremost idea what I think we need to all versus the special air most moral we need about the message that we're sending way and we do want to build that sound to be that flagship CTV's ship all our programs will be equipped in a castle that that is tailored to that or was to give them three of our minds a bit having talked about a longer term vision for recovery nice stupid outfit for a regimen so sorry recovered no recovery high school for instance check it out right that says that keep working on our high school redesign quality educational experience so that we're not losing students of our choosing hurry out for instance but for students who might otherwise news programs are working with imagine if the conditions were still more ideal some of the more successful students have and then start talking about their post-secondary said we need a resolution to say mr. action I think that's the point of these discussions I'm not sure we're ready for a resolution well and I also want to say that okay but we're on a crash course for December 11 right thanks so we we got it we might not be ready for a resolution tonight but we've got to be ready in two weeks I mean it's we kind of decide something kinda separate level well we really need to look at what the office of school modernization has put together and what they're at special right now so suggestive detail about it's a facilities design and you've gotten a glimpse of and previewing that this is modular these are built in Suites we're gonna keep working on our CTE plan but there's gonna be flexibility there by the time this thing even opens its door will be clear or the industry says we should our kids tours and it sounds like we need to dust off some ad specs that were worked on for a life as well so I packed here's how those ad specs are met by co-locating them on the Benson campus he's in a new space so that's also another question you know the other thing I just want to mention if regard to you know you mentioned a resolution I mean when we look back at the resolution from 2015 where we said bill Benson to 1700 does not conclude the lion serve multiple pathways there in the direction to staff was to come back with a report about alliances relocation including Benson and I can tell you that the majority of that committee wanted to house a thought that probably Benson was the best site for that I voted for that and I said that was I thought that was my
02h 10m 00s
understanding and but we never got that report and then everybody left and then you know just kind of fell off the trap so do doing this in this moment it's not contradictory so any set Direction no but if we seem to eat March and we don't have a CTE plan or any idea how CT offensives can interact with CTE hit answers facilities flatline cracker pedagogy and I think that letting that's why it's it's like if we're going to hold up the Train we gotta make the decision or if we're gonna just go for it so with the choice of CTE and the additional pathway matter if contain whatever we decide in the future so they're flexible up to a point so they're flexible up to a space size up to a point then they need to start putting in the machining and what that looks like so that's why they're saying we still have the flexibility even if the board decided on December 11th yes you know Florida the plan as is we could we still have until March 19th to decide thermistors within those within those design Suites what that opening day program if we're still talking about kids I mean we had our eighth grade info night and we counted I mean we did we did a visual we did the number of seats that we have in the lower auditorium and so I started at 610 and we counted spent over a thousand people for an eighth grade in 4/9 and you know I have to let them know that third of you all right or maybe half we're not gonna get in and you have to know that going into this that there's only 300 slots available and so and I take that on because then we give them the tour and then I deal with all the parents that have the clarifying questions as to why is that because I feel like they should know that night instead of a month later when they get the letter or whatever so um people love bins and love it you know it's I don't have to do anything I just kind of run the ship I don't have to go in present I don't have to you know I love my emails and my newsletters that I've send out once a week but Benson just speaks for itself um okay so December 11th is a drought deadline for the building if we're going is to stay on the current timeline and trajectory of the master plan that's going to be presented to you next week yes okay would so I'm curious about the hybrid model okay because I mean that strikes me as kind of the best of both so that appeals to me but but I I don't know that okay in order to make a decision on just on December 11th do we need to have made a decision about fully comprehensive or hybrid okay but you can also because hybrid could be fully comprehensive kind of we need to make a decision about laundry and okay so badly comprehensive correct okay so only comprehensive or high birth right or more because you can also have a hybrid that is comprehensive because you could have a thousand students that are there all day and you still at the comprehensive elements and then you have thirteen hundred or however many right but what I'm saying is you could have a hybrid model that where the students that are there all day are in you know I get well I guess if you're gonna have students it's not determined whether you
02h 15m 00s
