2018-11-27 PPS School Board Regular Meeting, Work Session

District	Portland Public Schools
Date	2018-11-27
Time	missing
Venue	missing
Meeting Type	regular, work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education-November 27, 2018

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20:18 is call to order welcome to everyone present into our television viewers for tonight's meeting any item that will be voted on this evening has been posted as required by state law this meeting is being televised live and will be replayed throughout the next two weeks please check the board website for replay times this meeting is also being streamed live on our PBS TV Services website as a reminder we now have our TPS Ombudsman Judy Martin attending all regular board meetings specifically Judy will be here to listen to the public comments and if appropriate provide additional support to families who need or wanting Judy can be reached at 503 nine one six three zero four or five or Ombudsman at PBS net we also have interpreters with us this evening and I'd like to ask them to come forward at this time introduce themselves in the language into which they'll be interpreting and inform the audience where they'll be located in the auditorium should someone need their assistance please use the microphone over here hola hola buenas tardes me llamo Danielle Devo esta fazendo services to interpret a co en espanol avocado con la parte del for northern port muchas gracias John appeared service cover in our series petrowski's Louis Salaam I come in Hawaii so monitor Johanna dope I have HSN Judah I know she open my mouth on me and was in mahogany choke on to my panini so you gotta be nope we can't optic via Viet Nam's in grief you saw her with you come on thank you board members are there any items in the business agenda that you have questions on this does not include individual action items listed on tonight's agenda how'd she here we can why don't we go ahead with the rest of the meeting and I'll just stuck at McGovern communicate but there may be something in the business agenda that there was meeting okay anything else okay so before we move into the agenda I just want to make a quick announcement it was posted that tonight's discussion of the Memorandum of Understanding with the Portland Police Bureau would be voted on tonight and we have postponed the vote tonight we'll have be having a discussion but the boat vote has been postponed to a future board meeting to allow for more information gathering from students and school communities and later in the agenda we'll have a much more detailed discussion so more I just want to recognize student representative pays lurk for his leadership on this and his his work to engages many student voices as possible in a short amount of time and the plan that we have moving forward to continue to do so under his leadership okay so student in public comments miss Houston do we have anyone signed up for a student or public comment miss Susan yes we have five students the first two speakers are Elijah Seth's chick and Keita okay as people are making their way to the table I'd like to review guidelines for public
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comment the board thanks the community for taking the time to attend this meeting and provide your comments to the board we value a public input as it informs our work and we look forward to hearing your thoughts reflections and concerns our responsibility as a board is to actively listen without distraction from our electronic devices or papers board members in the superintendent will not respond to comments or questions during public comments if you want a follow-up from the board office please contact mrs. Hughes son or Rosanna Powell the board manager guidelines for public input emphasize respecting consideration of others complaints about individual employees should be directed to the superintendent's office as a personnel matter if you have additional materials or items you would like to provide to the border so for Intendant we ask that you give them to miss Hewson to distribute to the board and superintendent presenters will have a total of three minutes to share your comments please begin by stating your name and spelling your last name for the record during the first two minutes of your testimony a green light will appear when you have one minute remaining a yellow light will go on and when your time is up the red light will go on and a buzzer will sound we respectfully ask that you conclude your comments at that time we appreciate your input and thank you for your cooperation our next two students are charlie Abrams and Amelia Ernst sure I'm Charlie Abrams 15 years old and I came here today because I'm genuinely scared of my future it's no doubt that our climate is changing we used to take hundreds of thousands of years is now happening happening in a matter of decades so fast that I'm a freshman and I've seen the change under my own eyes this is unprecedented although every single person in this room doesn't know firsthand the true impact of climate change just know how lucky you are that you're not one of the increasing 2.3 billion people that have experienced a drought and then if we just lived in another part of our own country we could become one of the increasing 15,000 people killed annually by hurricanes alone that is what I'm scared of I'm the affected generation that will only see these statistics go up unless we can change something and we do not have much more time to act but what is most frightening in my mind is that my generation and your children have no idea the reality of what's happening I testified here in this very seat three years ago urging you to teach my generation the correct facts behind climate change I was just a sixth grader but I took my climate activism to the next level when I heard that my bill got passed however I'm still here today because no climate action has been taken since where are the climate textbooks I was eager to see where the new curriculum for my teachers there are issues that will be the same in 10 years but the immensity of climate change will be different next week I can't stress enough how important teaching the right facts behind the most crucial issue facing our planet is aside from the facts climate change is a personal issue and I want to illustrate that in sixth grade when I started publicly speaking about climate change a family heard me speak that I'd later run into years later I was in Washington DC flown up to lobby with citizens climate Lobby when I ran into them the mom came up to me and told me a story about her son she said that my speech two years ago had motivated her son to help the environment in ways he could when he was only six my point is that children are easily inspired I wouldn't be here today if I wasn't too inspired as a younger kid but we can't blind the generation from the biggest issues that they will face more and more cities are implementing climate curriculum and my generation the affected generation needs it done now all that is important to me all that I ask is that we finally put this bill into action even though it is three years late it is in your hands to act now thank you thank you hi my name is Amelia Ernst and that spelled er n s T and I'm a senior at Grant High School today I'm here to provide my opinion on the proposed agreement between Portland Public Schools and Portland Police Bureau regarding school resource resource officers otherwise known as SROs I do not believe that there has been adequate student feedback on this agreement although although this agreement claims to use referrals to the juvenile justice system as a last resort
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the implementation of SROs will inevitably increase the likelihood of students entering the justice system according to the ACLU during the 2013-2014 school year there are two hundred and twenty three thousand referrals to law enforcement officers in schools nationwide most most often for interference with the educational facility students have been charged with disorderly conduct for kicking a trash can arguing refusing to leave the lunchroom and countless other mild missed behaviors while this Agreement claims to try to avoid such such incidents there is always the risk there is always the possibility of misconduct by the school or police this possibility is simply too big a risk when we are talking about students potentially entering the criminal justice system additionally SRO is further contribute to discrimination in schools black students are more than twice as likely than their white peers to be referred to law enforcement usually for objective behavior behaviors such as disrespect referrals to police are also discriminatory toward students with disability 26% of law enforcement referrals within schools were students with special needs these practices undermine the creation of safe and respectful school environments where students are able to prioritize learning having armed police officers in schools can lead to an hostile and unsafe environment for some students with two fatal shootings by Portland police in the past 7 months Jason Washington and Patrick Simmons as well as a man dying in police custody on November 22 22nd Portland police have been proven to pose threats of dangers danger particularly towards people of color and people with disabilities stationing stationing police officers in schools will further contribute to an environment of fear and distrust in order for students to be fully engaged in school it is crucial that they feel safe for some students sro are taking away their feelings of safety furthermore there's nothing outlined in this agreement that illustrates the necessity of sorrows' in schools if student referrals to the justice system are to be the last resort order SRO is providing that school SAP staff are unable to the argument that officers stationed in schools are to protect against potential intrusions is one based in paranoia the actual threat of an outside intruder intruder is relatively minor minor in the likelihood of Aceros preventing violence is even slimmer as sorrows are detrimental to the to a healthy learning environment and I along with many of my peers do not believe that they make schools safer I provide an ick Pazar more detailed note notes regarding this agreement so please reach out to him or me if you have any further questions thank you and I urge PBS to engage students in further discussion thank you hi my name is Gwen Kalinowski kaal is ze WS ki and I'm a senior at Cleveland High School and I'm here to testify on the proposed agreement between PBS and ppb regarding SROs law enforcement and SR O's are put in schools initially to enforce zero-tolerance policies and the placement and enforcement have proven to perpetuate racial control anthropologist Marsha Wiseman writes in her book prelude to prison that police presence and criminalization of miss Diaz have resulted an increase in the number of in-school arrests and over 70% of the school-based arrests or referrals to law enforcement involve minority students by putting this method of keeping racial and social control into the education system law enforcement the production of prison culture in schools an easy interaction with the incarceration system it is a way to further expand this control to maintain a status quo that exists in larger society the presence of law enforcement in the subsequent production of prison culture in schools has made schools become part of the carceral state Weissman writes the carceral state also consists of zero-tolerance policies that criminalize an increasing range of human behavior increasingly student insubordination and normal adolescent behavior in schools but the president presence of SROs will criminalize behaviors that are otherwise dealt with by administration weissman rates black males tend to be suspended for infractions that are highly dependent upon teacher interpretations such as disrespectful attitudes or insubordination this ties into the PBS policy because on page one it says that esterhaz have the authority to assist and in maintaining school discipline at their discretion but this isn't this should be made more clear because there's room for racism and bias if it's just based on their discretion there is a very clear link between suspension dropout rates and incarceration suspended students are more likely to drop out of school and school suspensions with play a critical role in producing dropouts have significantly increased over the period of time that also saw the group the growth of incarceration and African American students are 3.5 times more likely to be suspended or expelled as white students and then finally to tie
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back into the agreement I don't think that SRO should be allowed to impede on classroom time which is outlined on page three that they can act as an informal instructure instructor and there is no mention of how officers who respond and investigate criminal behavior on school grounds will be enforced or maintained there's outlines how they should act but there's no mention of how it'll be enforced and maintained there's Catelyn research countless research on the detriment of law enforcement presence in schools but little that shows the benefits thank you thank you our next two speakers are Kati richly and David Morrison I mean Kati richly Ric HL ey and I'm here today as a mental health therapist as a professional who has given training to other professionals around the subject of trauma-informed care and as the parent of two students in Portland Public School I'd like to speak today about the policy or lack thereof when one student sexually assaults another student I will tell you that students in the school are quite engaged in conversations around this issue and I would encourage you to engage in further discussions with students but I'll speak today from my perspective when a trauma occurs it affects by its very nature a person's sense of safety and also a person's sense of trust in themselves and in the world around them after an earthquake takes people a while to figure out that the ground is not shaking anymore after an interpersonal trauma particularly a sexual trauma this process is much more complicated my understanding of the current practice in schools is that when one student shares with the school their experience of a sexual assault the school proceeds by keeping the two students in the same school and there's a concern about safety each student is then assigned half of the building and told to stay in their own half of the building and I have a great deal of concern about this policy I'd like you to imagine for a moment what it must be like to be a student in a school who can only visit with your friends and half of the school who can only sit in half of the lunchroom or go to the lunchroom on alternate days I'd like you to imagine what it would be like for a student to only have access to a teacher who might be in their assigned half of the building or counselor who may be able to offer support by their very nature these actions are isolating and alienating for any student let alone a student who has recently been the victim of a sexual assault in addition there are several instances where students have shared their experience with the school and have shared that they have been under the influence of drugs or alcohol when the assault occurred or have shared their experience with the community in a way that was not sanctioned by the school students have been threatened with punitive actions in these circumstances including being told that they could not or should not be on sports teams being told that they could not or should not attend homecoming these actions are further isolating and are punitive and while the punishment may not technically be for reporting an assault the message is the same this has ramifications in terms of depression suicidality student engagement in school dropout rates drug and alcohol use and abuse I would encourage you to further look at these policies and engage students and community holders in that discussion David Morrison last time I was here Julia came up to me and told me that since she's been informed by me during the last campaign of the dangers of wireless technology and cellphone use that she's changed her use of the cellphone and that she tells her friends as well and what I'm wondering is why is why are the kids in schools left out of this information considering the cellphone is the most dangerous device that they have I think school should be teaching kids how to use wireless devices more safely parents should be notified and in some of the material
