2018-11-06 PPS School Board Work Session

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District Portland Public Schools
Date 2018-11-06
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Event 1: PPS Board of Education-Work Session, November 6, 2018

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[Music] [Music] so you have a packet in your in your packet is information about a small boundary change we recommend it's a correction from a large set of boundary changes that happened about two years ago due to the delay in implementation it wasn't that's the last spring that staff was approached by some family members who live in the area with questions we did some research we met with the enrollment and forecasting meeting committee in June received positive feedback to move forward and now superintendent has a recommendation to make two very small changes the total impact is fifty three households currently seventeen students k12 and that is a very brief overview and I'm happy to take any questions that you have so can you just do a really quick summary of what changes yeah yeah in your packet you have a map that might be helpful this is the area that through a new boundary line between Wesselman middle school Lincoln High School and Robert Bray middle school Wilson High School the way the line was drawn in April 2016 it used the center line of Shoals Ferry Road and named sort of a point that would stop that the line would stop at Shoals ferry court that was a technical error it was never intended to stop it was very Court it was intended to stop it Hollywood Court which is a little point down here at the bottom these are about three-quarters of a mile apart so one of the things that you're doing is correcting that technical error and makes should making sure for all time that Raleigh wood Court is named as a correct line there the second thing is that well the center line of we usually use center lines of streets to define boundaries one of the issues that led to this boundary line in the first place was the transit routes that students in this area have to high school and if there was significant discussion about that it led to eventually drawing a line that was intended we believe to make sure that kids full-sized patrols Ferry Road had equal access to the transit route it's not a great route there's no sidewalks but it's what the center line did was mean the kids on the west side of Shoals Ferry Road have access to a bus that goes directly up and into Lincoln High School and you can get there in about 25 minutes put the kids on the east side and the little streets that empty only on Shoals Ferry would have different transit routes that caught that you have to connect through and it takes a closer to 45 to 50 minutes to get to Olson high school parents raise concerns to us because they saved the material that they had from the meeting they saved the map at PBS sent to them immediately after that showed that the line was in fact along this this edge and not not the center line so we're bringing to you a recommendation that moves in from the centerline of Salisbury Road to align that is that allows us to incorporate both sides of Shoals Road and the households that feed only on two Shoals Ferry Road so these are this is a very hilly area if you're not familiar with it um a lot of dead ends rates if you want details and we'll keep these details in the records the actual tax Lots that create the line of here again so however many years from now those lines so exists you so I just want to make sure that the students affected is sorry are the students affected by this boundary change bounty change aren't having to like you're talking about the translation like that isn't massively increasing for them this is so that the transportation is either to do singer
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saying the same it's reduced its review that is reducing okay it's in Hillsdale Highway will be south and it would be in this area so this is the North in Hamilton so as well actually 20:26 is just north at the mapped of it you keep going over so it's very you so one of the things that we did was try and consult with board members who were present at the time of that boat and they confirmed that they felt that the that the intent was to to have both sides of the road represented in the final line instead of be split down that center line searches to be clear so on this map to the left of Shoals Ferry Road whereas echo that has been will continue to be Westall been weakened and the greenish area is the part that will revert back to West Sylvan Lincoln no questions to either our policy or our ad and this specify what kind of which were supposed to do there's something like first was those meetings at schools a minimum of two meetings since this is a technical wreck correction to a change that we had literally dozens of meetings on we went a smaller route with this so each household in this area has received a letter explaining the change and giving them an opportunity to attend these meetings we sent the information also to the principal's of all the schools but we didn't conduct meetings around it it's simply because it's technical corrections to something [Music] the number of households fifty-five 17 k12 so two students per grade level we we're in the midst right now of sending our high school letters we send the letter to every student who's in the highest grade an eighth grade of their their current school letting them know what their ninth grade track is and the high school transfer cycle starts Thursday up that set of thirty four hundred letters we found one letter that would pertain to this area the student is also in immersion so it doesn't actually affect them because they'll continue in their immersion path to Lincoln which would become the new school [Music] so the committee recommendation yes [Music] can I make one for you [Music] so this was a policy this was a boundary change in 2016 and if you look under fiscal impact it says at full implementation in 2022 six years to a full implementation of a magical George that's all the other opportunities [Music] okay any any other questions so when this [Music] but what will be improving is legacy right but well I mean this is it's a it's fixing 30stm for years like legacy yes I'm in here if it makes sense [Music]
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the area yeah I was basically the map we posted was inaccurate dear families regarding implementation of course port has the right to change the period of implementation policy as it stands today is that it begins with incoming ninth freights to listen I need to point out that at the state and the same resolution in which the board made this set of boundary changes the board also guaranteed that everyone who lives in that split Bridal mile area has transfer rights into Wilson high school so this is a difficult one to even envision full implementation because there's additional options there was a delay in the initial implementation there are additional options but if there are kids for example a little better that Wilson now that you would like to have transfer to leap in to implement this faster we could do that even though technically they have a guarantee to stay where that would be my family every quest certainly anyone whose apples and wants to go to Lincoln has the right to request it can't be guaranteed if they submitted during the transfer cycle it's a small amount of students and incense okay any other questions okay [Music] [Music] as you all know it's maybe the interactive hour so so I'm just gonna sit closer to here because I brought Fiona so so thank you for having us engage so as you all know you've all wanted to be engaged in all aspects of the visioning process including the design of some components or of all components so today we're going to be having a conversation about guiding coalition lunch as a reminder to the Lord there will be three guiding coalition convenings these guiding coalition will be made up of a diverse group of stakeholders from the entire community which you all have been actively working on on top of those guiding coalitions we are designing a number of community-wide sessions to engage the broader community in the conversations that are happening on the guiding coalition so again today we're going to be focused on the design for guiding coalition 1 which spans again two days a Friday and a Saturday so at this point I'll turn it over to Sonya and Fiona who's on the phone who will have been helping us and leading a lot of this effort and working with all of you so turn it over and I'm going to be taking notes for the the hour that we have together good evening everyone kind of like and so you might have noticed these next to you and sharpie so just a mental warning and that will do a little bit of that today they'd like to I would encourage us all to join the table to participate in this hour-long it won't be elongated as the last time we're together doing multiple ups and downs that will do one conception of it we love to get as much brains and thinking okay so we're as you requested a while back we're gonna engage you in these sort of mini designs along the way religion get your insights and design thinking into this process tonight we're gonna cover two things one is I want to walk you through a high-level overview of the agenda for guiding coalition one and Jonathan actually can you pull down that one foot chart that's got the blue
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tape on it as I walk through it ignore the stuff at the top because I think we'll just go to and ask you all to think about we won't do a paint pair share exercise on this tonight but if you can read it I'd like you to think about like what questions come to mind when you think about this you know each section of the agenda so I'll walk through it in a little bit more detail and then maybe what we got I'll just talk through it out loud what do you want us to keep in mind and consider as we plan the details so we're gonna take some of these inputs and we certainly will be getting them from the from the core team as well and we'll do some further design so just any advice or you know Fox if you'd like us to keep in mind anything from general flow to as you think about that particular agenda item don't forget X could you consider this but really just want your thinking on that alright so I'll just do it a high-level agenda update on that and then have and then have you share that with us the second part is as you might recall when we did our mini experience one of the things that we did was personas and that was when you got to meet somebody that had some elements of a characteristics you went to a mandala with a group and you brainstorm some more characteristics we just did a mini exercise about that and one of the things we heard was sort of the importance of making sure that feels customized to Portland and the stakeholders that you have here so we wanted to do is just take one particular persona the parents and have you help us customize it by giving us some thoughts around some job some specific characteristics of different kinds of dimensions that we have it'll be a general brainstorm we're not gonna ask me to cluster them into a persona we'd like to just know the breadth of the kinds of things you want to make sure that we understand about your constituents and I'll give you some examples we'll have you brainstorm them put it up on stickies and we're just gonna grab those and take it away all right does that make sense so two particular activities any questions all right so I just went blank here um so in terms of the agenda for guiding coalition one it's a day and a half the first day we're getting together you know later in the afternoon to allow those people that are working to be able to come to not necessarily need me in session but probably late late afternoon through dinner and then as well as allowing students who are in school to come in after school and then we'll have an all day Saturday so as in typical sort of conference like things of course both have registration and welcome and they'll be assigned to a table and we'll have table facilitators already welcoming that into a welcome activity right away so that they feel as if they're coming into something where you know there's engagement right away and welcoming of it our core chain members are actually going to be table facilitators so we'll have be walking through the design and they'll be sort of very intimate with what the agenda is gonna be so they'll be part of that process and then I think another thing that you all know is really important is making sure sort of everyone kind of has a sense of who's in the room so we'll do a couple of things this is where perhaps some of your ideas could come into play but typical things we've done in the past is gather some provocative quotes potentially related to things like you know what does it take to change a system or equity or other a provocative quotes like that we'll put it around the room and how people just go to one that just moves them and then just engage in a conversation with whoever's gathered there so that might be an activity or we do a quick sort of popping up and down of just getting a sense in the you know who in the room our parents who went to school here as students if you're a parent who how many of you just moved into Portland in the last five years who have been here over five years so we'll just get a temperature check of all sorts of elements just to start to welcome people and have them feel as if they have a sense of who else is in the room other ideas that you might have would be really welcome so that's one thing that you can share with us at the end of this section when you give us some input the topic of the first midday is to really kind of provoke people into some inspirational thinking about the future so we'll have a panel of different futurists that we're still gathering and trying to get sort of commitments on but it could be anything from sort of general futurists to futurists around social-emotional learning supports of the future the future trends of that future that EdTech or certainly feature of the workforce so
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it's it's going to be a proctored guided moderated the camp director Anthony a moderated a panel and so we'll start off with sort of questions for each one that hopefully have them start to engage with each other and then open it up for a conversation with the audience and then people will go back to their tables and really start to discuss with each other some of the things that they heard but there their table and that's really it for the evening it's really to start to get the juices flow we want people to go home and sleep on this and get ready for the next day and and network with the with some of the new members that they member of net men never met before as well as some old colleagues that they know from past so that's it for day one and then day two we roll up our sleeves after sort of a group you know reflection on something their reflection of the panel discussions to earlier day we'll jump right into the three horizons exercise that we did during the mini Exorcist the mini experience the change we're gonna make really it's a lesson from the mini experience here is that not only will we do Carter the regular exercise where we brains blown Verizon one horizon to horizon three but we'll also have people to sort of map backwards you know likes her from the back to the front the front of that middle out to try to expand that horizon to make sure it really is going out and try to push it so we'll do a little bit of that exercise to find to expand that time for now but also to see if we can create a thread so if you put something in the far horizon can we thread it back to mid horizon and can we thread it that is something that's more early horizon so we'll do that exercise really a based on learning from what we did to get together so once we've kind of thought through the horizons piece will jump into the personas and so some of them attributes you give us later will help us you know personify or Portland apply the personas well first gather in homogeneous groups so if you happen to be you know Miguel monk Mendoza and you'll get he'll gather with the other new talent Mendoza's and get to know who you are start to use I statements and build out an understanding of this particular persona and I will have you as a group introduce your persona to the audience now that you've got grounding in this persona that you'll go back into the heterogeneous groups and work in scenarios and again we're building up a thorough scenario as well that will probably be another you know session or over email feedback session and all of that of course is to build up towards the final exercise of the day which will end up iterating over time with the community input as well as coming back to the guiding coalition and end up being one of the deliverables for the visioning process which is the Graduate portrait found and the educator portrait so we'll the end the day with some brainstorming and some exercises around fleshing out with some of those elements for the future graduate with the that supports that teacher betcha that's generally the Ark of guiding coalition 1 as well as signing up for potential learning journeys between body push and want to do so just to clarify when you say end of the day that's the end of the day of Saturday end of the day Saturday and end of guiding coalition plan so it questions first and then we love any insights you might have or you know potentially things that you'd like us to remember as we're doing for further design it's just a general introduction to Gen Z as we knock this evening but just in this introductory setting the stage is I think they're they're a different breed than it's interesting too I think get a sensor as a large coal urge these students are that we're planning [Music] so the introduction of the panel to the context celebrations just just a few generations II is generally it's like what their attributes are and how they're different gotcha cuz we're talking 2030 and yeah yeah yeah okay just this context setting so when I look at the demographics of who's going to be at the table so one understanding I just went through a presentation of a day and they're different than the Millennials and what motivates them what their attributes of you know the demographics that usually would be interesting to and then who's trying to you as part of it okay and there's also research showing that this millennial versus and other stuff is along