have a hybrid whether you're gonna have all those other comprehensive elements because at least theoretically your based on other models of the country you still could have even here all day students accessing athletics are those other things at their home very common kind of comes down to your intent on the design on what you choose to house on the Benson campaign how much space do you want to utilize for a hybrid model Bank is it going to still accommodate space please alternative program you can have absolutely everything that every other comprehensive high school has and I think that that in this decision is important to consider because right as we're looking high if we're looking right if we're looking at a hybrid model does that make sense if Benson is only offering three unique programs right because students would have access to the their other programs out that one is only right if Benson is offering programming that is different than every other comprehensive then maybe a hybrid makes sense another thing to consider in models around the country and again and I'm not saying better or worse than a current model just flexible models and is that whom schools offer the principal's courses or the the basic CTE courses that then have can lead into upper level courses across different clusters so for example you could take concepts of engineering course and then still go into electrical or computer science or engineering something that has standards that because essentially essentially an energy a principles level at basic level there's a lot of skills or basic skill building that could still lead into different possible pathways that maybe is a pathway there home school or is a pathway that they choose to go at a unique program again other to me what is the question on that so every other communes comprehensive high schools have to tailor their CTS to make this hybrid model work per se I don't office that closely making versus standards okay so they have shops yeah you know and and if the person wants to make the transition to the higher level things and shops and there's going to be anything yeah or just even you know whatever maybe the school doesn't offer everything that Benson might in that area so that we want to make sure that there's some standard practices across the board so like Curtis said they don't cut their hands off right so that they have the proper training to take those next steps and so we just need to standardize the instruction that way and that goes a little bit to the planning for a CTE right yes so like this the programs that we're offering at the different high schools looking at the course progression and making sure that that initial course has these skills standards required these safety standards taught journals of course this wins the district way see TV plan so we're starting the process so we are working with some experts to come in and help us do that needs analysis and mapping so we're hoping to have a contract to you all November 27 and are the implementation thing for the master plan we're hoping to have for next summer is the current time for that was etic that's a chunk of that today so we're not shooting for contract on November 20 so I'm just thinking about the feasibility what you're saying Scott having a district play CTV plan make some of these decisions so that's it this this is the information that I can give to the best of my knowledge at this time hoping that it can help guide you in the decision we need to make by December 11th if you want a more comprehensive report and information we need a little bit more time yes the first two poems
02h 20m 00s
by the way this one it was like an informal sort of discussion of I'd like to hear from the other high schools and I'd also like to look at the native going the data to date there's schools persons just looking at isolation because that sentiment trends across all the conferences great oilman ejections and protection erikak how we're going to manage this and not you know how we can get so those more than single digits from weekend and it'll soon you know coming to Benson so we don't have any demographers on staff but what a look and see what a metro projections no no no I just last June I was in the process of setting at that for a board meeting I talked to Charles R Anderson he said August would be great ask to have to see who from the city with more Petra or whoever and it's late October to me there's likely analytical order right yep and the enrollment piece is like one of the first steps and this is again why the facilities thing is driving us to me process the dusty server I don't feel like we're gonna have we're real right now we're gonna have enough information to make an informed decision but several I agree my name is IDEs that enrollment cordon on the sides will the size and where they're coming from and what impact that will have another other schools and what what we plan to do about that because I so if we went to Plan C that the Benson space would be way more CTE space way less regular classroom space that is true again I don't know if that's the best way to do it but if it was doable to me that says we're serving twice as many kids in that space we're doing a they I see that as a clear positive whether that's a workable program for a number of things I don't know but that's that's why I want to see an analysis of that and that's you know instead of you telling 600 kids you're not anomalies had a bigger facility but it's twice as many or if it's a hybrid 50% more kids in this district getting an intensive CTE experience I agree that we would even mix to this position without having a thorough consideration of that and another piece that I like about that is that it it allows more kids the opportunity to go deeper because right now in our and the CTE offerings that we have in our high schools if they are programs that are equipment intensive generally speaking kids are just getting a taste because there's not an economy of scale for the equipment that they need so for those types of industries it can allow kids to have a four at kids from all different high schools to have a four-year experience so the district table is entirely differently but I'm hearing that that's not off the table interesting I guess part of it is it seems like there's been a lot of planning happening even our first real discussion and it's planning based on so historical conversations so when I my impression was when we had
02h 25m 00s