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that I left you there's a there's information about a course that that you can utilize in the schools to teach kids wireless safety shifting to the situation of the cell towers on the schools I have a letter from Pat then safety manager Patrick wolf July of 2010 who said that the cell tower leases would not be renewed by a PBS policy when they expired despite that policy the leases were renewed and six years later March of 2016 PBS received a letter from somebody in close proximity to green thumb school I'll read just a little snippet of that here my neighbor who lives right next door is dying of cancer the neighbor who lived in front of the tower died of cancer my mom who lived with me two houses down from the tower died of cancer I was diagnosed with early menopause at 34 while my mom was diagnosed with breast cancer my other neighbor who lives four houses down from the cell tower is currently going through natural treatment for ten years and there are two more neighbors with cancer who live nearby the cell tower so this can actually be a aside from the human toll this can actually be a huge problem for PPS because the commercial liability policy that PPS holds excludes specifically harm from electromagnetic frequencies since they did the research and they know how dangerous it is they PPS is not covered for that so any eventual lawsuits there's there's no insurance and the cost that the that the board or the or this or PPS will have for that will be huge so I my usual theme that I'm always up here begging for is to get rid of Wi-Fi and stop exposing kids to chronic chronic microwave exposure and start teaching kids how to use these devices more safely thank you thank you our next two speakers Deb Mayer and Tony Jones good evening everyone hello my name is Tony Jones I'm the president of the coalition of black men we're a thirty-year-old organization which has worked to demonstrate black men can be a beacon of leadership to address issues in economic education and health for black men our families in our communities we currently have a partnership with PBS in Harriet Tubman middle school providing an ambassador's leadership program in a vision board career exploration program in competition to help our youth connect with role models and plan for the future I'm here tonight to urge the PBS board to review their master plan for Venson high school and keep the alliance alternative high school dart school and reconnection program at Benson do not temporarily or otherwise relocate the school provides two pilled stability and continuity to your students that have great minds work ethics but face other challenges that require the continuity of going to school and receiving support at the same location we know that these programs have a strong representation of many youth of color approximately 60% of the youth particularly African American Native American and Latino maintain me these programs at Benton's Benson strongly alleged with the principal's your staff leadership and the community is cited as important it honors the unique history of Benson as a school with a strong seat to CTE focus in history hands-on learning and also positioning Benton Polytechnic as a national model for steam and CTE these are some of the key goals that highlights it that you've listed I'm dismayed to see that a comprehensive education experience for me code word for college prep with CTE offerings is being recommended as a strong direction for the school Ct is a is the history and the brand of Denton Polytechnic high school and is a very important component along the continuum of Education many youth that are an alternate alternative learning environments thrive on
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project-based learning and hands-on experiences many of them and all students see the real value of education in high school when they can have their skills and esteem built by the hands-on activities that they can see leads to a future where they can earn an income maintaining these schools at Benson through construction provides a much-needed anchor for these students since Benson is conveniently located the public transit and many community resources it is also located to the hub of business and industry in downtown Portland and it makes it easy for services in the community to wrap around these students to know where the continuity of look of the location for this program what these programs will be PPF school board has a racial equity policy which staff and school board members used to make art to use to make decisions you need to support racial equity and support these students it is a moment of challenge it may not be easy but it's clearly the right thing to do so urge you're urging the continues programs that Benson thank you very much [Applause] and our last two speakers are Joe McFerrin and Rebecca hanison okay I want to thank everybody who testified your your comments are important and we consider them when we make decisions please feel free to contact our board manager Roseann Powell if you have something specifically you want to followup with the board or with the with the board office okay superintendant Guerrero [Music] good evening directors and everyone here live and in our listening audience first of all I hope everyone had a wonderful Thanksgiving holiday and had a chance to spend time with family and friends it took the opportunity for a short flight to see the wife and kids and did some overeating and had a chance to play some lengthy Monopoly games and see a late-night movie so so that was all a good time it isn't it is an important moment to reflect on all we're grateful and appreciative for and definitely want to put out there to to all of our students our staff our hard-working educators and leadership team thank you for all you do here as we work towards improving outcomes for all of our kids students well tonight we have a couple of important topics that we're going to be talking about the first is continued conversation and around a challenge that I think a lot of educational leaders around the country wrestle with and that's balancing the ensuring of student safety with making sure that we have thoughtful working agreements with our local police departments and we're going to continue to listen to our students and we're going to make time for that to take questions and our boards continued questions to make sure the agreement that hopefully settle on with our valued partners at the Portland Police Bureau manages a balance that meets our all of our needs we know that the particular role in training that our school resource officers are an important part of that equation and how they engage with our school communities so we hope that the continued conversation allows us to work out an agreement that makes those things explicit following our regular board meeting we do have a work session on a couple of other topics but this relates to the ongoing conversation that we're having about the Benson campus I want to thank the students who have spoken here tonight and others from the broader campus who continued to speak quite passionately about this topic of the future of that campus it hosts a lot of important schools and programs on that campus Monday I had the opportunity along with a couple of our board members and a lot of staff to meet with Alliance staff parents and students for example I thought it was a very important meeting it was a very
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informative meeting I think it'll be just one of a series of continued least listening sessions to really understand first of all what are some important ways that Portland Public Schools can best support your success and what kind of the facility can help to ensure that and while there haven't been any decisions made I think that's exactly the conversation that'll help us clarify what happens next the underlying message that I want to make sure and and put in bold print here is that every one of our students matters in Portland Public Schools you all deserve to have a place that allows you to reach your full potential so hopefully that is exhibited in the decision that we land on as this conversation continues tomorrow is another important day because the governor is going to be releasing her budget so we're gonna get our first glimpse at what fiscal position that may place public education k12 in particular here in Oregon so we'll be looking intently for indications that our schools are a priority here in Oregon I know that this is a starting point for broader budget discussions when the legislature legislature convenes starting in January and I and my superintendent colleagues will remain actively engaged and at her invitation a small group of us are coming together to meet with the governor to hear more details tomorrow afternoon so looking forward to that I'm gonna keep my remarks there but I do want to end us with a little clip video clip that our communications team has put together in the spirit of the holiday season which will share with us a little something about the food sharing program based at Hayhurst ten years ago when I arrived at this school I decided we needed to have a backpack program and the backpack started out with about ten families in which we gathered some community to support put food and backpacks set at home on Friday their program is groaned and over 30 backpacks or 30 bags and we support our own school community we support the Odyssey needs and the Ainsworth needs all are part of the program all of the PTAs donate to the cause which is great and it doesn't take a lot of time for most of the people here it's from 8:00 to 8:30 on Friday doing it here has led the students who are waiting for the bus to go to middle school healthy seeing the sixth graders come in and help out it's been a really nice addition this year it's so important for them to also be connected with what's happening in their community part of the sixth grade curriculum at Robert gray is in getting them involved in doing volunteer hours and I love that piece of giving back to your community and also seeing what is what is happening it just being in touch with somebody who is you know maybe in a different situation than you are we have a certain amount of bag set out and we add like a protein and fruit and vegetable and some fresh produce to you check them at our school some kids get free hot lunch but at home you can't really give that to them so that's why we do food bags so that they can get the fit they need it's so that over the weekend or the long week they can have enough food to like laughing you know it's really important for kids to understand what's going on globally as much as it's really important for kids to understand what's happening within their own school community or their own neighborhood we do have children that are having a hard time getting their food needs it can really affect any families at any time it's it's not just on the outer east side of Portland it really is it's it's in southwest too so if we can provide food and sustenance so that they don't have to worry about where their next meal is coming from and they come in fed they're ready to learn and that helps them on the road to success we're also gonna do a personal assessment take like this really is a community effort it's not just one parent that's organizing this we have so many people look in our within our TTA community but also within our greater community it really does take a village to make this happen it's a really wonderful bringing the whole Southwest community together and supporting families that are in need of food it makes me feel super proud and like I'm helping someone who needs help and I also just really enjoyed it because I can do it with my friends this builds community because we're helping kids who are in need and it makes them
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feel supported and it just makes them feel like they're part of the community thank you for your spirit of giving to our school communities engaged in this program that concludes my report thank you our service employees sorry international 503 Union has requested time in our agenda I'd like to invite Mike braid to the table for his comments chair more and members of the board my name's Mike Brey I'm a public services organizer for SEIU Local 503 and PPS local 140 my name is Adam Napier I'm the Hickey Sounion Wilson High School I was asked to speak this evening just to paint a picture of what I deal with on a daily basis start off with I was hired in 1996 so I have a wealth of experience as a custodian my current staffing levels at Wilson High School in order to conduct the custodial services that we need to do I need a staff of between 7 and 9 people the way we were currently staffed right now with you know maybe a custodial member is as out sick or on vacation is minimal in my crew I have to send people out to other buildings on a continuous basis for weeks months at a time reducing my force to about 3 people you know to impact that as well with the numerous TVs that we have I want you to imagine that you're you have a house at 300 300 thousand square feet with 1,700 teenagers in it and you have to clean up after them every day with 3 people we are losing people continuously because of overworked medical issues getting hurt on the job just being forced to do the task of three people out of you know in a shift this year alone in my building I've had a case of pertussis 2 cases of MRSA I have had to sent people out to another building for foot-and-mouth I'm very concerned about the safety of the children again in my 20-plus years I've never had that in my building no viruses or disease that I've had to clean up after so and I urge you guys to reevaluate the custodial budget when that time comes and that's pretty much so we really wanted to address you all to make sure that you're fully aware of what is now a staffing crisis and the custodial department it's it's not a staffing shortage anymore it's an absolute crisis we had prepared a video also it didn't look as slick as that I definitely understand the policy then not show videos from groups other than the PBS comms department but you all will get a copy of that and I hope that you will review it what the video is is testimony and interviews from custodians and and teaching staff faculty in the school is explaining what it looks like when we're in this staffing situation so I mean the custodians at PPS take pride in their jobs and they really want to provide a clean and safe environment for the students of PBS to learn in but they're not able to do that right now because of the levels of staffing so what I'm gonna go through real quickly here are just some numbers I'm going to throw a lot at you and I'll leave this with you as well if you like a copy of this document but the current situation so in the custodial department there are currently twenty eight full-time openings and fourteen part-time openings and this has been the case was fluctuating around those numbers for the last couple years and that's not that's not anything that's just now happening we now multiple schools with one custodian during the day and one during the night you know in a middle school it's a lot of square footage on the average day there used to be hundreds of applicants to the custodial civil service test which was conducted once a year the most recent test had 11 applicants and that was I think the third or fourth test this year so there's several tests per year now we're getting a handful of applicants to them custodians are now covering more square footage than ever most of you know already because we've brought this up before that the department is already budgeted to staff at a level that meets an standard that's described as moderately dingy I'm not just making that up there's an industry standard and the current budget allows for staffing at