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I think demographic differences are fine to show that this aptitudes of different generations I expected of my generator that generalization that to run that out there the demographics are very different from life experiences and we could certainly characterize or not label there's certainly even things like digital immigrant and digital natives and that's come up in the past to describe differences and generations and how custom some people are to other things they grow up with them so we might be able to characterize some things like that versus just labeling I'm fine with with those kind of differences but the first generation is this way operates this brain has I'm pleased you're just saying that because your this is any other thoughts on the agenda anything else would like us to keep in mind thinking about the mini experience somebody advice you gave us there we've got all those notes but if any other new thoughts come to mind that was curious you're gonna be like a team although that's a really good question definitely through Goa guiding coalition one right so those two days yeah yeah maybe not necessarily and and even they within guiding coalition one you kind of have two twos so you'll have your team that's the same personas and you'll together sort of filled out something and take it back to your other team that is representative of multiple personas not only you know the made-up ones that really you know have attributes across but yourself bring yourself to that so we will be balancing the take and assigning people based on a good balance you will yes you can't all sit together and ways are needy but huh like wedding planning a there's so much of this that has felt like that I can't tell you is there on the honey bun just on that point you can assume that the logistics of the disturbing that so binding location making sure that access and ability you know access is available translations available interpretation is available so daycare is available so we're taking care of all the logistics again welcome input do that offline we do want to make sure that something is dis captured but for today's recession or people ignore that piece and welcome [Laughter] you know I was doing exercise into writing a profile and toward the end of it and it was somebody came up with a nice explanation about the purpose ah I wasn't there but I'll give it a try um so why are we doing it the purpose of that yeah so personas are basically a tool that we use to represent sort of a broad spectrum of attributes that we want to make sure that we keep in mind as we design as we think through who your stakeholders that you're designing for are none of the personas will actually be like in whole probably a person that you know but across the spectrums and personas that we have and so we'll have several we'll have a few students will have a few parents will have some community members and certainly educators internal you know educators they should represent us broad spectrum and they should be I would say quite different from each other so that when you start to look at you know attributes across them and you start to design to them you're covering a lot of
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different needs perspectives etc so it's a way to broaden out sort of not just who you are at the table because all of you are also a set of personas we want to make sure we're we're thinking about education that might not be present at the table for president in the room so what's why we built them out as a tool and what we've been doing a little bit of what we'll do later with the parent persona but certainly we've been working with other teams to peek through educators student ones is taking your advice about making sure when you read them and these guiding coalition's you want to sort of recognize them you know they feel like somebody that could be in Portland and so that's where you all come into play because we don't live here right so give us the gems help us contextualize it maybe you mentioned a neighborhood or maybe you mentioned a particular after-school program they go to that that gets services in certain areas those kinds of gems that we can wrap around our personas certainly makes it a little bit more feeling like they belong here so that's a little bit of a longer explanation than the purpose but why we will also want to engage you waddle in some gem seeking is to make them customized what I'm hearing in all the comments is that if we're gonna engage in this conversation about developing a vision for the future the school system that serves the all of our students who want to recognize what that diversity represented is representative of it so how do you talk about a future you're not taking into account all the diverse student population and families and you serve so I think that's the point right is that uh that have been all inclusive process in our thinking and educators as well because in some ways you also serve the educators that are serving the students so you know let's make sure when they're fine things that encompasses their needs as well I can't remember if you've done this and I haven't found it forgot that whatever wonderful getting old none of the personas but also the three rise and exerted vaguely remember the outlines of it but remind us just a brief summary of what we're doing there what where does it get us what's the output of it the same of the scenarios so just just a refresher on what [Music] well we yeah so the horizon exercise earlier was sort of built into three different horizon driving oh yeah okay I call it that yet you know your rights to write it down but um Jonathan's taking notes and he has an agenda before they can jump up to the next activity so just editorial statement I think we'll have a pretty diverse group racially culturally group but not by income and I don't know by region of the city as well so I just want to plant that and that's another reason why doing the broader outreach so next step is a little bit of design input what is it [Music] 7 2007 7:15 okay okay I will be able to do that so I'm just kind of rethinking things but for this exercise we're gonna be doing a little bit different from core to you and I think what I'd like for you to do is do some individual thinking person brainstorming on these posters and think about maybe think about a couple of different parents that you know that live in this community that you serve and may be very different parents from each other and just one sort of dimension propos'd it you know we like the one idea for posted idea and so that
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we can move them around and cluster them so if you could write down all the different ways that you can think of you're in between these two that they are different from one another and these are just general attributes general of dimensions of difference so for example you might these are very high level and simplistic and would like something a little bit more robust in the end but you know you might say that home language is English home language is not English you might further talk about that their native language is Russian versus their native which is something else so we really want a rich picture as much as possible of the kinds of dimensions that exist here at employment so it's one concept not one more one concepts you're right yeah home language but as many as you can so just try to brainstorm out all these different characteristics and is different is think about real sometimes it's easier to come up with these so brainstorm as many as you can in about five minutes and then we're gonna have you put it up on those sheets mostly because that it's easy for me to walk away with them so we're doing series of pairs how are they all different from each other Russians yeah or you could have here are the five languages that are most pervasive and you have in England in Portland's and then have five different stickies on that and if you think about different attributes of the earth to each other it doesn't matter the color everybody's got different color it's just everyone who did you say just parents one thing about parents in particular if I'm sitting at the table you all have five minutes no wonder winter yeah [Music] [Music] [Music] [Music] [Music] [Music] [Music] [Music] [Music] [Music] [Music] [Music] [Music]
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so we have a couple minutes left and assuming that some of the sort of high-level easier to think of things that are coming out first I want to sort of encourage you to take sort of a next level down as you think about your next set of brain storms so for example I'm trying to come up with one if you had written down some different dimensions about race for example you might think about naming different ways that you know things like as structural racism is impacting different kinds of races is that kind of next level down to describing the experience and if anything you might come up with that talks about having the experience of structural racism might impact different races that's just kind of a next level down from race or if you think about if you talked about multiple jobs for example might be another dimension well is it multiple jobs because they're working two part-time jobs and going to school or is it because they're into the gig culture right so that they're they're a gang culture which is a term that's coming up these days around people who have two or three different kinds of projects or jobs like I'm the game culture person I'm trying to living example of what you know so I work you know cake by IKEA but I cluster into the project so maybe that's why I have three jobs so just give us and if that culture might not be here in Portland's I'm just I don't want to put those words in your mouth but thinking about Portland culture and parents that are here another level of who is here [Music] [Music] [Music] [Music] [Music] [Music] [Music] [Music] right so once you feel like you're at a pause and you're brainstorming okay bring it up here and see if we can trust her together [Music] [Music] [Music]
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[Music] sorry [Music] [Music] [Music] thank you [Music] [Music] [Music] I [Music] [Music] because there's a lot of you or not patterns as much as what comes out as being really quite from the learner ah noticing [Music] [Music] [Music]
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[Music] [Music] all right so I think I'm going to change up the exercise a little bit and ask me to come back up here so like it's like shopping great create a cluster of attributes or dimensions that light puts all along and sort of one person and so you might just go and grab some and then just sort of cluster around so it starts to fill out a particular persona make you stay on the paper I'm actually gonna put a couple more pieces I care because mainly I'm gonna have you right next to them and then I want to be [Music] [Music] and then if you pick three or four that you like and then you realize I want to add one more to this to make it sort of travel posted give me a sense [Music] I mean [Music] [Music] so just like fun exercise only in your cluster and get a pen and just sort of you know circulate and then name just make something up put a name next to that person and then add a few details that really customizes it to Portland you might say for example [Music] you might add what it feels like to experience what their experience is as a parent in the school that their child goes to maybe you'll add some of that dimension to your story but this right that in can on the on the basically the white paper that's behind it up Cooper but University [Music] or take there's music and if you wanted to feel an idea from somebody else just grab another post it and write it down just coming here random like no it's made the person and then just write a few cents for herbs [Music] or you care Oh
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[Music] [Music] yeah my readers danger [Music] [Music] [Music] [Music] [Music] believe you [Music] the idea [Music] [Music]
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I think it flies there director more but thank you all because I'm I think my main goal is to really get some real realness to the personas and not definitely be able to inline a lot of these and do the work themselves appreciate so thank you okay so next item is short-term health and safety [Music] [Music] so I want to thank the board tonight for giving us a chance to talk to them about the short-term plans where I prepare to 30 minute time limit we just read summaries of these plans [Music] okay so there's likely to be a lot of questions so I've invited some specialists that are working on these plans I want to give them credit because they fail a lot of work over here like on fire alarm sprinklers and also working over there and ladies actually working on [Music] [Music] Ellen plan [Music] [Music] ask the Lord to deciding a new plant and we're also going to be completing the facilities condition assessments in the future don't know about the timing terrible they want to ask that question of the specials early projects on accessibility have been Fernwood Louis and Kings there's
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also in three middle schools conversion projects projects and also the medical projects by the fall of 2019 okay any questions about the ability transition [Music] and then what's in the transition can you just describe it in fleet so transition plan is really an identification of those deficiencies in our buildings that don't meet current ad a requirements transition plan most public agencies work through that is identification but those are and his schedule I wish those will be remedy or brought into compliance snow 1994 version that we have was not adopted by the board pull together a plan that to be adopted by the forward and then update the information that's identifying what those deficiencies are through the facility condition assessment which we'll be taking a look at the condition of our facilities the last time that was done is about 2012 we've done some work since then so what's the current state of that so I would like to at some point come to the boards or some priority setting that needs to happen around investments in 88 that list that would be in the transition plan what are the priorities around that have a discussion with the board so we can kind of take that compliment that in a transition plan and then that would be a dynamic document that would come back and look at what what's the list of what needs to be done and what are the funding priorities and the funding sources that go into that I've talked to this dr. Burnham abouts coming back to the board at some point and having that conversation the board's pleasures on that I'm happy to dr. Berman yeah but timeline are you looking to have that conversation I maybe we could do that yet this fall that would be yeah so just some historical context when the quad was referred there was a long conversation about our ATA points and just the pace with which we were so that's why in when it looked like there was gonna be just another another bond go out with incremental progress being made up eighty-eight compliance but not a cohesive plan with an Endon there is a requirement that the district come up with a long-range strategy and accessibility that part of the conversation and the committee the Advisory Committee and that there would be this plan that would show our community how we're going to get in clients but federal law has been and so riot reasons primarily that have changed after the Queen is reported in December last year and now we're gonna facilities report so I guess what I'm wondering is how does that transition plan dovetail with this other requirement that was part of the bond package about referred to the rotors I would see the transition plan as being that long-term plan it identifies what the these are the funding as scheduled the schedule is going to be based on the funding point that you put into something like that you accomplished remedy those deficiencies its priority is how do we we invest that first building accessibility isn't incremental Astrid doing other projects and so forth so we can break those recommendations forth but I would say the transition plan as that that statement of intent by the district of what is going to be completed and messed it up I went so we don't currently have an inventory - on the accessible in order to make our buildings