this discussion it was my guidance on what sort of design not sign up with a plan because the programming staff are coming in on a facility every minute so that's very we're all sort of but it's been I think it was either 2013 or 2014 there was the initial bond committee that said what high schools do we want to do next and Benson talked to the top and it was and we need a CTE plan here we are we've been talking about this for well we've been talking about we just haven't done anything that and I mean this has been in the works for how long I mean Benson started to do planning under the twenty twelve on this business my works for like three uterine this was the primary word plant this will bond committee after this resolution to figure out all the relying issues of sentiments that was the place where staff was going to bring those issues and then that work just came to a screeching halt and this essentially the first conversation deep conversation we really had about it is we've been planning for three lives in 1700 soon so that's been and we've been bringing up the resolution for about two years after about here we realize are we still moving forward with destiny was make clear I'm moving forward and so it went down three years yeah well except for in the bond stabilizer group we had a lot of discussion about you know we should be building lean Persephone hundred when we knew there was gonna be more and whether we should be building [Laughter] that there was it was not like we're all signing off on this it was sort of like just approve it and we'll figure it out later there was there were there were no official structured answers on the whole of the role of an issue because I asked them and all the answers sort of answers that I got but it was all kind of like we're gonna figure that out later and I'm afraid I'm gonna get figured out before well but by the same token there was no CTE plan either so frankly why Benson was put on the 2017 bond it is a mystery to me we were in is no way ready well there's a pretty significant seismic issues to be addressed its condition is far and away the worst it's not just the dart program that's got Mice and cockroaches it's the whole building it's all of the kids in that same circumstance every day I'm not saying it doesn't need to be rebuilt and I'm not saying conditions are suboptimal what I'm saying is if if we're planning to build if our intention is to build a premier CTE high school and we don't have the vaguest idea when this went on the bond we had no idea what kind of program was gonna go in there nevermind what was going to happen with the rest of the district I'm sorry that initial step would be enrollment projections so that we understand what's if there's different models out there city metro PSU understanding the different assumptions in each model would be a good story I would like an analysis of the hybrid like model it out like what would that look like for a person like me a specific sort of general general idea operationalize it yeah I mean it doesn't have to be all you know but I've done it but um but in particular in terms what kinds of implications it would have on
02h 30m 00s
building planning and to me that means an analysis of hybrid in a building with all the elements of a comprehensive high school and hybrid in a building without all of those elements because you're full-time students have made a choice that their priority is CTE so we'll set aside the cultural change factors because when we say a hybrid model that alternates schedules it means every high school and we don't need to tow us out all right we just need to know if anyone thinks it's actually possible okay that's just a small example of our high schools on an eight a special baby bucks a pill and flex isn't morning and the evening and that's one thing I know so like following this to that I would like to know how that would also be feasible because just knowing my schedule and like preparing with the different schools how would kids from other the comprehensive comprehensive high schools work into their schedule also traveling and going to medicine you're battling with two different administrations two different buildings I think that's something that a lot of students would have to be used to and take some time to write this is not rocket science and if you're going to be looking at those things I think you also need to be looking at what kind of quality we're going to get out of the program because I've been looking at Career and Technical ed designs from all across the country for years now the way that Benson has worked has been the best where other schools have duplicated that they have succeeded and where they haven't they really regret things like for instance the Baltimore Design Center which break knows about very well it's great it's it's full-time it's all day and it includes middle school so you've got a long long path so it would be some things you would be looking for answering a question like that comes across high schools for students dissipate yeah that'd be good if they got any information about further career or life success that would be good I don't think I'm I think the conversation about whether Benson has the elements of a comprehensive school to me I think that in my mind that's decisions it's been decided to my mind that there gonna be a comprehensive high school but when I saw and I think the hybrid is this others but what I see is and maybe it may be a function of the fact that we didn't have a CTE programming that it's like the whole we're restricting this great thing to just a small group of students so if you're one of the lucky ones that Curtis says I'm getting offensive you want to get this deep great comprehensive program and you know all the others students you know I'm just looking at this and I know it's gonna have it at something in the poem but like Benson Alliance says nothing in the cop and so I'm thinking holy wouldn't it be great if you had yes this deep experience for some kids because that's great but what we need is this other piece that allows other kids to have some of some of the same but maybe they don't want to go deep or they need something else so I guess I have their own dedicated chemicals so I'm interested in looking at that just as a you know how could you give more students the opportunity to have some interaction so in all of this information and putting together I'm assuming you also want sort of the specs for Alliance and all and also just a reiteration of you know impacts too schedule and I just want to say like Aurora I know you and your team you did exactly what we asked you to do in terms of producing this work with the constraints that you had every reason to believe we believed we were operating but we I think all came in here to make just saying we want to have a very open conversation about what's best for our students and we think we might have to