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that level right so when you're staffing at a level that's so low it's already difficult to cover normal absences but now you have custodians that are you know have a higher workload because they've they've got people that are sick injured calling out and now we're seeing more and more of this due to stress and workload right so what that results in is that shifts aren't able to be covered so if someone's out sick there's nobody there right so then you have either a full-time or a head custodian that's working at twelve thirteen hour day or they pull someone from a high school or another school so it's just cyclical in 2013 we are still right around recent historic annual averages of absenteeism sick sick calls right of about ten percent of the workforce over the course of the year right that's doubled in the last two years so we about twenty percent of the workforce calling out over the course of the year and that's a lot workers compensation claims in the department averaged 47 claims for the past three years I honestly don't know what a kind of a standard number is percentage-wise but to me forty-seven is a lot if you have 47 workers comp claims during the year that's a lot right five is a lot people getting injured on the job there were 26,000 388 hours of overtime worked last fiscal year that's a lot of overtime that people are working people are overworked and that's due to Cu B's people work on weekends but also you know these you know custodians having a cover shifts when there's no one to backfill what we feel like is causing this we we know there's there's interest by custodial management to work on streamlining the hiring process and the Union wants to collaborate with the district on that with management and make that work for everybody right but of course like we bring this all back to wages PPS custodian wages have not kept up with cost of living and they haven't kept up with neighboring districts for example part-time custodian wage has only increased 14% we're about a dollar fifty in the past ten years and you all might not know this but the part-time custodian wage is lower than a full-time custodian wage but they do the exact same work so nobody wants to take the part-time job because they're getting paid less and they're not getting benefits a full-time custodian wage starting wage has only increased about 15% or about $2 in the past ten years and a series of step freezes has resulted in a large part of the unit staying stagnant and being near the bottom step custodians at the top step of the wage range a head custodian D like Wilson high school like Adam I've only seen about a 10% wage increase in the past ten years neighboring school districts and private sector employers are paying more we know Beaverton pays part-time the same wage as full-time custodians that's about fifty fifty cents more than PBS starting full-time wage and I'm almost $3.00 more than a PPS starting part-time wage three bucks the part-time again part-timers do the same exact work as full-time custodians David Douglas starting wages 1714 an hour which is $2 more than a PPS custodian four dollars more than the part-time custodian here and custodians and other districts are still getting annual step increases which of course encourages retention so one last bit beaverton equivalent of a head custodian d here at PPS tops out of five dollars more an hour and David Douglas at least three dollars more an hour than a PPS head so painting that picture the district is PPS is not competitive we're losing people we're not getting people to apply resulting in a diminished workforce that's overworked stressed and not able to do the job that adequately serves the students of PPS so last year we were invited after settling our contract to address the board and and you know the feeling was that superintendent was hoping for a positive message but honestly we just didn't have a lot to celebrate because we kind of knew this day was coming we'd brought it up in bargaining we brought it up indigo she is that the part-time wage there's gonna be a huge problem that the starting wage is gonna be a huge problem so what we're running into when we bargain a contract is the budget that is allocated to the custodian to custodial department so as Adam asked as Adam suggested we we're here to ask you all to consider that going forward knowing that we have to get out of this crisis somehow so the next item is the Memorandum of Understanding between Portland Public Schools and the Portland Police Bureau I want to ask chief of staff Stephanie Soudan to to lead the reports and I just want to say a couple of introductory remarks this MOU has
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been developed over a number of months through discussions between staff and members of the Youth Services Division of the Portland Police Bureau although student resource officers SROs have been in PPS schools for almost 20 years there has never been a formal memorandum of understanding between PPS and the police Bureau that established the roles and responsibilities of each and clarified processes and expectations for the relationship so this is an important and long overdue agreement that superintendant Guerrero and chief identified as a high priority at their first meeting last year the board had the opportunity to review the document in October at a work session we appreciate the diligence of the PPS and ppb staff in responding to some questions and concerns that were voiced at that time Stephanie Soudan will walk us through the revisions that have been made since then and captain Hagar and lieutenant Quackenbush of the youth services division are also here tonight to describe the work of the SRO and answer questions some questions will remain after tonight we only recently received feedback from students thanks to the efforts of student representative Nick pace ler in this team at the district student council Commons given the important that this issue has for the safety of ml being of all of our students and school communities we're postponing the vote on the MOU in order to allow time for board members to hear directly from students and to receive more information from the PPD and I think miss Stoughton will talk about some opportunities that will be coming up and before we launch into the discussion I I'm gonna ask board members to focus your remarks to the extent possible on clarifying what information you will need particularly from the Police Bureau in order to make a decision on this MOU in the in an upcoming meeting and the more specific you can be the better like I think there are some questions that I've heard over the last couple of days and I think that will help us to to get through this in the most efficient way possible so please Thank You chairman Stephanie Soudan for the record so you are correct this just formalizes an operating protocol that's been in place for nearly 20 years between the district and the bureau and outlines roles and responsibilities of SROs and it describes the processes for their assignment and evaluation training requirements which as many and methods for resolving issues and concerns and our October 9th we did present this mo in a work session and got some direct feedback from you to negotiate some additional language all of which has been accepted by the police Bureau that includes clarifications that both PBS staff and students are involved in the selection and appointment of SROs and schools it reinforces the training and use of restorative justice and trauma-informed practices to address student misconduct as an alternative to referring students to the juvenile justice system it clarifies when and how parents are notified and involved if a student is in a custodial interview it outlines a process for resolving disagreements between the district and the bureau and a direct staff to annually collect and report on disaggregated student data to the board in Portland City Council so as chair Moore mentioned we have received a some recent feedback from a cross-section of PBS students and I want to thank board student representative Nick pace ler for is this assistance and coordination in this and we talked today about scheduling some additional opportunities for student feedback input and also for questions to get answers I mean for questions to get answered I do think there's a little bit of a misperception about the role of SROs and this is a great opportunity I know the team here shares my interest in educating and and having that conversation so one idea we're exploring is adding to the currently scheduled student leadership summit on the Saturday December 1st I've shared that time just before the meeting with my partner's here and I think we can accommodate that so I will be working with Nick and his partners on that we're
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also looking at scheduling an after-school meeting sometime next week that would allow other students that are not necessarily at the leadership summit but open it up to a broader audience and we would include some engagement and advertisement what I envision of these both of these sessions would be to have not only the Portland Police Bureau but staff from our office of student supports that work directly hand-in-hand on a daily basis with our SROs staff from our security team and any senior leadership members who are involved and then of course we want to extend the invitation to board members so you can hear that directly just in the conversations we've had today several of you were on the phone with the three of us and I think a lot of I think a lot of information was cleared up and I think just having those direct that open dialogue and direct conversation will go a long way so we welcome that opportunity so I will have more from for you hopefully tomorrow on those opportunities and then I would just like to invite captain Hager and Lieutenant Quackenbush to answer any questions you may have for the remainder of the presentation before we launch into questions you provided us with a PowerPoint with a fair amount of information and what I found most interesting and informative was some of the data on outcomes for students the number of incidents the number of students who were diverted from the juvenile justice system could you provide a little bit of background on that before we launch into questions sure and for the record my name is Tasha Hagar I'm the captain of the Youth Services Division and I have been employed with the Portland Police Bureau for over 24 years now so the I'm going to give a little bit broader perspective of diversion in the in the last 24 years of being a police officer in Portland our role in the community has changed dramatically when I was hired I was hired as a law enforcement officer and over the course of time the expectation of our roles in the community has changed from being law enforcement to actually providing more support for members of our community who are struggling in a myriad of different ways so I think that coming to the youth services division I've been here for six months now this is one of the divisions in the Police Bureau that is really extremely proactive in trying to build community relations so the procedural justice is a very has a very large role actually across the entire Bureau and the restorative justice programs there's actually two of them that have an impact on PBS students first is one that PBS actually as I understand funds and pays for and is through the schools and the second is through Multnomah County so we have monomakh ounty juvenile she works for Multnomah County but she's actually assigned to our office and she is a daily resource for our officers to divert calls to her versus actually sending them to jdh with a criminal referral her role is strictly pre-pre police report so the number which I believe was 48 last year is just our referrals to the county and we don't track those because in the Portland Police Bureau if the officer writes the report it's too late so so there's no report written there's no there's no the goal is to keep the use name out of the justice system that includes keeping their name off of police reports so the only way I can I can actually give you that numbers because she told me that number we have no way of actually tracking the number of referrals that we influence or are a part of that are into the PPS restorative justice program because again there's no police reports and then the other thing I'll mention on that is part of that program is about having conversations and the restorative dialogues and the restorative part of the county went through some change so
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their program actually wasn't up and running for about 50% of last school year so I'm kind of expecting those numbers to rise in in the in this next year just I could be wrong because I have to wait till the numbers actually come out but that program was only available to us for part of the time does that answer your question and I'm acting lieutenant Quackenbush just to tag on that a little bit so philosophically you know being a school resource officer is a calling it's not just any police officer it's a special kind of person that's heavily vetted peer reviews supervisory reviews checks of internal affairs investigations all those sorts of things input from students on our interview panels and it's not just something you walk into it's become a highly specialized position that we scrutinized very closely you don't want just anybody walking the halls interacting with students so it's something that we take very seriously and philosophically we're part of the best practices model which we are on a sort of continuum of care you know since the 1980s the laws have shifted from this traditional division between juvenile justice and juvenile dependency and recognized that you know victims and and wrongdoing and trauma and all these things are fluid especially in light of a lot of young people and like the captain alluded to what our officers and what the people in our division are very passionate very serious about are finding the best possible outcomes for every student that we encounter and we recognize the challenges that we've that they face and they have highly specialized training and awareness of resources that your average patrol officer doesn't have the inkling of because they live in a different world where it's just called a call all day long and trying to do the quick fix so we have the ability develop relationships and work very collaboratively with the students success and wellness staff in particular on managing situations and before they you know putting out all those little fires that can happen before it spirals into something larger that's we have less options because as a crisis escalates you know discretion and the ability to intervene in a creative and intentional way that that decreases on the other side so in a nutshell that's our philosophy and our approach to working in the schools and what situation like under student circumstance would an SRO be used and why like why would an SRO be needed involving a student situation at a school well I can offer many so to top off to talk about some of the statistics you know last year alone we had 5,400 more or less calls for service 9-1-1 calls etc citywide that originated from school locations so that's going to elicit a response from a police officer and I guess the question is what do we want that to look like what kind of officer do we want to have responding to that situation and so the system that we have set up right now is that the SROs are the ones that immediately get paged to respond to those because again they have the awareness they have the relationships they know staff they know the resources that the various school districts have they know facility layouts so they're they're able to be more intentional about the response and produce better better outcomes so but school community is a microcosm of our larger community right so it runs the gamut as far as types of problems everything from vandalism to assaults to we have weapons showing up in schools unfortunately and so it's the as far as events and type of crime or criminal related behavior it's you know it's reflective generally speaking of the brighter Portland community I think that when you're looking at the number of calls that the Police Bureau's the police Rose