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the last assessment we have with that is 2012 so that is a little outdated and it's difficult to extrapolate costs that far back try to determine a schedule so the part of the reason for including an ad a assessments and episode a condition assessment is to what's the current state of that and what's the current cost estimate for that that will help derive the schedule what needs to be done so we can run there are scenarios for zooming bond funding but just general fund funding of those forget that done that is one of the biggest drivers to this [Music] so the current assessment is out of date six years old okay so so if I understand you correctly the facility's condition assessment is going to include an assessment of the efficiencies it's gonna be an update to the 2012 confirmation yeah and when are we expecting that's probably the middle of next year at the earliest there's four components to the facility condition assessment and that is one of them and it's a conversation with our consultants right now how we identify costs a lot of ABA deficiencies some of them are door handles some of them might be projects that how do you assess that under foster ramp or something else so okay I'm trying to feature on how we're gonna sequence this so so when you say the middle of next year what does that mean that means you next you does that mean middle of next school year you know next summer mix up okay so by the time you complete do we have to set the priorities in order to complete the facility's assessment with Kostas so when to the front when does priority-setting how to happen like when when is it logical that that would be happening before the assessment have to be assessment during the assessment I'd say we can do that now and again the assessment is to how do we want to first appointed to update for buildings do we want to continue like we are now trying to gain efficiencies of doing those repairs but we have contractors that are schools doing the roof repair other things that may there's a certain amount of efficiency in doing it that way doesn't necessarily guarantee that we're done with that building that we remedied all the efficiencies that Sara can we want to continue that way do we want to look at bringing buildings fully into compliance does that there are decisions that we could discuss and make okay I mean I could set a priority absent any information on how much anything is going to cost well by god I think all of our buildings on the 88 lion fight next August I'm guessing that's not a reasonable thing so I mean I'm a little puzzled how we're gonna be able to set priorities if it's not informed by how much it's actually the cost part of that priority setting is getting to the schedule so if we say buildings are going to be fully accessible we will that's a different set of buildings than just where there might be major roof work being done and we just have the contractor do that accessibility so it really gets to the schedule or I guess that the sequence and the priority comes by how quickly do we want to do that it kind of sets the schedule so the sequence is what do we want to have done first this schedule comes in Trevor names how much funding do we think so here on the transition plan update it does here we are again soaks what no no no I'm not I'm just saying we're at a meeting where there's no protocol and ask about who's gonna go on what order
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same thing is last night so can we can we announced at every meeting that we have a proto no no no it's really paid so you have here that the draft transition plan update will propose an emphasis on making one elementary middle and high school age high school forward to fully accessible there seems like a somewhat of a prioritization how far are we from having that actually we have like half the high-school clusters have all the modernized building is currently Nico but that wouldn't be the Elementary in the middle right well with an exception or two so yes I've worked up some scenarios kind of good point it would take to bring each high school cluster up to that level but is that like through the first I mean if the statement here is sort of a priority so is that how it will come to us it's like if you want to get each high school cluster here's the high school in the middle school or elementary school that we propose that I'd be one way of proposing that to you and that's recommendation I'm hearing that from our physical therapists occupational therapists and others as far as a priority for families to kind of make accessible that is one priori we could look at others I think that would be a version of the recommendation I bring forward for consideration so and within that we can talk about what would be the appropriate schools with [Music] so let me take down their Sabbath as part of the prioritization might be I mean there's different things you need to address we can't if there's no wheelchair access to second floor of a building that's something we might prioritize over cabinet handles or drinking fountain I'm tuning in breaking about Network or something like that so that's one level of prioritization and that's similar as to we did the sequencing with the asbestos and lead abatement we combined some jobs even though they weren't biting the order because it made sense to was less expensive to do it that way that might be another way that the job order comes out that was that examine where was their potential approaches okay do we have a sense of in terms of this kind of work when we were all around to the next Bond there's probably more always more roof work to do maybe not so much the water led abatements spray down and stuff probably a little bit but not not nearly as much so there might be relatively more from before that's part as see some timing as so that might be one one area that we immediate on this three programs are or district-wide water paint and radon that's what you're so yeah hopefully much of that work will be done there's probably always gonna be always they coming up that there's still it but not the kind of deployment okay so we get and then we'll get see the SS fennel and then we can start thinking about whether we want to prior in terms of actual dollar amount and schoolwork make sense the prioritization would be just when we can set up sequence for fusion and then the schedule would be based on funding we can put towards that's what it would look like if it's just out of the general fund it would presume upon funding that kind of and then the other piece is what might we defer in the building is coming up sooner rather than later or exactly well no I'm just trying to figure out that our movie had we have been waiting a long time I'm doing something
01h 20m 00s
obviously so what kind of timeline went worksession the sequence of this to prioritize how we're going to look at which buildings get done and I have a thought I but I hate I would recommend maybe by clusters anyway we have been waiting a long time we've got a fast-track this exact wait we're gonna have to been able to prioritize how we prioritize this so is there a is there a deadline for something no current deadlines just sooner they can do this the better and this will inform planning and design if you should work as well so it seems like that kind of in a work session on what are these types of things we're looking at their chance and how they obstruct children's learning good start for us and that will give us a sense of what's really important too to take on just in terms of how it impacts kids of course it all impacts kids but the larger impacts and that would at least give us that framework for them when we get the assessment we give you some guidance as to here thinker the most important pieces to go first and then you have to figure out well what's the timing with our long term listen love these updated box program and all the other stuff just all I think it's really subjective I like to see not just a work session but some discussion with the community during unstable or advisory ish because we're having my hands because with and so I'm interested in creating an opportunity for us to go back to the especially is there something different we displace and I said am miss can ever take we ask how much money I mean we're only putting to this in the current bond which is like a dropped okay can I make a suggestion we've got work sessions pretty well to plan out for the rest of the film I think at this week's so we're probably looking probably looking January after January so so why don't we we'll work on our coming out tonight and then and they will I just want to emphasize that maybe eight work is going on listed several schools that's happening there all the modernization buildings are being product code so what is being done it's just a longer-term plan that talking about at the transition plan so I guess I mean the only more conversation about this I'm sure but are I'm guessing in order for it to be a productive discussion it'll be helpful to have you want some priority-setting would be helpful if you could sort of frame up with the options on journey I also think it's important for us to consider who our students are now kind of the ages and grades and any would be really thinking about what are the short-term needs but this times we have is there a way to be different abilities ready just one thing just from I'm just looking at the Plan Update and says you know the plan was developed in 1994 but the board never adopted the plan which is sort of like well so what did never get brought to more like I don't think I guess I would ask staff to be proactive to come and if something needs to be blessed a resource that he brought to the board because having a 20 year old artefact of the board never adopted is
01h 25m 00s
that why they didn't know move ahead so I would I would hate to have a year from now a statement like that still in there so if you need to have a transition plan and we need to have it adopted by the board then please bring it to us so we can have a discussion and staff has clear guidance for lack of lack of some sort of port action that we are where we are with our 88 transition hopefully in the interest of time thank you I just have do you have a sense of like the ten most egregious things that need to be fixed based on input from staff on the ground input I get from staff is they want to be able to tell families we can accommodate your family hence the reason for the high school that's there we can accommodate all students but no occasion we have to send them beyond the name foot school and that's that's not a fun conversation to have so that's what I hear from DPS staff is let's make our neighborhood schools at least one at every grade level accessible so this represents the first of eight short term plans they hadn't snapped its neck day or good tonight and all of these you can you know there's the same questions you know a lot of it hinges on the facilities assessment that inventory is going to be a staff an opportunity to develop some suggested paths forward some recommendations and bring back some options for the board around how you want to wait whose priorities so that you we end up with the queue of schools and specific projects that you know prioritize so I know that's the work that so shall we move on to asbestos do you want to give us as a punch line and everybody else report in front of you yelling the best vessels 12 and they weren't aware there are my annual internal inspections going on that bestest every year and also there's a three year inspection that's done by consultants or throw away so we have a lot of information on investments in our schools but now the interim plan has the emphasis program broken into two phases the first one they finished for schools large-scale asbestos projects this summer and Phase two is going to be six schools under design right now for the summer of 2019 prior what are you setting in these schools is based on a hazard level but one of the damage to asbestos and also how accessible accessible that asbestos might be and that database I've mentioned does have that information the goal is going to be six to twelve large-scale projects a summer questions [Music] it's just to make sure our students exposed to any of these or these all sort of bottled up you to revoke the table that Darren yeah the most hazardous air is isolated and sealed off a long time ago those crawl spaces and some only short-term prefer going to need respirators Tyvek suits even enter so cut those have been like other than sitting here the district or 10 or 20 years waiting others is still safe but like accessible piping that you can still see in hallways in classrooms support alors but we're planning the majority of all that work to be done after hours during the summers [Music] I guess just wondering in all those specific areas like saying like exterior click exterior pipes and everything like I'm assuming admin and you know Stafford like in each school or Julia where where those specific like harsh areas are located
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yeah and they each each building has dr. Byrne who's talking about these assessments are done there's a man there's a specialist management plan in the office of every building it has a lot of this information in it it has those those six months three or assessments and notes and labeling you require the reason I'm a six month on these questions was looking for labels falling off deterioration of JB's from someone working near that and so that's that's why see ongoing every there been any surprises [Music] No that has a lot of assessment going on so we thank you there are a lot of concerns to deal with any hazardous material [Music] just a couple more teachers staff that don't understand the process so we're really trying to indicate how we do it how we test even though the principles or the staff know that it's happening in their school or summer they won't be there we still like to fully inform them how it's done and that testing is available are there like the back sheets that are at the office or on both boards so parents certain numbers access of information about in the schools that we've been working in we've sent those out to principals but we're working on communications department to really ramp that up this year and create kind of a fax and quit the entire process because there's the do schools this year where everything was done by the regulations even aboveboard about a lot of unknowns caused a lot of worry additional concerns so we're going to be developing a lot more robust information that most online just for how we do any type of project with asbestos or we want to ask a very specific circumstance here but I know it's emblematic of others through the district and its hospira now a toss bird the floor underneath the stage was never finished it's just very dirty the dirts contaminated with asbestos that's been assessed and known for many years there's a whole trainwreck of problems that happen for Hospit because there's asbestos in that dirt they can't drill through the floor of the stage they can't prepare the stage they can electric onto the stage on and on and on when we get to hospira what are you going to be able to do for that it is it going to be no concrete it over and we're good or it is it gonna be some penetrating fix to a hospital radar believe it's one of the world oh yeah it's on your list I saw a team that works that's name by the end of this year we'll have a full serving a second position there I kind of said no those are known areas those are some of our high priorities our plan is to actually go into all those crawl spaces and not just repair and take so it can get damaged but to completely remove all the asbestos on piping have a out of the soil excavate some of the contaminated soil go back reinsulate everything and make it so any worker or maintenance can go in there and not have any hazards it is matchless thank you [Music] okay question yeah furnance have a not preferred what building miss having a kind of stuff never all sorts of chaos and then I see it's on the list for a couple years from analysis [Music] until that's gonna be disgusted at us except by the firm one who's just done and by the time we started and had had gotten all this short-term plan put together and and all the buildings targeted it was already a lot farther along also some of the work that could be done there there there's air there's times when it works time toward methods so it's like captain Chaplin this next