02h 35m 00s
take a step backward to you know turn over every stone and have that conversation so thank you very what a little bit I think it would also be very good if you adopted some faculty anything else yeah sorry like Steve this trip I think maybe the way we get with this witness KSA skills knowledge that kids get different programs that so and like some of the plans with you know work because we're trying to increase like CT or with the option see brightness is the full like Benson is a full CT important is they're like plans are looking forward ahead to be able to like fund those programs year by year going forward like because I know a lot of money make that happen like just I'm saying hypothetically but you know with these huge CT programs I could go in is the plans for funding and it like in like in 20 years is are some of them gonna have to not be a part of that school anymore they're gonna have to go away because we hopefully by then will have such great business and industry partnership that there will help fund those programs that are creating their workforce and it's also why some of those sweets are for different sizes is for that type of flexibility for program change right you can build those programs of their self sustained other questions yes we have with 20/20 yeah which sees sleekly Wow so we have we have two horses at play here people in us are the deterioration of our society frankly grant accept create creating kids with way more challenges and the start of a real quality improvement so hopefully it's been getting a yes and who knows if our deterioration has kind of plateaued out of it getting steadily worse what's our projected needs and is there any way to reject any kind of alternative slots going so it depends on how you look for I I think there's a lot we can do I mean in other conversations and talk about the lack of systemic work that we've done it it wasn't the vision before it's more of the vision now so there's a lot of efficiencies improvement and quality that you can look forward to when you start to bring everybody together collaboratively to look at that we we think there's a lot we can do as we work with high school so it helped me better serve and I just think that there's so much work to do in every aspect even when we talk about buildings and facilities and where the kids are gonna go and what programs we're talking because we haven't even had the whole language conversation either and you think about there's a memorable set of programs that were placed in places the more intentional we kept with every step so this bringing you back to where information is gonna require us to white in the circle of the conversation with our other high schools are the principal's thinking about how that works that's how we start to come together as a system and work collaboratively and it is in the work that we figure those things out so I am an eternal optimist I believe he will make it better and better for our kids and that we will get better at serving what their needs are and we all know now it's not an option to ignore social emotion and development as a preschool starting
02h 40m 00s
as a pre-k teacher I'm just gonna tell you we knew when they let go of it it was gonna need to come back and it needs to come back young so that we're not dealing with it by the time they get to high school in the meantime we'll do what we need to do however that shifting whether it's in the regular clap high school or a whole array of opportunities for kids so the ramifications of this though is if we cut our off-site alternative down to 10% instead of whatever that's a bunch more kids buildings that's maybe just a fence and then we should have done a better job of offering so far some intervention just a no now yes yeah I'm a person really make this upset of kids who really do need a distinction yeah yeah and if our intention is to supply that and really make the changes to do that these projections and add temperance and strength you are 20% proudly for some schools and zero for other schools or lems that Jeff's impacts how we plan I'd rather look at what happens from middle school all the way through that transition from high school and say how do we better connect with kids and keep them connected Sanskrit language and well we haven't got a memory with our phone can't agree with that over okay say one snowploughs thing based on what God was saying the other thing there is our dirty little secret which is the huge numbers of students without resources okay okay so yeah next week personal quality hey just to make sure the option that they produce a B and C okay but they leave all pathways damper could potentially be I'm hearing that's not out of the realm of possibility I heard us have a more student-centered conversation would it take two surveys are driving the conversation right now okay so you got what you need okay all right I'm gonna I'm gonna adjourn early public comment sorry my daddy dude about the old stuff was no good news that was great the tiger he's a program this way to resolve this year and we're and relocated to four high school what do you answer in

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)

2018-10-30 PPS School Board Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: PPS Board of Education-Work Session, October 31, 2018

Sources