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responding to of that 5400 our SROs took just over 2,500 so you can already see that in the reality I'll sit here and tell you I'm not staffed to the degree that I need to be to do the job that I think that we need to do however I that's another story for another day of those 2,500 calls we had 566 of those calls or were crimes were people reporting crimes to the police and and that that's only group a crimes which I won't go into the group B crimes are a little bit lower level like trespassing and disk on and those are count we count them differently so we from a data perspective I don't want to bore you but from a data perspective it's harder to track so of those 566 reported crimes our SROs arrested 13 people last year 13 which is an extremely low number the rest of those were dealt with in some other way and and so you know the going back to the philosophy of what our SROs are about is about finding a resolution that works best for the student and the school and the community and the challenge of putting that back onto our regular patrol officers at this point you don't listen to your custodians talk about their their staffing levels and I'm like that sounds very familiar in the police bureau we have our staffing levels are very low right now and our officers are going call to call and through no fault of their own they are looking for the most expedient way to get to the next call and and in my experience of 24 years the most expedient way is to make an arrest or referral and move on and they simply don't have the resources that our sorrows do so and I you know I can just add something here I really appreciate a listening to the students testimony and I appreciate having you here and I actually really am looking forward to PBS providing a venue to have a conversation because you know some of the things some of the fear that is out there about the police created by what's happening nationally it's it's not it's that fear is a legitimate thing and the only way we can address it is by talking about right here Portland Oregon and Portland Public Schools and how are we different because we are different so what is happening here in our school system between the Portland Public Schools in our SROs and I think that some of those students might be surprised at the difference between what their what they're hearing and the national national numbers and what's actually occurring on the ground in Portland dressing that so as a person of color obviously as you say the national context is not great regarding trust between police and communities of color and we are a very diverse community so I'm wondering things like what kind of training do SROs have in terms of culturally socialized behaviors because sometimes I know that behavior and discipline issues can be really subjective another question might be you know what is the diversity of the pool of our sorrows because I think it would be important particularly in our religion first schools to have you know officers that kind of look like our community and and sometimes that helps build better connections and trust particularly you know maybe some that speak a second language and a language of a lot of our students yeah I just want to be really careful how we roll how we think about this if we're going to have us or rose in the school you know what impact does that have particularly on the communities that are you know so often kind of criminalized so I'm gonna address the second part of your question first and then I'm gonna let lieutenant Quackenbush talk about the actual training that arose by sorrow's get but our our SROs are the the Portland Police Bureau's Youth Services Division I would argue is probably the most diverse unit in the Police Bureau and even though we only have 12 right now eleven SROs we have we have a very high level of diversity different language speakers different ethnic backgrounds different color different sexes different sexual orientations so all of that in a small group of 12 people were almost all different than each other in one way
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shape or form i i was asked at one point time did we do that on purpose and and my answer was no we just those are the people that rose to the top that wanted to come work for the youth in in the school system and they're good at what they do and and so we took them I and I don't know why that is I mean I haven't sat down and asked each one of them what drove them to do what they're doing but they all want to be a part of the community so so we are a very diverse group of people and then I'll let lieutenant Quackenbush talk about the actual training that they get yeah some of that was outlined they think in the PowerPoint as well but just just to review it we actually have a supervisor that's away this week because he's a national trainer and so he's in Texas helping deliver some of this training to another agency but through the National Association of school resource officers it's a basic expectation that you before you step foot in a school that you complete a basic training that involves you know everything from social media to cyber safety and sex trafficking for two trauma-informed care and working in collaboration with other people that work in a school environment your counseling staff your administrators your teachers etc crime prevention through Environmental Design and oh the district's dealing a lot with safety upgrades and with the new buildings that we're getting ready to break ground on and that's that's always a big topic they move into an advanced class where it touches more on leadership and delivering curriculum which is you know at the well of the school district obviously in the in the teachers if they feel it's appropriate for a certain class civics or something like that to have an officer to come in and talk about law and rights and Civil Procedure or whatever that you're capable and confident to be able to work in a classroom environment in that way it's in a command system so if there's a huge event being able to manage a catastrophic event for lack of a better word that's where we intersect a lot with your emergency management team around planning for earthquakes or whatever act that could happen that we need to do a reunification around so there's a lot of planning and strategy that we go through with that training we were actually the premier site for Nazareth delivery of adolescent mental health training that happened last fall which was a two-day class around understanding the adolescent brain I think most of us know these days you know we all kind of knew that intuitively that the adolescent brain is a little bit different still developing and also understanding the intersection of that and the challenges that young people might have they're experiencing mental health issues as well some of the symptoms some of the de-escalation techniques and things that you can use if you're dealing with the young person in crisis protective and risk factors around various forms of disease you know we've been through the management courses as supervisors in connection with that we go to annual conferences for both the national organization and then Oregon has its own school resource officers association that by the way admin teams and security teams are always welcome to attend and frequently have I know PBS is in there with us in the past the last conference for example was topics around social media safety and entire presentation one day by a pretty experienced detective retired detective from the Midwest around some of the dangers and send the awarenesses and things that people need to be looking at when they're dealing with social media and how we can assist with that critical incident debriefing there was a very powerful delivery from me sex trafficking survivor that spoke to the group and talked about what that experience was like and some of the indicators that you need to be aware of because that's not something that's necessarily obvious and a lot of people that are in that situation are not even aware of the fact that they're in that situation so I mean I could go on sort of ad infinitum but it's it's an ongoing work in progress just a few weeks ago myself and the Cleveland SRO listen who are had the privilege of going to the national intervention or national behavior intervention team Association conference with PBS Student Success and health and wellness staff and San Antonio a lot of great takeaways from that we did a site visit to a high
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school in Austin that is solely recovery based it's all students and recovery which I know is is something that the district is is working on and as a dream to build an infrastructure to help because you know unfortunately there's something like a 90 some odd percentage relapse rate for young people in recovery if they're not able to have peer supports and have the right structure and everything so it's just a lot okay answered regarding how you understand the cultural behaviors and understanding our communities which has you know many many cultural groups also kids without legal status that point have more fear around so I mean is there specific training to really understand the specific issues of kids of color and the different behaviors that might be typical across various communities that is more typical of training that all police officers get not just I mean we may find some of those things in specific things in our conferences that maybe our SROs would attend but when it comes to cultural competency that's something that the Police Bureau trains all police officers on and so you know I think our our culture some of the cultural competency in our unit comes from the fact that we are a diverse group of people so we learn from each other about our own differences it's probably my experience well I will just share my experience has always been it's it's easier to learn not in a classroom but by actually talking to somebody and that's and that's what we have but we have the classroom the classroom cultural competency through the bureau for all officers to implicit bias is a huge topic right now industry-wide and I just literally left a class on that yesterday conversation about that and you know that involves the Harvard's IAT some of you might be familiar with and and raising awareness around your own blind spots right so it's there's definitely a lot of work bureau wide that goes I want to thank Stephanie Sutton for the work on the agreement and also thank captain Hagar and acting lieutenant Quackenbush for answering some questions today that I had about the agreement and I want to just go back to director Moore's so framing at the beginning about the questions we need to have answered in order to be supportive and I'm gonna say I think there's sort of two buckets of questions that need to be answered through certainly the questions that we as board members need to have answered but I think it's gonna be really important to that the questions that our students have get answered so I want to thank the students Emilia and others who contacted us in advance and our student rep for providing initial student feedback but I think it's gonna be really important that we understand what questions students have and then we have some mechanism that those answers can be shared broadly I know just the brief time we had this morning it was very illuminating I think it's useful to the community of what school resources officers are or aren't and I think if we have if we attend Tukwila s'en to students and answer some of their questions I think that it will set the relationship off on a much stronger footing if there is a clear understanding so I want to make sure whatever process we set up that we have an opportunity to understand what our students questions are and get them answered for me I had some one of my primary questions is around sort of consistency and a approach so if our the approach of the school resource officers is to make sure that to sort of divert students out of the criminal justice system but to focus on alternatives or storeit of justice and other things is how do we have that we not have sort of situational differences across the district so that a student at Grant or Wilson or Jefferson or Madison is treated differently so I like to understand how we have this consistency in approach so no matter where you are that students will get similar treatment for similar infractions or behaviors so I'll start with saying I think that it comes back to philosophy because it's not necessarily about written rules
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officers have a degree of discretion in their job and and I think I said this morning when we were talking there's some degree of people being human that's going to make interactions different but that said the philosophy we set and how those SROs are supervised basically creates the environment where they they are looking for opportunities to help students out and so that's going to look different for each one so even if you had two very similar circumstances you might have two different outcomes because one officer is gonna look at what that student needs and look at it and determine that the need is different than another student so they might do two different things but both of those outcomes would be a deferral from the criminal justice system so and we want them to we want them to see through an equity lens not necessarily in a quality lens we want them to see the world as not as having options and in using those options in a way that's going to be beneficial to the students so I know that's not really what you're looking for is really a consistent behavior and really the only thing I can tell you is the we set clear expectations I set clear expectations of the people that are in the unit and it's the supervisors responsibility to ensure that our SROs are meeting those expectations and when they don't then the s then then those supervisors have conversations our SROs are reviewed by their supervisors annually once a year their performances is reviewed so if there are things that were seen those things are addressed and and if there was someone in our unit who is not does not live up to or believe in the philosophy of our unit they don't stay there so I don't I know that's not really so so yeah because discretion can cut both ways bring a good thing and a bad thing right yes again I'm wondering possibly there's built into the agreement sort of an annual review of data that that'd be something that we look at and again discussion can be a good thing in a plan but it also can lead to inequities in the system so I know that we have its built in here and evaluation and also he had disaggregated data and I hope that the disaggregation would be across a number of different things including schools so that we can look for look for trends and just make sure that we we don't have a system that treats students the discretion is not a bad thing for students yes and I think one of the things and I was one of the things that's important to understand about the this IgA is you know a lot of people put a lot of work into this to get it in front of you and I want to in this public forum actually none most of them aren't probably here but acknowledge that a lot of people did a lot of work on this but the product doesn't have to be final just because the chief and the superintendent sign it in fact it's not the the IGA action as a built-in you know every quarter to be reviewed during its first year and then annually after that because we fully expect that we will not have hit every single point that we wanted to or that something we put in didn't work out the way we anticipated it to work out and then we may need to make changes so I think it's important to understand that as a document that it's open for additions and and I do know that we've we have agreed to to do an annual review on on our data and I don't know if you want to so we will make sure the the section that talks about an annual so it's collection and reporting of disaggregated data student data we've asked for sort of number of arrests types of incidences and resolution or how how each incident was resolved and we will make sure it's by school or across schools so you can see trends in schools I can add that language the the review process the quarterly review process so I'm prepared when we do need to vote on this to bring forward an amendment that codifies some kind of student engagement direct student engagement in that quarterly review process whether it's our board representative or a designee and then just to your point about the the human factor and training really make sure that that review process includes a lot of qualitative information that's coming