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summer is gonna get a roof done so it's a great time to do the crawl space they're not competing with each other but when they're when you're doing a lot of injury where like fire sprinklers fire alarms where you have to get through the building and we're we just run and we're trying to do all the flooring abatement then it's not Gaming losers um I might be catching up but there's I just notice there's no like major there's no high schools on the face is that they already been assessed and dealt with or are there we go it's the focus on elementary schools and you know the focus is all based on the database it's all based on hazard it has an the condition so we're not targeting you know that's that's how we're reviewing asbestos and lateen it's all based on the hazards and hazard staff out of their workers hazard energy munition and so that's why not saying that we might not get to one of them to be the first several on the list or all I might point out to that question that firstly all later these programs are built around risk and hazard it's like code radical music like major quadrats but they have different risk assessments different hazards Minh that's okay Cyril ups Carlos so then one might be aware this written part about it but there is a gutter guard will agreement with a city of Portland Fire Department that involves the fire alarm systems for 76 schools if that agreement goes back to 16 the deadline for that agreement is December 2 2020 a lot of schools involved maintenance has been working on that already and the vault has recently morphed into doing 30 of those schools there have been sprinkler work that's farms now only the husband's blinker work and Fernwood and Lewis and there's some spring forward plans for Jefferson the plan right now for the bond money is that 27 schools will be completed by 20 that December of 2025 deadline as exclusive [Music] questions generally about the they'd be generally in question survivors well when he focuses is obviously moving down to the IGA and that great talk deadline so is that a minimum compliance or is it best practice that is a expectation with a signed document signed by the farmer entering my house right so this lady's pretty down expectation but is the standard sort of the minimum level of compliance or is it a higher level you know it's based on the code it's a road basically out of compliance yeah this this plan [Music] and so the sprinklers and another full body of work that we should be [Music] so the water term plan their Turkish address burglars but it'll be on a case-by-case basis so that it's not an expectation that every building would have regulars and rapport it's a compliance issue I think their sister who designed to protect buildings far wrong separately designed to protect people that's the distinction this man get people out buildings in a protective illustrator so they are we are setting a priority on people picture as I mentioned holidays don't rinse spray
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[Music] to our lamp to our new schools are they they got to be up to the newest coach whatever the City Fire Marshal chooses is recovered no different codes that's the requirement for schools is the full modernization that we're pointing towards over the next many years will have no choice it has to be okay the paint so that is one of the three district-wide programs 16:26 pay of dollars involved there PBS consultants did an assessment back they finish in 17 they identified 10,000 different locations of deteriorated paints that were visibly deteriorated we've recently broken that into four different phases and I want to give credit the people who give that voice get this they're in I really appreciate what they did and how they did it it's all based on risk the phases are the four phases are the first phase and the top priority just pre came to the second grade that's really risk is here for the kids and interior for its assessable below five feet so it's higher it's not as high priority phase two is pre-k food second exterior and where there's evidence of paint chips and things like that phase 3 is the third grade through twelfth interior and phase four is what's remaining on the exterior of our buildings in the last point the plan is to complete all of phase 1 at the highest prioritize risk by the end of the school year 18 19 that's 60 different schools some of those will be brought come back to so those other phases though the aware of them setting boundaries on when the kids will not get a good exposure questions this is internal burger Larry its internal currently with one one team of five six but but but the Borgias improve the finding of factors in the IDIQ to get about four or five hit let ping contractors under master contracts that should be done by the end of the year very early next year so really so we're keeping this Union house crew I want to make something really clear here to the Lord we're not painting the entire interior school [Music] thanks in great shape nothing we can't do it how many finish it will have right yeah so this is where the long-term stuff comes in as we got to where we are today because we didn't paint so I mean I think this is good I'm weary I mean how long how long will all these four phases take a couple of years all things that's they're getting some real good ideas about that timing now because I have been doing it now for several months need to get into a psycho just now it's my understanding the district years ago I had about twenty painters and then ten [Music] their town developed they did more painting in two months than they've done 20 years okay you know we don't want to [Music] for every Saturday the park [Music] I will confess the party on a Saturday I mean I don't think civilians ought to be working with with friable LED paint but you know decent shape would be to say
01h 45m 00s
we won't ask our unions much better to have it that professional okay kill the one of the three district-wide health safety programs this is well along testing actually the you 2016 the heating season school year so far there have been twenty permanent mitigation systems installed in sixteen schools that gives you an idea that's almost entire district by the way that's covered most of the entire district we have just over left so we're doing pretty well there and this year this year the agencies in their testing seven remaining schools to see what we did to do there there's going to be a requirement to retest every five years from the state coming out in January and that's for the schools that have medication systems so that's 2020 to live where it is we've got kissed those screen tests those schools everybody if there is no mitigation systems to all from our past testing we retest there in ten years so we're done it's just crazy stuff fiction it depends upon a lot of variables the barometric pressure is a factor crack and a foundations of factor the ventilation changing the school instead of being pressurized a little bit lady Aruba's all of a sudden negative because of the panes back issue then you've got to change on your hands that's the reason for the retesting plus there's a cut-off of for typos Curie's per liter so if you tested one Rubin three this year maybe you know I think maybe it's going to be four five six five years from now so this is there's so many variables that's like bathroom taps and that's just a matter of knowledge from past testing okay this was the first short-term plan that we looked at by board members the ancient HSA committee looked at this back early last summer and there was an assessment done in 2009 and then again in 2012 updated russ 51 million dollars in the bottom for this 23 schools have been repaired or replaced their roofs of inner in Perry placements 2013 that's must be 2013 2017 2018 Russ or replaced in Fernwood keying and development planning right now is to replace over here and at that rate how long will it take to replace all the roots better you look maybe we're roughing them a large school deteriorating someone one thing is sad with that question because the desires it's like the gold painting the golden startup because 25 years so says freezing Astor was recently done before I search but is your question yeah just it's just my part no reason dismissal to so is it is it a reasonable fit that [Music] all of the roofs are at there how many of you sir cameras so you've come up with these phases based on the conditions of the current assessment where companies not - because we could
01h 50m 00s
maybe we hit one and this is going to change I mean there's reassessment soul time by our maintenance people and so they realize hey we didn't notice this during our system consultant assessments facility conditions okay security surely five they didn't lie there was an assessment recently formalistic o of thirteen school for elementary to be kq8 for middle schools into the high schools the names of those schools are in the report therapy which focuses on access control emergency announcements in common areas signage and fencing in that assessment prioritizes the schools are prioritized based on eight criteria that are all laid out in these words our planet and Risk rankings are assigned to each school s also discussed in the in the short run plan and those are ranking table there were five different groups been created from the four cohorts that we're aware of our schools our thinking currently is we might be able to have five crews working at the same time on each of the groups of schools to accelerate this process so when I went to break left here they were having continued vandalism [Music] for portable so yeah cameras are not in this so we're not planning on adding cameras except for those that video interface but an individual camera something like that would be something that would go as a project developer request to the facilities department we can add so it may have had just that moves like a couple of times with it's out of this scope you talk and I don't know if it's better of the problem one way or so we had a call Chretien at the cabinet level this morning around a specific request that may be problem areas or an exterior camera so we've got a series of so parent about things that I read the same I've got to say we're still looking at the assessment of the high school to see where we have so many doors in high school but in the scope that we heard so basically what happened with this and they brought in the smoke you're just thinking about with the portables too right well the portables but also it's just there's all different space we have to go outside and overview certain portions of that school which is hard to get to so a concern I would have is it's not obviously not there's a lot of corners in that and that's on the schedule to be modernized anytime soon so so we have at least to probably you know eight to ten year facility that Teresa and I were actually going over that school today there's more work than just what's in our scope of work under the law right so whether it's parent alerts us to situation students principals we've been talking around what does it look like to sort of a panel prioritization process because this way more requests community and then we have capacity here you know set aside resources to take on annual projects and sometimes are small sometimes they involve some discipline so about something we're aware of because we do hear these things coming into our inbox we want to be responsive I either here it's where it's on the queue or here's what we're considering that requests we're here some we're going to prioritize it or not
01h 55m 00s
and really trying to keep the schools I'm going outside of the EPS standards arms so that you know exposed by investigators instead of water okay it's it's ever ate so I want to leave enough time so we can so the last item is water quality yes okay assessment in 2017 was presented to the board by States to them you know on 50 replacement plan on 2267 sister's drinking fixtures in the kitchen fishery schools replace in seven groups late last year privatization has been based on a phase one common areas only and then phase two is classrooms both of those are in action right now and we recently published a spreadsheet that specifies the circumstances for all those pictures for the school [Music] this has probably gotten the most principal [Music] I don't think we need to belabor this but there's questions I want to thank the Wardrobe because I know the Lord that inherited this issue not to fallen but they often say well I appreciate all the great questions you know they're paying attention to this one so we get besides that this is a unique opportunity because I've given interviews to a number of locations to the outside of Portland area someone I can tell with the only district in the whole country that has a health and safety ball that covers way beyond water then it's a different health and safety issues we need to use this as a spring towards noting we have a legislative session coming up where some funding from the state or all of these silly Jews would be welcome [Music] [Music] okay okay [Music] [Music] ok 1 million bucks with a million cash at 67 [Music] Hey oh yeah [Music] other clean energies
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okay so good evening part we're back again today to talk on Benson campus tonight's focus is on the master plan which is focus on how the facility will meet at specs or facilities specs to really about how can impose for programming on this campus that we envision the perpetuity one question I will put out there is we have programmatic conversation last week in work session and so while we're building a flexible modern school which I think you're gonna hear how it's modular and its design I think a lot of the crowd that's here receivable is very interested in how the programs that have been in the immediate past sort of co-located in many cases on this campus but what that looks like in the future you see an initial staff recommendation based on what we know to be the case today but we also had a chance to hear from the leaders of each of those programs last week around in response to the question of a love with an ideal facility looked like to support the program meaning the students do you want a good mentor auntie well I am curious to know that but I knew mid-sentence first fifty three forty to fifty three forty to brown it's not funny so it would be helpful to continue to ear the board question how to best accommodate all of our students all our students and so it's helpful for the staff to hear that there's a direction census overboard around what full continuum of options we should be considering to make sure we best leave all students so I'll just say that right now and stop there for this we're gonna get into a conversation or a facility but this is a big topic and we want to get it right and that would invite us to engage all of the school communities and programs through some families that are currently hosted on the Penn State campus I imagine that they have some thoughts themselves around what would be a more ideal situation for all parties and last week you asked a number of questions which staff has been diligent about developing an initial response to each other our deputy responsive so it was probably about an hour or when and we're driving to come to the meeting we got some information out to you they were like six to eight key questions you had we've provided for most of it except for the question around the piece of program we'll have follow-up information on that please let me know via email or telephone whatever works for you what other questions you still have what you're wondering sooner we get the questions and what will definitely be listening tonight and I know one of the things we're kind of thinking we'll need to do is after this conversation and hearing questions and what comes out from you is probably want to schedule in other words session where we're going to kind of put the two conversations together about programmatic and you know the building but today we get to like dream with the team that has been putting together just information about the buildings specifically and we just want you to know that we'll all be working collaboratively based on what we kind of hear from you in order to prepare that we keep moving okay well I think that's a great intro the team introduced themselves and there's obviously have a lot of information in your packet so I think we'll just jump into that information right away as discussed the focus tonight's talk about the men's Nets back in the Benson master plan and how that has been developed over time so the team is going to walk through that one thing that we're also going to talk about a little bit as a month or so ago we got updated cost information that came in that information is coming higher than previous estimates so we've started the process of how we will bring those estimates our costs back into alignment with the budgets still more work there - you'll see kind of where we are at the moment but again still more work to do on that so my name is Jen's ohm and I'm with the office of school modernization