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forward from all of our students that gets to Julia's point as well about how is the climate different in our different high schools based on how the individual SROs envision their roles and and play out their roles so I think that a lot of the meat here is in the implementation of the MOU and again those quarterly check-ins and and making sure that the students experience is really coming forward and another thing I wanted to note is just the irony a bit in the fact that we will have more coverage under this MOU and that there's a little bit of fear around that and in the sense that it can or has been characterized as a greater police presence but the irony is that what we have now is a little bit more episodic and those officers are not able to work on creating relationships and they're not known by the students very deeply because the coverage is shallow and so even though the the presence will be greater it'll be much more the hope is that it will be much more embedded in the culture of the school and that the students will really have more relationship with those officers so I think that's the the intent a feature of this MOU which most larger school systems and departments have a place to codify exactly the kinds of topics that we're discussing here but a feature is ensuring that there's five-day-a-week coverage you heard about 5,400 occasions that's an average of a couple dozen serious instances a day when school staff are requesting the assistance on a variety so when those alerts go out I know I heard our student representative say earlier you know how often is that really an outside person I just watched it I watched the live camera feed from my office and I see how you know the benefit of having the SRO defuse those instances which often happen and our front doors and in our lobbies that I would not want a student a teacher a principal to have to run an interception for so I'm thankful for that practical relationship or relationship we have right now where every day I see how much it my literally see how much that matters so thank you and just to clarify those the the number of SRO is that guarantees one per cluster that's an average of about 20 schools per school resource officer gee so just to put it in perspective and that is going to be a challenge to make sure they get to know the unique school communities of all of that cluster it was recently at an event you know Western School District not far from her that's very diverse and they were honoring different it was a honor staff and all and a school resource officer was honored and there were a lot of students there ins and staff supporting that and it was because of the relationship that was built so I think that you know we know that that's what its gonna boil down to it's a relationship that they build but it was really positive and I was happy to see that that community really embraced that and the students felt kind of value-added there so I would add you know we we did lose an SRO earlier this year when school started and the outpouring of support from the Wilson community was overwhelming and so I think that demonstrates also that that person had built up a really strong relationship and was very trusted so we see the pps2 just one question so we went you and thank you for all you've your work on this Emily you as well but you went over multiple turn some of the trainings and multiple of trains at SRO SOS oh my gosh SR ojos do go through and one thing that I did in here just I mean as opposed the question was that is there any time when potential a sorrows are eating with students getting to know students getting to know like how a school climate works I mean I heard you know trainings about crime prevention and mental health and but our potential SROs making it into schools before they're signed on like are they meeting with students so that's one thing I'd like to know yes we have right now I think about six on deck so is that is that what you're speaking to like six potential s arose coming into the program like how do they get to know the school community am i understanding that well kind of but
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I'm just I guess I'm what I'm trying to ask is like in in part of the training process are there times or like are there times and other trainings that involve as I was going to schools residential is ours going to schools meeting with students getting to know students because if they haven't been in a student environment before coming into this position how are they gonna know how to deal with students and work well I should say to all students but work with students because that's because that's an entirely different animal there but that's a terribly different situation than the public that's a core competency I think in the job every every SRO that we have has something that I say you you have to bring a piece of your humanity to the table there's like a thing so for me like I'm a musician I play music I do a lot of music events play piano in the cafeteria or whatever we have a professional skateboarder that will you know go hit the halfpipe at Madison or whatever from time to time we've got football coach at Jefferson that sort of thing so there's there's sort of an expectation that your your humanity to the job and that you're embedded in the community in that way too which i think is partially what you're getting at but maybe not entirely as was there more well I mean I I hope I'm trying to say this in the right way but like again like are there opportunities where potential SROs who are gonna have this position to be in schools meeting with students like are they I mean I are like SROs meeting with students face to face to talk them about their potential position in these schools and okay wanting to come to ysd we if we have opportunities that we put out for officers who are not part of our unit to engage youth you know we do numerous summer camps over the over the summer typically those aren't high school age those are younger middle school age kids and I think what lieutenant Quackenbush was saying is that we have we are looking to bring people on who are already engaged with youth in the community in their own way because and many of them have been an are and those that aren't involved in their own communities with youth have found ways to become involved with youth through the Portland Police Bureau where the whether it's working with our cadet program which many of our youth in the program come from Portland Public Schools or working in some of the the events that we do but it's not tied to training so there's no we don't train we don't bring them in train them and take them into the school and then say this is how we want how to interact with with youth it's something that we expect them to have built up a skill to that's the skill they need to bring to our unit before they can be SROs so they they need to build that up does that is that making sense analysis an evaluation part once we're into the business is it working what's what are the relationships like our students reporting that they feel like they can relate to this presence in their school that's exactly the kind of anecdotal experience information that we're gonna need to see come forward not as an evaluation of the individual but the relationship the systems so we talked earlier about doing one way to do it might be to add on to the Climate Survey and have get some feedback that way add several questions related to the program so we will explore those ways as well so kind of building off some of the things that Nick was talking about cuz I heard a couple of things and I'll loan them something but as part of I guess strategy and structures for building got trust in the community and I don't expect answers but I'm saying these are things that when you do meet with students being kind of explaining that what's a day in the life look like because I don't know and with examples of and I encountered this situation and here's how it dealt with it I think would be really useful I mean you know I'd love to to to be in the room to hear that and I and I think that would be helpful for students as well and kind of the and here's how I'm different from you know what you're reading the news
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what you see on TV because as you explained it's it's a it's a it's a different role I think all those pieces would be useful to communicate with students going forward and I know you so the part of the data is around arrests which are a handful I think another piece to communicate is you know there are times when you have to if there's there's no discretion around it you have to go in and make an arrest and when there is some discretion but communicating those situations as well would be I think useful for for all of us and for for students agreed that's up that's outlined in the MOU yeah if you're interested of those 13 arrests arguably three we're discretionary the bulk of those I mean several those were or like a warrant an order from a judge to take someone into custody officer doesn't have discretion there or a victim driven situation where someone absolutely demands that a report be filed and charges be pressed that was the bulk of those situations so just to that point PBS is Appendix A which is the cost of the agreement it's not attached are you saying it's missing from the packet are you saying it's missing from the packet it's referenced that's an oversight I apologize we will get it to you I didn't have any in mind thank you for pointing that out I'll be sure you get done so and then I just want to flag something for PBS because I think one of the most visible police presence in PBS is if you go to a basketball game or a football game and there's a lot of uniformed police there's a lot of often sometimes lots of police cars and at least with guns and I think often that is the representation that the community sees of the presence of the school resource officers like as I said the conversation we had was a much fuller discussion about the full duties but I think a lot of the community members parents what they see is they go to a football game and there's like wow there's a lot of place here with guns and police cars and I think people can take that different ways I might take it as well this makes me feel safer like that there's a large crowd police here I know that sort of universal feeling and I wouldn't care and it seems like that's discretionary on PBS's part because it's actually not part of this agreement oh that's referenced in on page 4 that we can pay an extra stipend for off-duty police officers I would really encourage us to look at whether there's a different way to provide maybe a supplemental way so maybe there's a base but do we could it be a you know fewer numbers of officers and maybe more campus monitors I know a lot of security for larger events they they don't have security most of them are not uniformed or they're not not in a traditional uniform or they certainly aren't carrying guns and it just creates a different sort of atmosphere so I think that would be something I would ask the district to look at just longer term they sort of change up that mix it's probably also not as costly and it sounds like also there's issues with just short staffing of getting people to fill those roles so that would be something that just is additive for the district to look at and then I just want to note one thing and also ask you to describe something that you described earlier in our conversation but when the board had a conversation earlier about the MOU there was language around when students could when there could be custodial interviews with students and the concern at least I had and others as well that those interviews which could be a very serious lead to very serious consequences for students were happening that it wasn't required parent consent
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wasn't required in there and we've made some adjustment now that the language now does reference parent consent and there's an exception and I thought I found the exception so I'm concerned about that as a parent that there would be an interview with perhaps you know my student without any sort of parent consent or knowledge or be able to advise your child there's an exception and I thought it was use useful explanation about what that exception is and why it exists and so I'm wondering if you can so just share that because I think it's useful for the broader I think I would consider to be the exception an imminent danger so without going into too much detail without naming the people involved etc etc you know report of a firearm in in a school building and the the safety of the school community at large sort of outweighs legally you know the imminency the the due process of the person to neutralize the potential threat so in that situation students quickly called down to the office backpack confiscated is there something in here yes you know retrieval of it turns out BB gun okay so things things worked out a little bit differently in that sort of situation but that would be that that's the most recent sort of best example that I can think of offhand where there would be an MNC where the impetus is we have to get the threat at the threat quickly and then move to the position of due process after that if there is an investigation and and conversely say you had something that was something very serious like I'm a measure 11 assault but the student was in custody and the interview because it's not an immediate threat that the students parents could be contacted so they could have died is their student yes there's no legal exigency in a situation such as it described so due process would then trump any sort of imminency claim would it be I mean I I get what you're saying and parents are often not available on a moment's notice for a lot of different reasons I might feel more comfortable if we kind of stipulated that some trusted adults some adults that the student trusted would be present at the interview you know a teacher a counselor the principal somebody so that it wasn't just you know a kids talking to a cop or - III know in practice that's been done and it's frequently the recommendation of experienced investigators who know the law pretty pretty extensively they'll recommend if there's a serious relatively serious offense happening or potential for charge like that that the interview should be recorded there should be an adult in the room and exactly as you described a counseling staff member or something to support the student in that situation and in practice I know that's been done although as you say it's not necessarily reflected in the agreement at this point is that something that we could in so we can we can look at that the only thing you know there are some from a legal perspective versus what the school will agree will agree to there will be times when it will be appropriate to interview somebody with some immediacy and or not having somebody else in the room and I think and I would have to find it in agreement but I think that we put in there like if the student doesn't want somebody there then and yet we've been required by the MOU to have to put someone in the room yet we have a student saying I don't want someone in the room so I mean we can look at the language around that but there are there are lots of different situations that that could come up that we need to that we would have to look at and that would be one sometimes a student isn't gonna want there isn't going to want someone else in the room when we're talking to
01h 40m 00s
them so we can we can look at it to see if we can massage it but I'm not sure we can get all the anticipated what-ifs into into that because I think we did a lot of work on that particular part from the from the last input we got from the board and it's it's again it's such a small number if we're getting to the point where we're looking at a rest and you know someone's a suspect or going to be in a custodial interview situation they're gonna be most likely in particularly an assault case they're gonna be coordinated with investigators and going in above and beyond expectations and not sort of looking at what's the minimum standard we need to if we're building a criminal case because that's the direction we have to go with this and there there they're preparing themselves for court and sitting in front of a Trier of fact and being able to articulate that there was a knowledgeable waiver of Rights or information was provided reasonably etcetera etcetera so it's absolutely something we the recording piece of it whether that should be part of the agreement it's actually state law I think passed last year yeah and if it takes and if it takes place in a police facility I think is the state law and involves a juvenile someone under the age of 18 okay well if it's if the interview is happening and I say a high school and it's not a police facility mm-hmm per se so it's know that I think I think initially with the legislation there was a movement in that direction and they kind of you know going hit the law ended up where it's at but there was there were definitely concerns around what everyone's expressing here and there was there was some interest in getting getting it across the board I think in every situation ok well that's where the law landed well maybe maybe that should be part of our agreement I mean you're saying it's best practice for a for any sort of serious crime measure 11 in particular which I don't think we had any of those last year none of these arrests reflect those so but if if it were to happen that would be yeah best practice I just wanted to comment real quick so other board members have or other board directors have brought up like the kind of relationship and connection between SROs and students and I guess I'm aware of that we you know some clusters only have one is it one or two a sorrows per one one one per cluster okay coming from experience I mean I can sit here today and say I have no idea who my SRO is and with my student council today I had students from Franklin I mean yes but we all want to if we're trying to create better relationships already want to know I mean cars right yeah but most like I can I mean first from since I met today from Sullivan high schools and none of us have any idea who are SRO is and with that one SRO per cluster I know that's that's a stretch for to be working in different schools but I would like to I mean hopefully I'd like to see better ways and better ideas of how s arose can connect more with students in the overall student body sadly I know in my school I think I've I think I've seen a police car limit and I assume it's our SRO at our school maybe once a month or once every two months and that's probably why I have no idea who it is but just walking through the halls when or walking outside we go to lunch and the police cars outside most students kind of get on high alert because everyone's like oh why are they here like I'm sad to say but who most students are wondering who did they get today with this you know a situation involving students so I would like to see maybe through this Agreement how we can move forward to get more students to know and be aware of their sorrows it's an excellent topic to discuss in our forums with students to get ideas because I know I know you do outreach events and but there's always new ideas coming so it would be great to hear I had a couple of information requests so for the and this may not need to be in the MOU but I think in particular if we pass this multi-year agreement I
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think particularly in year one during the quarterly reviews I think we we need to build in mechanisms for student feedback it can either be in the MOU itself or it can be in our resolution adopting it that it's a PPS is commitment that student will bring forward greater student voice on that quarterly process so we'll have more on that next time okay down the road I'd like to get more specificity around Howard disaggregating you know one of the categories that we're using to disaggregate and I think special education should be one of the categories and I would very much like to see some some indication of I mentioned this on the phone this morning like what's the proportion of calls that are coming from incidents inside a school like student to student interaction versus a parent you know DV situation or something like a call from admin right but what's the admin calling about about exactly so is it is it something that's happening inside the school is it something that's happening in the vicinity of the school I know we get a bunch of those too and and you know some way to kind of can't categorize or characterize the nature of the the nature of the call because you know I have I have ideas in my head about when sorrows are called and I'm guessing I'm wrong but it would be good to know you know what is it what is it they that the SROs are responding to because I think that if if I'm right that I'm wrong and that a lot of these calls aren't in response to things that are happening outside school or not student related behavior that could go a long way toward alleviating some fears but anyway so if if it's possible to get that prior to a vote I think that would be very helpful so the way the Police Bureau does data probably what you're asking for would not be able to happen unless they assigned an analyst to read every single call the I mean we just take the 2500 that are SROs went to to those calls the only way to know the only information we have is what the call was where it was and what the disposition of the call was that's what our analysts can see to see anymore they have to actually dig into the call and then they'll be limited by what information was included in the call so you could say your caller your complainant was calling about this about whatever but unless the analyst knows that the person's name they're reading is a school administrator they won't know whether that person was just a citizen on the street or an administrator calling in so I think it's something we can discuss with PBS to see if there's any way we can get to some data tracking around what what you're looking for but and on the small thing and you know on the smaller numbers like when we're looking at the the arrests we could talk I mean we could that's it's 13 we those are the ones where we have reports we know exactly what happened but when we get into a lot of the other calls may not even have generated a report and he and when they did that report we would have to pull each report and read it so it would take a lot of manpower to get down to the detail I think that you're looking for but I will ask our strategic services to give me as much detail in the reports as they can okay I feel compelled that out on that there's we know that there's a significant under reporting issue in that I just know from experience and the SRO will tell you when they walk in a building they frequently get pulled 18 different directions all of a sudden so you'll have an administrator like I have this bag of property I need to get rid of full of contraband or whatever and then there's a trespass notice for someone that needs to be delivered and then this student is having a crisis and you help me talk to them then someone
01h 50m 00s
else by the way I need to file a report and so frequently it'll just come up as one call and then you know and I've seen it I see it happen all day long you know that actually there were like ten different things that happened there so some of that data and different agencies I've seen do different ways some places they'll do like a tally sheet or like a reporting sheet to help track some of that data that would be something that we would have to implement here but as as it stands right now just that sort of generic pulling from the computer system and then plus with our philosophical approach to like try not to document and try to keep people out of the system because that's the first step is putting a name in the system right so that's it's a tricky sort of dance there to get that right okay sort of highlights the need to get some qualitative yeah if I'm way board chair I would love the opportunity to sort of run down on an email to you all what I think I heard your requested changes are and get your feedback I just want to be sensitive to the other team that's right right waiting for the work session unless there are other questions you need information on I have one it's a PPS data can we get some info about how many referrals to the PPS mediation ój program I know who asked but thank you for answering all our questions today it's awesome okay thank you one more clarification because we keep talking about disaggregated data and and I think I heard you say as most of the most of your work is diverting problem-solving and not taking names and so it's the only disaggregated data we have are the 13 kids who got arrested where you have names and so we have other we have other data so we can tell you we can look at number of schools or number of calls per school we had I had our Strategic Services divided our calls into what happens during the school day versus what happens outside a school hour so Monday through Friday 7:00 to 5:00 it may not always account for a in-service day or something along those lines so there's you know in data there's always caveats there's always something that's going to be that you're not accounting for but we do have some some significant breakdowns that we can share what the call what kinds of calls not necessarily the the results we can tell you the results of every call but 13 weren't an arrest you know what I'm saying but and so we can tell you you know in our our group a crimes or you know assaults sex crime I mean there are some serious things that fall into that category so water track certainly our race and disability status so that kind of data is also gonna be helpful to right see that's what I'm hearing for the bulk of their work we're not gonna get well that's why I'm trying to figure out how outside of the 13 arrests we may not have that it may not be entered into if the if the person was diverted and then we may not have that because we didn't write a police report it didn't go into our system so strategic service is not going to be able to give me that and you know I can look into like the referral to our referrals to the restorative justice program if they can break down data for me it's an ass from the county that's their data so I have to ask them for that which I'm willing to do so I think that really yeah and I will say one challenge on disabilities unless it's an obvious thing I don't believe that's a question we ask so so that may that may be a challenge to because we may have somebody who actually has a disability that we're just unaware okay okay so let's close this portion out and we're going to I didn't hear any other data requests you're gonna send an email and we're going to be conducting some listening sessions and we will return to this in a couple of weeks broadly so thank you for being here thank you for thank you taking a barrage of questions
01h 55m 00s
thank you for all the work you've done on this okay so next on the agenda is the business agenda okay good well let me ask when questions missin is there any other any changes to the business agenda we removed the reason it's revised we withdrew resolution 5 7 6 6 which was head start we added one more field trip to resolution 5 7 6 7 and we put a new date on 5 7 6 8 okay November 13th meeting that in the discussion about the Franklin high school mascot naming process the minutes need to actually reflect that it was to Franklin parents on the committee versus the one that's listed here so do I need to formally and then that I don't think you look just knowing the correction drive a motion in a second to adduct director constand moves director as far as it Browns seconds is there any public comment series not is there any board discussion okay the board will now vote on the business agenda all in favor please indicate by saying yes yes all opposed say no any abstentions yes is approved by a vote of seven to zero with student representative voting YES okay do we have any other any committee or conference reports Governance Committee I want a note for the board that we're in the midst of a public comment or wrapping up a public comment period for two district policies that district auditors and professional we're not reppin this other one up we still have it out for public comment the professional conduct between staff and students but we also sixteen revisions so if there's any thing in any of those eighteen policies that you have an issue with now is the time to let us know because they'll be coming for a second reading so just let everybody know and then in addition this Thursday at a 8:30 meet we have an 8:30 meeting but the committee there will be four new policies that will be coming to the board and we'll share those with everybody so you can look at them before the first reading meaning of the chalkboard project which I sit on the advisory board for a couple things that were of interest one was report out from their educator advancement Council and really a very inspiring panel of teachers in training in the Woodburn School District in partnership with Chemeketa Community College and just a really fine example of cultivating a pipeline of diverse talent for teacher pool and growing your own in your own community and we did have a couple of the superintendent senior leadership team there and so it was just gratifying to see this is being done very well places in our state and this is a need that we talked about a lot in our own districts so hopefully we're in communication with our partners and other school districts about what what do we need to do more to ensure that we're growing a diverse pipeline of educators and then the other piece that was interesting was an exercise around design thinking so looking at you know systems get the results that they're designed for so if we're looking at high school graduation how do we look at our system design from the perspective of the users the students and how might we do things differently if that was the primary driver and that also had a really amazing student panel from
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Tillamook School District and how they're sort of reorienting a lot of aspects of primarily their high school program including schedule and all that based on a very facilitated design process that is led by the students so hopefully we're going to get a little bit of this in our visioning process and the student component of that but again I'm just really good to connect with other people leaders around the state about best practices last night so next week school or members from different districts in the county I said I think seven districts will be meeting with legislators December 10th last night sure more and I we had a pre meeting with other district board members two of whom were also legislators so it was a great discussion hearing up although were the only districts so far that has an official policies our legislative agenda approved so a lot of their comments were kind of unofficial sense of the board but it was interesting to hear the diversity of issues but two things that stood at 1 qem qmq um everybody is very supportive of full funding for the quality education model and secondly not at the cost of other state programs every other district called out the need for more affordable housing more ancillary mental health services all the wraparound services for student support also need more funds there was just broad agreement on that and then there's noting that different districts also face different challenges Park Rose passes bonds Centennial doesn't and they're in two very different situations and and I think there is recognition where Oregon in the early 90s moved to the equalization model in terms of per student funding is the same around the state with you know little bells and whistles added to it and that's not true around capital funding and building buildings and different districts have vastly different property tax bases and we're very fortunate here so it's great discussion on when we look forward to a good discussion on the 10th with smarter local legislators quick tonight's actually my final call-out for our December our Saturday student summit that the DSC has been planning for I don't know probably five months now so it's exciting to see that that events finally gonna take place in a few days I'd like to thank all of the students that have helped us plan this event staff at Cleveland High School as well as all the work staff have done at the district office to help us move forward with this event and make it happen in the smooth and should I say lack of lack for lack of a better word awesome manner we're looking forward to a morning of breakout sessions where students from run the district can meet with each other to talk about certain issues and with an afternoon of talking with PBS's revision engrossed and I think students who are planning on attending the summit are really excited for that as well because they're they're gonna have a part in PBS's future so which we want to include the most that we can so we're super excited about that as well as in the next coming week or week and a half or so of getting more input on the SRO agreement and understanding which i think is super important so thank you any other reports okay legislative an intergovernmental committee up and running sir since tomorrow with the governor's budget out of the chutes it'll be important for us to engage we don't have a date yet we do have a committee it's going to be director bailey director constan and myself and I'm working with Courtney to define the best time to meet and we're going to be and we're going to be setting up a both a regular schedule
02h 05m 00s