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and I have Lauren and Joe from the city architects with me tonight as well as Kate Kiley and Glen who are our design Advisory Group co-chairs so we'll start with a little bit of project background our target for student capacity is 1700 for the Benson Polytechnic school and we're at three hundred sixty eight thousand square feet that is the largest of proto public schools high school with about 100,000 square feet of CTE chops news Benson Tech has a number of challenges among them being a Portland historic landmark building and so what this meetings is we will be required to go before the Portland Landmarks Commission we've already visited them twice to give them updates on the project over the last two and a half years so we have established a relationship with them and we look forward to returning in the next year we have some significant health and safety updates many related to what you just heard about Benson has significant ABA issues especially with the front door being inaccessible as well as some classrooms in the building requiring more elevators it's also contains unreinforced masonry that's a URM building so it's a high seismic priority as well as the building envelope needs attention particularly the roof there's a number of work waters that in but maintenance is dealing with on a regular basis so this illustrates the campus and how its evolved over the last 101 years so starting in 1917 the front iconic buildings that you see those were constructed in 1916 and 1917 and those are the most historically significant and then you can see this this shows just the evolution 1917 up until 1982 and with a number of additions over the years also a varying historical significance amongst all of the auditions the proposed master plan routines the historic the highest signor historically significant buildings and those are shown in the diagram with the new construction shown in blue and yellow and so you can see just this is the proposed master plan with the existing structure as shown in the [Music] first off thing hello this is for attending any board members thank you for having us so really exciting to be here so on this I also want to point out that through a lot of input with our stakeholder groups we refined the master plan to be able to retain more of the existing structures along the street frontage and front and back of the building so I think has been an important aspect of the master plan as its evolved over time as Jen pointed out Universal Design is a key component of this project we have the front door obviously with large stairs leading to it is not accessible at the moment a number of other spaces that need to be addressed for accessibility we also are looking at the master plan to address having special education spread out throughout the building so that it's not segregated is one area that you look at those opportunities as well and the modernization to bring a more inclusive design into the into the project as your previous discussion Wyant health and safety obviously is a big part of the master of the modernization project and as Jen pointed out the ATA and seismic upgrades are really big components of that and we'll talk a little bit about that later as we talk about cost models and how we're looking at cost of the project the guiding principles essentially the the key components that a lot of the decisions are made from through the design group as well as the advisory group as the master plan that involves these have been established since the master plan committee started and again like I mentioned these are also being utilized with us as the design advisory group some of the key guiding principles are honoring the unique history and the culture that's been established here at Benson Benson has an opportunity as well to create strong connections with education and industry leaders Benson also needs to provide a hands-on project-based learning environment but also providing a facility that can be adaptable and flexible to change with educational with educational needs at the same time providing learning environments that inspire creativity and collaboration also providing just the
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key comprehensive educational experience of a high school and then as well as celebrating the diversity that we do have here in Portland and something that can be unique to Benson and then also positioning Benson to become a national model for steam and CTE so our stakeholder engagement started almost three years ago in January 2016 it started with the master planning committee that was established at that time they actually met for over two years up until May just this this year 2018 a total of 16 meetings we are also engaged with steering committee a number of school stakeholders district leadership we have a steering committee it's like all of the other modernization projects to help us go through the design process and one of the unique aspects of Benson is we did a pretty extensive industry and partner outreach where we did tours interviews with business leaders in the community that had either facilities or programs that might be relevant to Benson so we can get input about trends in their industries and how we can be thoughtful about the heads back get the design to on to those those trends and it'll be an ongoing process as we look at I think student engagement is also something wrong the qiyan on they have Kiley here to help help with that leading to that week we last year we did some student survey work we actually have had interns in our office helped do some at a facility artifact assessment of what key components are important to from a student's perspective within the school a number of outreach events such as lunch chats and other input and then kindly talking about something that you we're actually making a comment about what remodeling i'ma give it a and also a site plan so we were able to talk I've got the outside we like to do like shatter the walls Benson but also like I just for needed like these and that's it I would love to hear what excited students the most about I think or maybe three things because we're in the art major at Benson we genuinely just have like interest in it and then to see something that's just so close like that's our school so yes actually have an input and have it like just happening they're coming true it's just it's like really amazing and the fact that we were able to do it like on a field trip and a lot of us are teaching going into our connections where it's our major and as well I think overall it was just a great way to learn more about actually not concern perspectives for still important to when you come together was there a summary of those we had 25 or 26 student applications for the design advisory group yes we had over 75 total so about a third were students so you'll see as we develop in the dag notes were actually identifying student input within the deck itself as well because they have cement members which is great along with those outreach events and we look to continue that working with Kylie and other leadership to keeping us going and really getting all students as early as possible from all the programs if you didn't have a West Asia sure and we have boards that they did post-its on and all country that's very very insightful I'm just kidding looking broadly at schedule we are coming back on the intents to come back in December to get an approval on the inspected master plan which were reviewing with you today leading up to this we've been working pretty closely with GL and staff to get input on the development of the ED spec we've been working again as we talked with industry outreach and pretend that as we continue forward into design with schematic design intended to launch in
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December and then that would also lead to bringing a contractor more to help with other aspects of the project and getting further into design leading to construction plan 21 one other thing that know here's the the intent is to continue the engagement as we go through the process that you do the feedback from staff as we develop the plans and then as we open this rule to be able to make sure that we're addressing any of the questions concerns and thoughts that they have [Music] so looking at again at the process we're in the orange phase of this slide the pre design phase that your applicant of this year before we were on board there was an early master planning effort that led to two preferred schemes and with those schemes we we were then engaged with our master plan committee to evaluate those get more input and respond with we got about seven options that we explored with our master plan committee to get feedback on various scenarios which led to a plan which we called scheme l that we landed on when you last saw the project for the line and that is on the lower left-hand corner since that time we continued with more user group input we started our steering committee meetings and we had a draft ed spec that was developed really taking into account as school as it is today expanding to 17 average students what we're going to talk about today is how with that input we've made some updates to that ed spec and master plan to respond to that some of that feedback received and that's the the basically the phase where and now which we're calling programming we with our steering committee engaging with us we were able to get good input to influence the yet spec and that's we've also got our dad now starting as well so with those stakeholders engaged we are getting a lot of good so I want to touch briefly on the Ed spec and what what it essentially is trying to do is define the facilities how the facilities will support the programs that fits in it we're not here to define how that curriculum is delivered work or how that this local support of that and because we have a comprehensive that spec for comprehensive high schoolers we use that as a reference point but we need a site-specific inspect for Benson because of the unique nature of the programs so what we had previously is both the comprehensive s spec and a draft at spec that was done in July of the classes and what we've taken is the input from the steering committee to revise and update that net spec to proceed and that's the document that you have in front of you today the input that we received was looking to utilize space more efficiently and effectively because of all of the adapting changes with the industry that Benson would be responding to and the ED specs response to that is that we looked at right sizing our spaces our components of the program to support those various program needs and that goes from classroom spaces which or a wider range of programs to more specific labs and shops that support CTE and those specific programs and then there's the support spaces that help tie that some of that together another piece of input that we received was less compartmentalization the current school has a number of small rooms and spaces that are broken up within within the programs and we want to not hamper flexibility and adaptability in the future and so we're being thoughtful about in designing these these programs into what we're calling Suites and these Suites would allow maximum flexibility with a structural grid that can support that - to be as open and flexible as possible and locating our structure in our infrastructure that are the things that we don't want to move because it cost a lot to move them later in key locations to avoid hampering that flexibility within those sweets then we have those components the classrooms labs and spaces that make up the suite and that flexibility adaptable and adaptability is going to come feed throughout the design process at all recently we've always had that in mind but the question is how we effectively implement and so our aspect is neglecting an idea that with that structural grid and way our site our infrastructural systems that were being thoughtful about sizing them to allow for future expansion or that we're not only providing what is needed today but providing some capacity for what might be needed in the future and then providing greater collaboration through spatial adjacencies this has been a key component in how we thought about updating the master plan as well that we want to be making sure that core academic classes and CTE programs are
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working together to collaborate and that we create some synergies there and so Lauren we'll talk about the master plan in a moment but in terms of how we're thinking about our Suites our CT Suites we want to have them located adjacent to these core academic classrooms and support spaces science labs and others to support our stem and steam approach to and then planning for growth not necessarily by expanding all of the existing programs but allowing for flexibility that perhaps new programs in the future that might need to be identified or that current programs that might adapt to be able to respond to the increasing capacity from current size to 1700 students and so by defining our Suites in a size that is in parity with each other that are sized to support the program needs from a smaller to larger program but making sure there's a consistency within them so that one program that are similar size could either be fit into various support locations in this school or that support a program that we have not even identified yet that could fit within that space we know it could work within that space based on tour as we have had other research we've done on potential alterations we've also identified 15,000 square feet of what we're calling future soon to be space and that's you know opening day for Benson and some years off because of design and where it lands in the long cycle so between now and then what programs might be coming in at that time to support the increase capacity we haven't defined that yet we're looking for opportunities where that definition may come from but we've identified space for that to allow allow that to happen and so we've met with Department leads of the school CTE teachers and core academic teachers to talk about the suite concept we've done hands-on activities with them to understand the kind of the spatial needs and how they can collaborate together and we're at the beginning of this process but it's something we look to continue working with them on as we develop the design so real quickly we have four suite types we type a is a thirty six hundred square foot space to support some current programs as well as could work for other future programs into the desired fifty four hundred square feet 7,200 square feet then 14400 Slurpee so these are some example layouts we're working with defining those Suites and more detail as we continue for it and you're the ED spec has diagrams and also illustrating some adaptations for current programs in an opening-day scenario so to wrap up our ed spec we have a program summary here which illustrates the suite types that are identified on the very top there and the teaching patience those support there are a number of other resources such as makers lab and teacher planning and other educational support we have a general classrooms and science labs and then we have a special education ll classrooms as well so when you take the summation of that it leads to that three hundred and sixty eight thousand square foot within falling within that we are targeting or the size of the school when we look at capacity we have we're using the comprehensive utilization table as a guide for how that is calculated for all your other schools so that we are on par with how that is looked at and you see that these fall within that range of 1700 students for Benson when we apply those those numbers to that we are within that range so that's how we are calculating capacity to me to be consistent with the same methodology so I'd like to share a little bit of the evolution of the planning at Benson this first diagram is really just to orient you toward the school North has always been up on all of these diagrams the darker blue is the CTE space and as you can see there's kind of a divide between the east side of the school and the west side school in which CTE is somewhat separated from other areas Brown is performing arts you see the media in a sort of cranberry color light blue are existing classrooms green as science this sort of peachy color or athletics and gray jazz the support area and all the diagrams we'll be sharing with you these are common colors just to get you oriented this next diagram is I think a good illustration of the kind of evolution of how we've been thinking about Benson the first being the existing floor plan that we just touched on again CTE to the east core academics and performing arts etc to the West in the initial master planning there was a bit more of overlap between those programs