during the session and then with the understanding that we may need to meet or or at least confer sort of on an ad-hoc basis as things arise so it'll be imminent thank you okay following this board meeting we're going to be convening a work session which will take place here we will also have a work session on December 4th and the next regular meeting of the board will be held on December 11th and this meeting is adjourned

Event 2: PPS Board of Education-Work Session, November 27, 2018

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just a little bit of background what I want what would you like to introduce yourself let's just lecture Joe sugg I am a manager in the system planning and performance department Shea Esparza is our evaluator she's not with us this evening but has done a lot of the legwork on this and appreciate that all right a little bit of background the last two times we've conducted feedback surveys were in 2014-15 and 2016-17 we were calling those our successful schools surveys those were done for students students family and staff and in the winter in the spring of last year of some of our evaluation team went around and talked to various school administrators and others about their input into that survey process and we used feedback from those conversations to inform what we should do going forward using the feedback from those conversations we determined primarily that we needed a shorter survey and a quicker reporting turnaround time for those in the late spring system planning performance made the decision to contract with panorama for the 2018-19 surveys the surveys for this year will be conducted with students and families we are not planning to do a staff survey at this time panorama is a nationally recognized company that that delivers these kinds of surveys yes I'm sorry I'm really sorry to have to do this I forgot we were gonna do student comment first okay we have a number of students who are waiting so I'm terribly sorry a number hold up Joe yeah okay my apologies to everybody so miss Houston do we have student comment okay and as you're coming down to the table I just want to remind you the the guidelines around testimony that you heard earlier still apply with the exception that in work sessions we're asking people to limit their comments to two minutes okay my name is Tripp Burnett t ry PP bu r & ATT and I am a senior at Alliance at Benson high school I came here to speak because in the current iteration of the planning for the school board I'm planning for the sort of layout for Benson we are not included in the space that we would need if any and during the whole entire remodel we we would be kicked out of Benson and without the knowledge of where would be going at that point in time no I mean I will not be there at that current point in time since I am hoping to be graduating this year but for my future stupid will need this space to be able to graduate because of many different reasons I want to make sure that they have a place to be able to be and be successful now of course there are many different factors that go into this like budget and spacing on whether or not you want to build more space into the Benson campus itself or you want to expand upwards whatever the option may be but Ben's but Alliance at Benson needs to stay there and it needs to continue to work in the fashion that's going because that is it a very it is a very successful program and many options because overall I don't have official numbers on this but I can know from looking at what's going on Alliance events into the lines of meek most likely raise the graduation rates for PBS due to the fact that it picks up where these students who would probably be GED bound or just the high school dropout would be able to get their diploma many of these students are seniors as a myself that may have dropped out at some point time or super seniors who did not really want to go back to normal high school because they are 18 turning on 19 sometimes turning on 20 and they feel a bit too old for the whole entire program so my main point on this is you know in your vote on December 18th on whether or not you are going to keep the current plan or make a new plan and what's gonna go on with the lines at Benson I would like
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you guys to take into consideration the students that need the most support and all this soon such a myself such as Alex and many other students among their so that is my only comment on this and I would just hope that you would take our situation into consideration and your planning of the Benson remodelled thank you thank you very much I've always been an academic student I've always loved school but when regular high schools didn't work and honestly when the rest of the PPS school district failed me aligns that Benson was there for me aligns at Benson is the only reason I'm graduating high school and it's like that for a lot of other students too and one of the reasons that it's so accessible is because it's physically accessible it's right off every max line except for the yellow which is really great you know that's a great location the current plan is to move Alliance while Benson is being remodeled Benson gets to stay Benson students stay in Benson because of the equipment that's special to Benson they can't be moved because that equipment is needed for their school the message it sends when we are told that we have to move even though this location is essential to our school is that we are less important than the tools at Benson and that's that's all [Applause] all right so my name is elijah SEF chicken SE f CH IC k and we're both from benson and we're both seniors so we're here today to talk about the water situation currently at Benson every time a student wants to go get water to refill their water bottle the further sources from them the less likely they will go to get water staying hydrated obviously is very important to student learning and health overall today at BBC concluded that a students test score can increase by five percent just by drinking water and obviously can do other things for student like puts you in a better mood improve your heart heart health and prevent headaches so of course these are important things of like important things for our team right now there are currently 11 total water fountains at Benson two of these currently have the sticker that says they're working and lead-free but aren't actually functional so we hope you'd consider fixing the remainder of the water fountains which are still unusable of course adding water coolers was a good temporary fix but they've been in action for too long and they're not reliable a lot of times they don't even have water in them so fixing the rest of water fountains would be a very positive change for the students at Benson and also would be more cost-effective for PPS in the long run since they don't have to buy cups and new water drugs Thank You ket age I'm adding on to what he started so starting in the beginning of the 2016 school year the water was tested to have large amounts of lead and this removed all the water fountains and although the water fountains have been added many of them have been removed since the beginning of this school year when some of the permanent ones I've been fixed but this didn't resolve the issue this left students in our wing without lunch functioning water fountains available to everybody in this directly affects myself Elijah and hundreds of other students throughout the school day and the location of these water coolers requires students to walk multiple minutes to get water taking valuable time out of the classroom so we would ask for water fountains to be fixed and this problem to be resolved thank you
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thank you okay thank you for your comments okay sorry I'm going to back up one slide and revise my comment on the last bullet point here I learned that very recently there was a conversation with a teachers union and they are very interested in conducting a staff survey this year so we will definitely be looking into that and how we can make that happen it may be a little bit more delayed just given the timeline behind the student and family ones but it's definitely doable benefits of panorama the reasons that we selected this company to do this the questions that they have developed are research-based it's a nationally benchmark survey so the survey results as long as we're staying faithful to their model are comparable to other districts around the country they have a two-week turnaround once the surveys are complete and survey results are delivered in an online dashboard which is much faster than we've been able to do in the past the data are disaggregated so we're able to look at racial and ethnic comparisons and other comparisons that we may load demographics for students on in our contract with panorama we also have some professional development hours where we're able to use their expertise to coach our schools on how you interpret and use the survey results for school planning and other purposes this the next couple of screens are just some screenshots of some of their analytic tools and disaggregating reports that they have available they as I already mentioned benchmark against the national data set they also have the ability to capture themes via these word cloud diagrams to capture open-ended responses and as I mentioned they will disaggregate the data for us for 2018-19 we are going to be sticking with the successful schools survey name so that that is as familiar reference for families although the surveying content clearly has changed we will be delivering now for surveys this year the first is a family feedback survey that will be available to all PPS families we will also have a student feedback survey that will be available for students in grades 5 7 and 10 at all of our locations and then we also have a social emotional learning survey that we are making required for 12 schools who are participating in the caring schools community and to look at pilot school program the SEL survey items will also be available to other schools but it'll be optional whether they want to participate and then we can add a fourth bullet point on here for the staff survey all of the feedback surveys so the parent and student feedback surveys will be anonymous they will not be tied to specific teachers or classrooms only at the school level each of those surveys will take between 15 to 20 minutes to complete at the outside surveys are going to be online in our cross platform so that students or parents can use their mobile devices to take them a computer we will also have a limited number of paper surveys available for for families in particular that may not have access to technology or that may just interact better with a paper survey and all of these resources are translated into our supported languages oops these are the topics that we've been select that we've selected for the family survey we had a work group together including multiple pathways student services and some other representatives to determine the topics that we would focus on panoramas model is that they have these topics that can be selected and within each of those there's between five and ten survey questions and so those questions just come packaged with those topics these are the broad topics that are available and I believe we have the specific questions in your packets that you can refer to again these will be available in our five supported languages plus English the survey is available online and for paper we're needed for families
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the student topics yes so the the family survey we want to make sure that we are getting to all of the families that we can and so we have really started to brainstorm a number of different ways to reach out to families to help the participation rate and so we will be exploring more of those going to school family communities and then different different groups of families and as well as different community centers and so I just wanted to share that with you that we'll be reaching out we don't expect families to just either do it online or come into the school been in the past and what are your goal for this new not very good I don't have the exact numbers the family one I think was below 20% [Music] our goal I believe superintendent Guerrero asked that we reach at least 50% hopefully we hopefully will do better than that we know we can't particularly were there students where we have a little bit more of a captive audience but Harry in a moment we'll talk a little bit about the community or the communications and family engagement plan where we have some strategies in place to help get that family annual surveys I I don't have those numbers with me I'm sorry I believe it was in the 20s prepared for families yes below 20% so this will not be a random survey well it's not how do you how do you translate the results into something that's you know scientific well that's definitely why we need a higher participation rate in order to say that it's representative of the school or the district we need a higher participation rate really I mean we are not using it as more as more is better than less that doesn't really get you to that yeah we are not using a scientifically samples a scientific sampling methodology in order to either focus in on that from that angle or to guarantee a certain generalizability if that's the question you're asking yeah well we'll be using this as a baseline year we'll see how it goes and and we can certainly explore whether we need to improve our approach in order to improve the these are the topics for the student survey again grades 5 7 and 10 their grade bands correct yeah so the assist graders will have the 3 the 3rd through 5th band questions and the questions are actually very similar most of them there's just a slight wording change that's a little bit tailored to the lower these are the social-emotional learning topics that we've selected grid growth mindset self management social awareness and self-efficacy Oh an emotional regulation again twelve pilot schools and this will be available to all students where schools would like to also ask their students to participate in this survey and in order to be part of the pilot they had to agree to complete this survey for the twelve schools so you said that they're gonna be available in our supported languages who's doing the translation panorama has done is doing the translations can you explain what the pilot is we have 12 schools who are currently participating in the social emotional learning curriculum pilots six of the caring school communities and six with toolkit we need to provide an SEL curriculum to all students in our district we haven't had anything or we've had pockets of things here and there that principals have either developed on their own or have gone
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outside and and you know purchased the curriculum so what we want to do is we want to have a pilot to provide that data in regards to seeing the efficacy of the curriculum within our school communities and then once that's done we're our plan is to broaden that for next year it we need it desperately to teach pro-social behaviors anger management problem solving skills and to address some of the cyber bullying bullying harassment intimidation of those things so so that's what we implemented last April or May so I want to go back to have they used this tool in other languages so is there data on yes they actually have their survey items translated into 30 different languages and they are used across the nation as far as the data on validity and reliability I would have to ask them that I don't know for sure another question about this survey in particular this can be done in 15 minutes this is a little long we piloted it in the spring not exactly this set of items but a rough similar number of items here's a high-level project timeline we are presenting to you this evening we've talked with superintendents leadership team the office of schools leadership team we have had initial conversations with the Union particularly around those the staff survey will be talking with paps and then in December communicating with schools and families and here we will talk a little bit about that plan in just a moment the survey window right now we have scheduled to open on January 14th and will be open for about three weeks we have a little bit of flexibility in that timeline if needed but that is our target launch date and then at the end of that three weeks we have about a two-week period again for panorama to get the results ready for us and during that time we'll be doing some professional learning in the schools and as needed in central office on how we want to use those results and then in February we'll have reports available for a number of communities whoever needs to or has a desire to look at those a number of the questions that we selected aligned with our schools improvement plans their cap plans and so we're we're using a lot of this data for a number of different reasons one for our SEL work one for school climate and then one also as additional data point in our schools school improvement plans so I think it's great that lays out sort of how the surveys are gonna the timeline that it's gonna happen I would be most interested in what actually happens after February sort of how they're utilized in terms of support for our schools or just you know how do they then come alive so that we have you know we have great data how do we how do we utilize it then because that seems like that's what's most relevant when the survey happens but like how do we incorporate that into the day-to-day work of schools or school teams I think that's a great question and that's part of the encouraging the continuous improvement culture here at PBS we we recognize we need many more data inputs and indicators this is one that hopefully gets at the perceptions of our students and our families and will incorporate staff but I think you're right it's not just collecting the data to admire it it's actually to have conversations at the school community level around what do we attribute these results to that could be to acknowledge good work that's happening or to identify some growth areas but it also helps identify for us and central administration around but what are some high leverage things we can do to build school communities capacities we definitely want to document those strategies in school level improvement plans but also a district level