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we understood that was an important aspect I think in this diagram this is the centre diagram that I'm referring to here the core is largely to the west still but an upper level above the CTE programs was seen as some of those poor academic facilities again trying to get a closer collocation based on direction from board from staff here we now have been really pushing that colocation much further in terms of where our core academic facilities and where is that CT as you see on the right-hand diagram here the CTE programs in the dark blue are surrounding that career that courtyard area but along those same wings of the school are now science labs classrooms special needs teachers a whole host of core aspects of the program to again begin to match or a co-locate some of those much more closely this next diagram is kind of a blow-up of that see a slide this happens to be the north of the site you can see the former master plan on the left and which manufacturing electric are across a corridor for one another now you'll see the couple of sweeps that Joe was just referring to in terms of supporting variable CTE programs with science labs classrooms and even breakout learning areas to try and again begin to bridge these programs so that there's a greater deal of collaboration this next slide is our current master plan and I to make very clear this is a diagram this is an iterative process this is not a design it's a point in time in which we've been gathering information that hearing great feedback from our dag committee our Oversight Committee and I'd like to just give a quick orientation again North is up northeast 12th is on the left to the west and 15th Avenue East bumpin field on the south starting at the front of the school Joe touched on this we have a major access problem to the school here up steps and you know a whole flight of of unaccessible area so one of the critical periods issues in terms of the school is to create that welcoming entry so you'll see this sort of X shaped diagram that implies a notion of ramps moving up gradually so all all people are able to access the front of the school we've also heard from students that that lawn is a great place but there's really not a place to be there and so we've created an upper terrace of been pulled back from the street a safe place for kids but also a prominent outlet place to say we're here this is our place into the main historic building again along the West facade you can see the gray there those are largely us to support administrative areas a welcoming place obviously a point of safety and security of our country to the school we've reinforced and supported the historic school character of that grand presence of Benson the auditorium of courses on the north edge you see in brown and the whole physical education is located where it is of course even the existing tunes we can use a lot of those facilities that right size we the auditorium of course is very large and that an ongoing discussion I'm sure moving eastward from the main building you'll notice a new social courtyard this is a very safe place office student Commons a place to gather a place to get outside on a good day and a covered porch even for a rainy day a social place for kids a real orientation place but also critically it gives daylight to all the learning areas around it that's been an important aspect of the rethinking events and to make sure we're aligning learning spaces with great daylight cos the old building allow that can support that as well to the north of that social courtyard is the media center and a counseling area to the south of course is the main gym both of those spaces will be will receive all I should say all of the existing spaces of Medicine will need major remodel we've touched on some of the unreinforced masonry or seismic issues almost all systems in
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this hundred plus year old building are well past their prime and in the serious work the yellowish-orange area sort of admitted in the middle of the plan is the student Commons and we like to think of this more as alerting Commons as well as the social Commons we heard very clearly as we talked to students about the importance of a place in the center but what's the heart of this school right now as I'm sure you know the student cafeteria is in a lower level basement poor light not a terribly popular place and not a place that says we're about kids we're about students were about learning the Commons is supported by of course some of the support activities the kitchen the back of the house custodial facilities it's also a double-height space so we're trying to link those those upper and lower floors with some of the aspects of space as we as we rethink the future Benson the north wing of CTE is also a look illustrated here you can see a couple of larger suites again most of the Suites that need access for example construction and automotive manufacturing there are big big service aspects to those facilities they face on the courtyard so we can have good truck access good delivery good movement of the needs of those programs as we touched on earlier along that wing of a CTE facing the courtyard is now some of the core academic facilities again trying to create that critical colocation collaboration between hands-on learning and the more academic side the old foundry building on the far north east corner excuse me is also seen as part of that pathway to the south is another CTV wing linking a large CTE suite again with core academic facilities and ultimately the radio program is housed in the southeast corner of the lot and that is intended to stay there's a lot of important equipment in that it's expensive to move and it's working so the thought was let's restore it him the next slide is looking at the upper level of the proposed master plan here you can see again on the west northwest corner at the upper level of an auditorium a row of academic or academic facilities in the historic main building and the upper level of the gymnasium to the south and west in the center again is that Learning Commons social Commons upper levels of canvas a two-story space linking the levels of the school to the north of that is the health occupation program one of the CTE suites to the south we've actually been able to open it up another one of the feedback points that we've heard from both students and alums is open this building to the south connect to the field in a more meaningful way and so there's a bit of a South courtyard that opens there and again along the both North and South CTE wings our career technical programs facing the courtyard and again some of the core facilities on the outer edges our last image in terms of the building itself is the lower level this is if you will defeat the planet aureum and the the old gym we had originally showed some of the wraparound services to the northwest the auditorium just recently in one of the dag meetings we heard pretty clearly that we wanted the health program health clinic I should say with better lighting and our access to the public so we're still looking at some of these diagrams in terms what what what's weird this also shows a large multi-purpose area beneath the stage again on the northern edge of the lower level addressing some of the potential needs of drama or band or even a career pathway in performing arts to the south in the kind of peach orange color are some of the locker rooms activity rooms supporting physical education program also the potential for a career technical suite beneath the gym what kind of health programs or other programs can be that may be one of the future programs that Joanne touched up the last image that we'd like to share this evening for the updated master plan is is actually
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the site plan that I touched on the entry courtyard its accessibility of sort of prominent supporting that beautiful historic school a social courtyard is a safe place in the center the CTE courtyard I failed to mention they're on the east side between the two wings is really about service indoor/outdoor access i know we've heard from several programs construction automotive as examples that geez when the weather's good we'd like to be outside building or working on a car certainly we have major service needs being addressed through that facility we've also begun to just explore some of the sustainable opportunities of this site we know that we'll have storm water detention issues that can become learning opportunities for kids this is a hands-on learning school let's show how we look to the future as part of the design of this facility that's a fast run through of the design today so five nights ago we had design advisor drew meaning so it wasn't any gluten or materials he got this head of time but we have some feedback from that meeting to help yeah so like just said the the updated master plan was presented to the design advisory we got the opportunity to highlight things we like things that we questioned Kylie and I will go over some of those items in terms of positive feedback I think overall the group really enjoyed a lot of the adjacencies that are being created within these spaces so for example for academic CTE spaces being together programs such as arts engineering construction and architecture being close together again this opportunity of being able to co-mingle a lot of these spaces to provide this collaboration opportunity which goes back to some of those items that we highlighted within the guiding principles the social courtyard and the CT courtyard was a very positive thing anybody who walks around the campus events and understands that we are a unique school where a lot of the building is pressed up right against the sidewalk and so - that front the front yard Benson as a building as some of them posing as you walk around it so being able to provide these internalized Alatorre spaces provides lots of opportunities for students and teachers to socialize as well as teach and then the South Plaza was another very positive thing not only being able to provide I guess another formalized entry on that southside especially coming from like say the parking lot also providing that opportunity to open out onto the track and on see button field [Music] considered one that was recommended and he was so such social courtyard that was put to the master plan a lot of students really really enjoy the idea it's really nice that at our school especially now the only little place we really have feels unsafe here right by a very busy area Lloyd is very close it's just it hurts high school students it's very out the public have a social support yard was it's an amazing thing to have but we weren't talking about how it'd be nice if it was a covered area because it is Portland it does rain like six months another nine months we're in school it's gonna become a giant like blood if it's not covered and so it's gonna be oh if it's gross and there's money no one's gonna want to go out there and then it just wastes that kind of space so we definitely want to incorporate you kind of covered area just so that we talked also about like signs of shock for the area of CTE program so we're thinking maybe like a lot of people didn't have comment about like worrying about side of CT we want to make sure that Lincoln wondering really like was they Auto that obviously you're working with cars not like you're working for humans and then we also talked a lot about like oh the upstairs balcony I'm possibly using that space or something else yeah if you guys were like look at the master plans there's a lot of space up there and we were talking about like restoring it and to the out theater program that comes out moving on or in possibly maybe make the upstairs area something else they need with a classroom above it this way we can help serve space especially if there's it's like pretty it goes pretty far back so if we can incorporate another area and then maybe that could also be used in terms of leg if we wanted to have the initial experience for our drama or possibly a program that you just take this one so when we wear shiftings a budget and one of the things that we've done is been mentioned is did a trust estimate
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in March and go over that in a moment but how we're approaching this project because we're in concept design we don't have drawings to the best feed from its narratives and these diagrams we're using an Acosta model approach and what that's basically doing is looking at trends in in-school high schools in the area in the region and what are kind of we'll load a high range that we're seeing in these various components and then trying to identify where Benson falls within that range or the scope we know that it needs so you can see the ranges will vary widely and some more than others let's take for example site work site every site is unique so prices range play there the good news for Benson is we don't have a lot of site work it's pretty even limited so it's on the lower end of that range but you can see that range was very high for a project and for instance like Lincoln's can have very high site cost because of the nature of the project so you can see how we're identifying where Benson falls in those categories where we are on the higher end is definitely in the structural component tree because URM building a buildings we have to reinforce and a number of others seismic and structural needs for CTE programs the heavier loads for equipment in projects as a consideration and then you'll see really in the mechanical electrical plumbing categories being on the higher end of that because of the higher needs for infrastructure for CTE programs exhaust systems dust collection system and also as we talked earlier about planning for the future a little redundancy and adaptability to those systems to be able to support things we may not give the anticipated today but no could be needed in the future so that that's how we are identifying these costs and when we total those up we get to where we stand today in these elements this diagram illustrates how that that budget has evolved over time from early master planning to where we are today and I think the key thing I wanted to focus on here is that in March we had that estimate update we worked with osm to identify targets to really bring that into a 195 million hard cost number and then what you're seeing now is that as we've gotten this feedback and incorporated more infrastructure 'el redundancy and sizing we've included the additional future CTE space and then we've also increased some contingencies and temporary phasing allowances that says push that up a little bit higher again so that's we're at the 230 million hard cost pocket the goal is to try to bring that back down again and so what we we have done we have not defendant lee said what those are but we've identified those items that we considered and asked to come up with ideas that might do to enhance scope items and so we went to our steering committee and said here's a list of things that we could it could consider so beyond you know beyond the kind of minimum head spec need or it could be things that are unique to this project so for instance we have ideas such as the food clothes closet that's currently in space it's not there at the school that they have you know they carve out space for that and in working with our steering committee that thought was maybe that's something that could also be carved out again but again we're not providing any recommendations here's is what the steering committee has inputted on these various scenarios and so it includes the future CTE space restoration of the balcony and then the multi-purpose large meeting room and then that increased infrastructure redundancy and flexibility where items that we've just identify disease or potential in scope items you can see that it ranges from the steering committees of perspective from a preferred to a not recommended at the bottom so prefer to the top not recommended at the bottom we also oppose these to our design advice review just to get the book their input on what their priorities were so this slide is an activity that was done with our design advisory group and so when we looked at this as a design Advisory Group again we have the opportunity to prioritize these items for items that we most desired versus ones that were least desired and so if you look at the top two with number one being so that multi-purpose space that was shown in the lower level we need the existing auditorium the row so priority was that also making sure that that space could be large enough to possibly support say a future music program right behind that another big priority amongst the group was making sure that the correct infrastructure is placed within the building from day one to make sure that if there are any future program changes or adaptability that the school can do that more readily and more easily without having to incur a very large cost if something comes down the road with a new program or something and then the school can save Apple to do that and then shortly right after that again is this more emphasis on just providing more
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square footage for CTE and I think a lot of that does fall back on this idea that again we talked about Benson today we don't know what then since point eight when it opens we don't know what fence is going to be 20 years down the road but making sure that we can provide those spaces and the square footage so Benson can adapt and continue to grow as a CTE and stem school from a student perspective a lot of them did appreciate a lot of people do you think a lot of students will get to it to see that just even my law students like I said before I had asked for that to be social like hi as analysts but I didn't know like we we rank these in groups and ones that like ranked social for me to retire didn't have students I know that like five students are really 13:13 so nearly like half-ass it like he said [Music] I'm curious on the discussion about for the closet was did not shared that that was a sort of base inspect that was to be built into the no hit plus I think like the other project we're just trying to do our due diligence and saying cure ideas and that's why I say we don't necessarily have a recommendation or to that it's just something we included that currently is not on site and that we are bringing to the site and knowing past conversations that's important to the court so but we were just bringing it up as a 1 ID again and that's for you so is that space currently it's currently in the mass market [Music] just curious where you bunch and I'm always like everywhere else it kind of depends like so I know like students cat is eat throughout like by the funk box square and the library space it's been popular a lot of them us student actually like we talked about the forest that's what lighting in our school is they kinda feel like we're gonna cement box but the hell box for in the library is we have them like a guy like skylight and that cost not to lighting so a lot of men they a lot of people in health rooms which is like the upstairs track the helpers are here because those ones have windows all across their wall spin it for inoculating so those are really popular we have like clubs that meet at lunch day by day that goes not a single day where the club isn't me so people eat people eat from the cafeteria like considering like the actual number of people we have in our building it's not a lot but they're people aren't eating but I would just think you know we're out most people usually don't they somebody else brought this I'll channel them where they can bring it out as if we're moving towards electric cars with space next to the otters that was specifically considered I know and there was a reason why you didn't go with that and I don't remember what the reason was but I know it's been electric does have the desire to have solar panels on the roof that they can actually be part of that program so that was one of the driving factors for putting electrical the top floor adjacent we did talk about some electric potential for in the future that would be located in the automotive the way the programs currently run electrical is form based on residential or commercial car base so I imagine all electric cars would be more in the transportation mode but that the nice thing about the flexibility of these CT suites as we have it is like now is you could imagine that components of each could work
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together the suite or adjacent suite so that's kind of what we're trying to build into the ability to adapt to that and also sir the future CTE space I feel really small-minded this piece of a you know Madison initially they have a construction tech program there and the initial space design list was half electric and they had to shoehorn around to get a full build-out they'd have to give up some stuff and and here we have designed this is well that's throwing a whole bunch of compatible match but you know it's a substantial sort of extra space in case we need it my god I wish we had that at all of our schools but we don't and the budget piece you know we've had to value engineer the hell out of every one of our schools so far and and you know again there's that that pull between god that'd be nice yeah flexibility future program and the budget reality is like that hasn't happened that any one of our schools and I've been a part of at least three processes watching watching that happen minutes it's I just wanna leave that out there Benson I know that construction programs and other schools they see that as or would like I guess what our sophomores do they build bread boards they go to but I'm feeling basic construction program like then we're like Benson houses so like I think the future like CTE space I see what you mean by like other schools on having something has to be considered is that Benson is Polytechnic school we are supposed to have with special teams things about our city programs I feel like are my different level but categorize when like thinking about I totally get what you mean by like a space with other schools it's hard to make that comparison because the program Sabrina yeah I'm not talking comfortable programs even though I'm creating my teeth a little bit and how you talk about other schools programs but more about the luxury oh yeah and this it's well I have like a couple things so I do want to express just I don't know if it's the time but I do and express my like dedication to having these social courtyards I think that's a very valuable space to have within this plan I know create the school Cleveland I go to we have absolutely no outside space - I used always an example if kids stressed out in class and something I need if I'm gonna break me to go outside we end up just walking rounds in the hallways and disrupting other classes and not being able to go anywhere because we have nowhere to go so I think these social courtyards are a great idea especially having in the center of the school so kids know where to go and have somewhere to go and I also just wanted to pick your brain a little about how you think so we have the huge commons area which i'm also a large supporter of how do you think like the future Benson students will use that with the courtyard like things at the common this summer students are actually really gonna be able to use and go to make a lot of clubs when you want to meet at certain times or during the Flex of toriel's that time's really understood on the size of your club and what you can have to do it's really really hard to meet to like I know super or like smash club or like they have like three TVs lined up on a single table and like they're all laying on stools and really crammed together and so like I feel like if we had a space that's just really really open all the students they can use it for extracurricular activities and then plus they digit artistically arguing that tackle exit tutorial and sometimes if you have nothing to do but I think let's see you have homework but like the library and open turn to e to get really really packed or sometimes like it's
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just really crammed together there sometimes I feel that way to have this is really open space that you can just go socialize be at school but not feel like you're pressure to be in a classroom and I'm gonna connect with Scott's come into that this 15,000 square feet of future CTE space is something that I think needs to stay within the plan yeah I appreciate what I know has been a journey of gathering of conversations a lot of thinking and appreciate the fluid modular design I love the fact that our students have modern and you know more 21st century oriented spaces a question I've been asking every time we talk about Benson so I'm here I ask every time we're building a comprehensive focus option high school with an CTE program that's how I've always understood it and every time we've talked about high schools we're referring to ed specs these are features we believe should be on parity across all of our campuses so the area I want to speak to first is Visual and Performing Arts I don't see music practice room I don't see choir room I don't see a dance studio I know so if this is gonna be a comprehensive high school I don't want it to be an afterthought they may be that little bit of space up on top of the balcony or maybe that multi-purpose room can be a place or an orchestra convenes and I don't want to be sort of an afterthought if we decide down the road create opportunities for students in the arts that that that may be something that could come true I do appreciate that there's media arts and there's pathways and that's very forward-thinking and I love that but I also want to don't want to deny kids who attend any of our high schools from having access to visual or performing arts so I would want to see that peaked in from the get-go and I do think we need to have a conversation about a typical comprehensive high school has multiple FTEs teaching those content areas and events and we have one FTE so I don't know about size an arts advocate I just want to push for from the onset how we're observing those aspects for our comprehensives in the benson design I'm from a design perspective we love that great and the challenges there's been no clarity of that should be intensive this has comprehensive high school that specs great I understood that's a message received so just Oracle II one of the reasons why Benson didn't have that as they had a lot of approved additions for their CT programs because of some of the like safety requirements and the class size requirements that when the FTE came that actually Benson had more FTE in these other areas and so that was sort of the trade-off so this was historically so that they're extra after you you they approved additions were to boldly staff in ways that the other schools weren't staffed which is there was a trade-off but I guess so that's just response so the staffing staffing piece so that what there was some equity and how much damage the tricycles had I guess I want to go back to Scott's question about the budget I think that the signs great and super exciting be great place to go to high school just to the her you know question we have is around the budget and so doesn't address this to you dan is when you look at that where are you think about what we the discussions we've had on the top the other high schools to date we sort of said something like these are gonna be our base standards even though you may or may not want something this is what kept it off the high school so if you take what we've said in the past is in the base but where are the places where the places where we may be able to get some pom savings to get trying to get clothes see when I'm gonna get back to the budget so just Scott's point is that the extra TV space or is it those are some of the spots some of the the bigger dollar places that we've
03h 00m 00s
pursued as potential options are the additional square footage of the 15,000 square foot space the designing in this robust flexibility bill has a premium to it your typical building would not have so that has cost components as well also has big benefit for those flexibility in definitely that we talked about and also some of the spaces that are unique to Benson such as the balcony of the auditorium we certainly would like to keep that but if that's not a heavily program space now that might be an opportunity to add a classroom where we could move move a space that is new construction into an existing footprint so those are all things that we're taking a look at plus some other ideas that we have those need a little more time to kind of bacon bet but whatever they are there are going to be hard decisions so that's why we want to be able to put some more thought into them it gets more input on what might be acceptable it might not be so we come back we have more options with I did just want to respond to Julia Benson had to make the compromises on FTE and the trade-offs between arts programming and career tech was programming because it was so limited in size enrollment had been capped and when you have that given the way that we fund these programs you don't have the options when Benson had 1700 kids it had one of the most robust arts programs in the city though yeah and we certainly see the demand if you go to the eighth grade in tonight's there are a lot of very painful questions about what kind of arts there are and aren't and why I know there might not be a clear distinction claire's it used to be but for a typical Benson student how many what percent of your day and CTE course and what percent is in a and I know you know there's math that is sort of Benjamin shop floor math kind of stuff my gosh what's the let's have a happier day in CTE and half and English and all other parts so basically you have one period a day throughout the four years repetitive your CT program freshman here we have the depression eight and you go to I'm your major some periods require more than one so I know that or how about you requires sort of two periods out of your eight you go to and I know that construction has like it's two periods with emitters like this when you can take now but and then I know I'm also manufacturing you can take in externally very course to generate to manufacturing as well basically all that require to it says freshman year one or two freshman freshman year you're still doing one every single day okay sophomore year is like two two three so it's like it's you have one of your you have one class over every something no matter what grade and a matter what and then when you're a junior senior if you get to a certain major on one thing you might have two periods unless you double ganger if you double major than there's a possibility of those are for a semester okay so I think you guys are doing a great job of doing what of you too and my concerns are about what the board told me to which has to do with well the one of the recommendations from the bond committee that was also in the board resolution for the bond was that we have an enrollment plan for the whole district and high schools to make sure that all our high schools are fully populated and that's we don't have that
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so it's hard for me to say go ahead with the Benson plan - we don't have a district CTE plan so I'm still not sure how you choose which programs to go and that's that's a and then there's the question of what we do that's two that's still very much up there so we have kind of dueling staff recommendations once one front one part of the staff saying this looks good it's got your signature on it and another one that says well instead of 1700 1350 with with room for pathways programs so we got stuff to figure out and then the other piece is again what's the right model in terms of comprehensive or hybrid I think there's there's pros and cons there having our key and to me especially if there's extra space I want to see I would want to see it open a student who's a freshman or sophomore and figures out I love working on cars if they're not that's already what's what's in it for them stick around and wait till you go to Community College think they're considerations like that so that's I'm having trouble saying December 11th and saying we're ready we go and I don't take that decision life thank you would respond that Benson does take in students as sophomores if they're interested in transferring at that point and that it doesn't have only Walker students who pursue that option the option is for a variety of reasons not as well publicized as it should be the fencin is certainly doing that now on the Alliance and other multiple pathways idea I think that we are very clearly perpetuating the same kind of giving the multiple pathways the leftovers that we have been doing for forever with these programs because the program shows a one-to-one swap with multiple pathway students and Benson students and you can't do that because when you look at the multiple pathways students needs on a per square foot per student basis they need much much more space than Benson students do even when you factor in all the Career and Technical ed space that Benson students needs and it really gets my gold because I think it shows one of the big problems that we have as a district which is that we look at our teachers and we look at our children and we see widgets plugging in one plugin in another what does it matter as actually a parent was yelling at me again today about Cleveland High School where again this last year we had the issue of enrollment projections they ended up around Wow yes we have someone who can speak to them seven teachers laid off in in June come on oh but you know we need to hire seven teachers back but hey it's all good because they're completely interchangeable they're just widgets I'm a little sick of this and I think we very much need a much more thoughtful multiple pathways solution [Music] so so yeah I don't see
03h 10m 00s
both pathways it's in here [Music] well if we could just clarify they haven't been stakeholders that have been engaged in this design right I know yeah I get that but a little late in the game so I mean I don't worry we're gonna I'm worried about shooting so I I guess I can go a lot of Scott's concerns like there's a lot of pre-work that was supposed to have been and that's not your fault in any way it's really not it just is I I would be very interested in in exploring the hybrid model and and I guess my question would be are there design implications that have to be considered so my understanding is that we don't have to actually nail the programmatic pieces for muttering but but this design work is moving along presumably so are there any design run applications if we some the hybrid level to some degree into any degree you know like I have no idea what that would mean in terms of usage of space whether you could just mean item so so the hybrid model inclusive calculus me so my concern is no no no iron would be like there's there's a common incentive right yeah but you know the bulk of the students would be comprehensive but then there would be the ability for other students it would be somehow well I'm going back to you I don't know how we displace students so I feel like we're conflating different things work I think it was there are different ways to play CTE and I think we went over some of the ways that districts do that we are talking about an entirely different benson polytechnic we're going to consider a hybrid or any other we've talked about enhance ete and maybe we think about how we open up that opportunity but there's something distinct about a four year of pathways and the way that they play CTP that works for our students in a way they built their instructional program there and that's all a separate issue from what I hope we don't do each time that we are in this conversation about it designed for a new school that we're excited about is that it displaces a program and we don't solve for that issue upfront in a way that respects and similarly takes care of a supportive space it meets their needs too and so staff constrained by the absence of the building online however one moves to quickly explore what those options are you have a small sensitive that could fit the timeline but I feel like that's a conversation we also need to have yeah that's the community we need to have this conversation and if there are some guiding factors or principles that go with the discussion like that around things that are important and for such as located or accessible or transportation that have support spaces that would serve our students that with you know all of those features and I don't list them out because frankly I don't wanna make assumptions what are those and how could those be met I wish we had some questions in high school for instance but but there there could be other possibilities and you know what commitment we also have to that community or students I think that there are very doable solutions for multiple pathways ones that would put them a much better position but I also want to make the point if we're looking at increasing career technical ed opportunities we desperately need to be looking at opening up those opportunities during
03h 15m 00s
summer school we are letting this enormous resource lie fallow three months suggests it in three months out of the year and the idea that summer school exists in this district only for credit recovery is a complete fiction and we know perfectly well it's not being used that right now it's being used as a subsidy for our richer schools is what it boils down to I won't walk you through it now but I can after the meeting if you want we really have to reassess how we do well if just because we've had these same conversations about trimming down each of our schools entertain the idea 15,000 square feet of optional space there's got to be some compelling reason of the benefit that they would have system-wide so I love the idea of really playing extended learning that we open up some opportunities for our students across the district including our eighth grade students little great students who benefit from some stem summer academies the same way I believe we should be providing arts academies in December and can really give ourselves that kind of experience it's actually the Benton alumni got a couple of cohorts of middle school kids to come in during the summers for that kind of experience about few years ago we have some examples so yeah it is worked very well and though you know that again with the 15,000 square feet well how many kids medicine have today and you're building medicine for 1,700 you're putting in space for growth you didn't have 1700 kids at Franklin when you rebuild Franklin you put in space for growth Benson's been cut off at the knees for a dozen years because it's enrollments been capped Benson is gonna need space for growth and especially and Lou Patras is here you can talk to this for a long long time I'm sure the CTE majors do not all individually have infinite capacity to grow as overall student enrollment grows you can't have 80 kids majoring in construction all at the same time before you really are going to start having even you know kids cutting off their hands yeah yeah you have to grow incremental e and as you do that you're gonna have to add other majors okay I'm gonna I'm not gonna cut cut this up because we're not gonna finish tonight so we obviously have to have another work session you will fit right and so we'll figure out with so my comment is about what I would like to see at the other works that she'll break which is assume academics which has been again largely absent from our design processes sadly to often what's the difference in student preparation in different CTE programs or a comprehensive model like that some currently has versus even if we went with a hybrid for non-comprehensive what are the skills and abilities that come out of the Benson program versus ain't not all the Technic by school I think that would be very helpful I just wanna be clear on your question how are the CTE outcomes different at Benson as compared to proceed to e pathway at another at a neighborhood high school okay so so those animal work some magic funnier times so we got we got an email and I saw that we had one ham ready I'm guessing none of us are ready yet so some of the remaining questions might be addressed by the email I'm guessing there are others so
03h 20m 00s
if you have additional questions that you want to have answered in the follow on work session can you send them in including everybody send them to a Vaughn but the CC everybody that's suggestion but the resolution as well is that as for the discussion except we're working towards a roomful of a resolution that we have a draft one that we all look at that and in the context of our questions and the answers think about is that the resolution we you know want to approve there's a question there currently is the structure it's it's just a straight comprehensive high school of multiple pathways isn't there so that would be to be added if that decision that that's the staffs recommendation but I would think that we want to come to the next meeting with a whatever the next iteration of the staff recommendation and and the resolutions of the board can flow it's challenging and developing a resolution or a draft directory of remembrances we haven't heard inconsistent or consensual in front of the boy I guess in a year where we haven't heard from staff either well I would say the staff so as three flex the current staff presentation is a discussion today if we're working with all things being the same in a modernized building that's what it would be are you talking about the recommendation he gave or a previous resolution there's you there was a draft resolution and there's also a recommendation the recommendation is not reflected in the resolution rise because so if the recommendation from the staff is X then you should happen to present that reflects that a draft the reflects that and then I also think it's an opportunity just ever since the point Scott raised about the enrollment plan I would like to add some language so that we get structure around the enrollment discussion because I think it's very affair to have what's happened to date is sort of this negotiation between the high school principals in a very informal process it's not very transparent to the community so you know as they think about what needs to be baked in to the rest of the resolution okay so it seems to me that in the next work session we're going to have to make some decisions we're going to have to have enough information so that we can make some actual decisions about three things the model it's Benson gonna be only comprehensive isn't going to be a half or is it going to be a hybrid and we're gonna make that decision right second [Music] what's when we do it with multiple pathways are we assuming they're going to be in the building or not and three the enrollment what are we going to do about it [Music] or you know right so I just want to be realistic Terra around well Ward's of starpha if it's struggling with enrollment balancing because we're a neighborhood district so in theory we're constantly making those boundaries fluted to adjust for capacity many districts you do have capacity setting done centrally that hasn't been the mechanism here and those bessie shouldn't be set at the local level by individual sites and benson we're looking at a long on ramp here so there's plenty of opportunity for adjustments a long way but we need to sort of frame that out right I mean we're designing a building with a certain capacity what's the capacity and how we get there when we get there Chris that's a whole other thing but we got to build a building so what are we what are we building so right I mean that's what we need to talk about the next work session and and I'm thinking around the model stuff we're gonna have to resolve this what we do and we need enough information you sort of introduced the topic last time but now we gotta bring and I'm not gonna take anyone from this because we're already at 9:30 are there any final directions for the facilities designed folks we heard their presentations curious if there's in your homework assignment it's most of what we
03h 25m 00s
just talked about our follow-up programmatic questions well I guess my my only question is you know if we were to even consider the hybrid model what design implications would there be no I and sooner we'll compromise but we do know a comprehensive features yes yes but I mean so and I need some thought exercise go I would include multiple well I'm like if that's not - how can that be work like any they're good situations how to have your worst in you don't have another option right yeah so the other thing that I think the exercise that we had all the other schools go through is so what beyond the basics is nice to have and [Music] so this conversation that must answer what our baseline is so what were the things that are [Music] nice and great to have that the budget ranges yeah we could compare through the comprehensive component bets into the other schools in that aspect how we see that this portion is whiteness fluid but yes I think that that actually exists do you know how much space multiple pathways needs okay earn 40,000 I'm gonna stop we're gonna stop okay are you expecting a stop or is it we're gonna stop it okay we're gonna stop okay okay do we have anybody with public comments we get 10 minutes a lot [Music] okay we have eight speakers signed up [Music] two minutes peace okay and I'm gonna cut you off two minutes so Dave chief ah kita yeah well thank you I want to thank you guys for your ongoing and persevering work in this seems like a monumental task remediating and modernizing our facilities I'd ask you to please to honor the PBS information sheet that was published back in February of 17 that proposed to the voters 790 million dollar bond and specifically allocated 25% of that to Benson we the Benson community share your frustration that less than 10 percent thought that 790 million dollars is left over to address the proposal that the portland voters approved Benson is the flagship CTE school in the state a state that followed suit with Portland voters been supporting CTE with the passage of measure 98 so it's not just a local issue not even a state issue it's a national issue you'll recall that 98 meant to support grad rates and CTE and our grad rates continue to improve even as we approach 90 percent and that with a while composed of over two-thirds free and reduced qualifying students and my new employment minority students as well I've been a part of the master planning committee since the get-go I was the chair from the very beginning maybe five minutes in the first meeting are more passionate folks were asking about those alternate programs and what's the 1,700 going to be strictly offensive and from the very beginning all the way through going back three years this issue did not come up until just recently so it's it's really pretty late we've been planning we as community participants in that volunteer panel were instructed to go out and share back with the community what was going on and share back with the community that we were going to continue with the Benson that they knew of the past and share back that there would be a future plan for those alternative schools in the proposal to rebuild our school at some point in time those programs are going to have to go to this place to
03h 30m 00s
accommodate and phasing be extremely unfair to them to displace them and then bring them back there are options to give them a permanent home and they deserve that they should get back it'll be the best thing for them thank you maybe next time leave a little bit more time than the community Dwayne Davis [Music] yes all right try to be quick I graduated from Vinson I went to aqua green and Tubman and beech my daughter depend a good it's an insulin next year my sixty or teaching building construction back event the six of our kids and our made here here tonight I knew I wanted this job without the student admits in the late 90s and I feel like I had the best job in the world I feel very fortunate to be here no matter what is decided by the board for the future of the school I intend to continue to do my best to teach safe and effective tool use a prep reading instruction math problems love and work ethic and other furniture that's whatever students walk through the door or whatever door I'm assigned to work by so I'm grateful the opportunity to clip young people just for success in limited career paths that do not require a bachelor's degree Dave and I took our class of seniors it's coach teams with Dave to the plumbers and steamfitters local 219 whom Andrian mom works work and I was even surprised myself at how technically demanding that career path is to be able to work with a high degree of precision with complex three-dimensional shapes of high-pressure supply lines alone later carry deadly chemicals in manufacturing facilities like Intel is no simple mundane task it's challenging involves a mix of hands-on skills computer skills and strong work that forecast is not common this path gives students hope they can achieve an income and life in themselves upon graduation from high school and not have to wait another 5-10 years past their 18th birthday for independence does the college for all models as resulted in training preparation and students because outcome is what gets me out of bed every morning our world needs tangible hope without without stripling death students have been to have a chance for that the districts and school boards have it enough continuing to question whether or why or how we exist undermine the cripples everything we are trying to accomplish don't get me wrong if you want to permanently share spaded alliance or be a part-time skill center or some hybrid model we'll do that absolutely but it will not be as effective as simply taking the shackles off that have been on over a decade and this next part I just coming at me little awkward but we're going to try without getting fired the community partners at the district is putting a lot of effort into reaching out and organizing that lots of work in our schools to produce the next one it works Porter's doesn't want to partner with the Lions at the end all right all right okay all right Cameron I'm one of the construction students I am a senior under mr. office in the fajita and just within the past few months especially ever since the alliance program go problem got brought up he has been very much dealing I leave from student perspective love and scavengers fighting for scraps of what is left of the well what was supposed to be allocated defensins remodel way because a lot of us are feeling like she never got to happen within a time that there was a water dress pushing forward above the school that didn't need it when benzine hasn't been remodeled sentence I think late 70s early 80s that area thank you for time [Music] Abigail Broome hello thank you very loving me to speak I am also an 18-year attention Polytechnic high school also working a student underneath Hotchkiss and kita I I have a few opinions about whether or how the school would be if it was just a community center I'll shorten it down to one because of my short time frame I'm afraid of how it the learning will work whether it be every other day every day two hours per day I'm afraid that and how it works we won't have enough time to do what we do for example construction we like to go up to our project and work out and I asked one of my friends who are in health off what she thought about it she said you hadn't know if you had a light or subtract sorry apart if I had a limited amount of time for the crosses from beginning to end along with the teacher lesson plan with that timeframe they would be restricted
03h 35m 00s
to what we could be taught within that window of time Thank You Jackson yes you want me to go for you ribbon yes can I finish I'll try I saw the lion students not to say those students could not go on and succeed in any career but they're gonna be ready for that later and there is no incentive for any organization to invest in them from the outside PBS has to make that investment ourselves and we should women the structure is critical to our continued success so we kind of talked about how many you see teams basically 2 out of 8 a day and a student that graduates MS Matthew missed four point seven five credits in one program of study on average when they graduate in addition the other CTE classes that they take the hybrid model I think you need to move back the deadline for women students aside the average ad was starting to furnish but we learned in the create unions at 28 years old I don't feel like moving the needle from eighth grade to 10th grade is that significant of a difference for a student for when they want to decide what they want to do with their life we created right now have to decide in November I don't know why that night isn't April that would be a significant change that would be a suit his first decision making point rather than having to beat because PBS can I don't know why the the deadline is in November but for reasons of win students should make the decision about let me go to night school why is that not in April the choice is really yours and I'm actually at ease with any decision that you make but I just don't think the right hand knows that left hand is doing you talk about maximum ways and community partnerships on one hand and taking apart the fabric history could you potential events on the other by making this their hybrid skill center of public heating with a line and luckily pathways please approve the master plan and expect those bets in the Eva just read anyway okay don't forget that thousands of dwelling units are going up in the becoming neighborhoods okay all right thank everybody for hanging in there


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