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improvement plans to really identify well what are some things we can make investments in to support cohorts of schools that you know want to set some improved performance targets across different areas some of them might reveal themselves in the survey but we already know family engagement is something we want to do better and we have an effort underway to really put you know a more systemic conversation in place there and the other is something we've been talking about is how do we improve our student engagement and leadership opportunities as well so this is going to be an important baseline for us it's it's a survey that's given to millions of students um quite familiar with it and it's helpful in encouraging a lot of these conversations so I think that's the right question dr. director brim Edwards tonight so I coming back to the randomness thing because I think you're gonna get as who returns the survey is not going to be representative I think of our overall population that would be my guess around all sorts of dimensions and I'm wondering if you could build in a random so how many families are we talking about for example do we have I mean we have 50,000 kids is that 40,000 something thousand okay could could you build in a 2,000 selected random families and go after those don't have to answer that now but that's that's something to think about the other piece is I'm concerned that the barrier well you're asking about barriers to engagement that's a negative how do you ask why not ask that in a positive fashion or or more of a neutral fashion I'm interested in why that's that's just one of the topic areas that's actually under panoramas basically they're pulldown menu of the bank of questions that we can select from so if you look under that there are questions and there I mean you can ask the communication question for example with a family school to be you know just great your school in terms of communication which is neutral that's supposed to negative so I've just wonder if there's any kind of a bias that gets introduced with that just thrown it out for ya those are those are good questions the other key question that when we did a parent survey we being or when I was with the nonprofit group ten years ago was what does your school do to help you support your student at home academically and I don't I think I don't see that they're in the the five areas that we really focused on where do you feel welcoming your child's school there's at least one one question called out there what's communication like we have four or five questions around communication and then what what do you hear about how do you help your child succeed and again some some of that was rated and some of it was we had way more open-ended questions and then a fourth was volunteer opportunities and a fifth was decision making where we confirmed that like one out of every 10,000 parents knows what a site Council is so I don't see decision-making down here either as we we looked at I mean we've done this we've been looking through this bank of questions and sending it through a number of small groups to really look at the questions what we were trying to do was balance how much information we're going to get and the time it's going to take away from students in classrooms so it was really that balance that we were looking for oh I'm sorry but but the same with the same idea we wanted to keep it relatively short the other issue to struggle that we have is we certainly have a lot of interest even in the the work groups that we had
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around customizing items and we've done a lot of that in the past in this case in order to be able to use the benchmarking the panorama has across the nation we need to stick with their topics they do give us the ability to add some items so we have some capacity to do that but again we're trying to be sensitive to the to the length of the survey and the utility of of the responses to those so in the workgroups did you have yell specialist for example because you know what I'm looking at the questions they're really kind of they're complicated and I'm wondering about what the translations look like because they still might no sample you have is the actual wording of the questions I would have to check I don't know that we have the translated version yet to look at but we certainly could have people look at it again the issue is that they've normed those data so we if we go adjusting the questions then we remove our ability to have the National comparison so as an example we're having been you know district leader in a core district where 1.1 million students took this survey we were able to when we come together actually compare strategies across districts who were giving the exact same survey and a lot and so you know we we did a lot of work to engage and make sure that the that the sample set was representative and diverse and you know a lot of the questions you're asking director spires where they're good questions because we do want to make sure we were hearing you know from across the demographic in our school district and we don't want to customize it so much that then we can't actually yeah but but I hear you on the translation we definitely need to take a look at those and see what our confidence is question about the staff survey uh-huh sounds like your this is new news that we're gonna do this so have you chosen the questions yet no have you have you considered the relationship between our survey in the TEL survey we definitely talked about that so yes initially we we mostly have been focused on the student and parent survey very very recently P 80s indicated they'd like to have a conversation about staff participation I let them know that initially we didn't include staff because of the TEL survey and that we we would use that for this year we mostly wanted to administer to see you know get some of this baseline data we are having a discussion tomorrow Tuesday just to share the information about the staff not the staff the student and the parent survey information and they want to have that conversation so we've just initially informed one another that there was an interest there but we haven't gone any further than that at this point so so we don't know yet whether the teachers are gonna do the first year know we just opened the question because we were assuming we were gonna use to tell information as that school climate information because it has that information in it and so that was the reason for not including the TEL survey but you are including the teachers in the second year we don't even have a plan for the second Lord yet okay well it was $12,000 to include the teachers in the second year and I didn't understand we can add them this year for $12,000 we we had that conversation late and and I will also just comment that the TEL survey is for teachers only the temps the panorama staff survey really would be intended for all adults in the buildings so you're getting more than what you would get only in the tone and the conversation about other staff we haven't even opened that conversation so I mean just to be completely transparent this is some decisions that were made last year and then we're just now getting to kind of connecting the dots on those things so trying to inform and get all the information out then we get more questions and that's kind of where we're at right now and just trying to
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keep you everybody at the table and saying we can still discuss these things but right now the two things that were planned for were for students and parents given that we had done the TEL before and I I can't really speak to it because I wasn't here when Laura Parker first I think started talking about this and and working through this I don't know when Brenda became engaged but I think part of it was just to have a different survey and see what the questions were like how it worked for us and those kinds of things I don't even know the original design around all the baseline questions that we had about a school Climate Survey so we're we're connecting the dots at this point so I'm just being transparent about that part but we do have a really tight window to get this information given that some electronic assessment so we're feeling pushed on that timeline as well and we're trying to get it out ahead of smarter balanced and other demands on students in the spring okay well yes one file I know you've got a lot of questions that are him/her yes we raised that with them already they're taking a look at it but again with it where they're evaluating whether that will change the validity of their constructs in order to make the more gender gender neutral pronoun reference interesting cuz it's part of the demographic question you would would have thought yeah but I just I got to make this point one more time this is sort of a passive view of parent engagement and it doesn't get at and maybe that's not this isn't what you're looking for but what are we looking for it doesn't speak to parents as actors in their child's education it's about does the school feel good and that's those are important things to find out I'm interested in for our communication plan our full-court press basically begins in a few weeks where we'll be producing all manner of materials from postcards to posters to lawn signs just to make sure that people are aware our goal is to try to hit that 50% goal make make as many families aware as possible and make it as easy as possible to take the survey each piece of collateral literature that we produce will have a QR code on it so that if you're a parent you can walk into a school if you have that ability with your cell phone and scan it and take the survey right there and your fifteen or twenty minutes that you have and then we'll be back in that by autodialers text messages will essentially be doing everything we can kollene and nagging to try to make sure that everyone is aware that this survey is there why it's important to take it and how the results will be used we also know that it they won't be meaningful if we're not hearing from all corners of our district and so we've we've factored in as many ways as possible to hear from those families who did it traditionally don't lend their voices such as those who speak languages other than English those who have felt historically marginalized and those who may be experiencing homelessness among others we're doing such things as segmenting Facebook posts which allows the posts to go into the homes in the languages that the parents speak we'll be doing community outreach to our partners and community-based organizations from such as our Co Latino Network sei and others who might offer us greater access to families who don't typically participate in things like this we've also reached out to our English a second language and dual language immersion leaders to make sure that our community agents are fully armed with this information so that they can go out and on even on one-on-one basis help families take the survey we've intentionally and our messaging kept it really short and simple it's basically helped your school take the survey results are confidential we want to make it just as clean and clear as possible so that the translated versions are easy to understand and and they think yeah yeah see that's my concern with the questions that just just the way that they're expressed right now there would be really
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difficult to translate so that's always something to consider it's like initially what's the readability level in English and what's the structure of sentences and then once we translate that is that almost doesn't match our community's needs and levels for our for our purposes for our communications and our engagement we're doing that translation and handling those messages except there are some materials that panorama has done it's publicity and it has been translated like the Spanish translation when it's available so the last thing is we also Joe had talked about the fact that we'll have access to panorama for some training opportunities so that we can help administrators with data that we all receive by schools and by the district which will be really nice that we actually have that support to provide some some training some coaching and then just really how we're gonna use that how principals will use that and then how will you use that in the district so we're also closely monitoring participation rates during the survey window will provide bi-weekly updates to our principals so that for the Student Survey so that they can energize the students a little bit more if they're not quite there yet and we'll also be watching family rates so that we can outreach if we need to just a couple quick things on the outreach of the survey especially for students if it's seems like it would be a good idea the DSC could possibly help communicate the surveys important thing to take for students I don't know I mean just going forward in the future I mean we'd love to help with that if that be needed also this might be repeating question but is the survey being sent to multiple pathways schools as well yes and then just one final thing so I'm trying to think and you know think of all students and in the fact that you know this trick that you know I've learned disabilities and so their ability to read the survey and take a survey might be difficult so is there a audio some sort of like audio version of the survey like what are the different paths that this survey can be taken this was like the paper the computer there's a great question we've asked about the audio I don't think we have an answer yet and we've also looked at how we can provide the survey in some of our special ed classrooms our learning centers and then I've also talked with Columbia regional program about the potential of translating it into Braille or being able to provide an accommodation so those are all will all be things that will be possible whoops planning ahead I think we touched on this already but we need to identify a funding source for for next year but we would like to continue do we need at least two years baseline in a year in order to evaluate whether this is getting at what we need to do many of the questions that you've been asking with your grade and then again staff survey we'll look at adding that this year and getting that into next year any questions can I ask this is probably obvious but we're we're gonna allow parents to take multiple surveys because a lot of families have multiple kids different schools so yeah there's no restriction on so I guess it's a more question just more process or district process well we once we have the survey results something we'll have a presentation and I want us to get into the regular habit of reviewing data on a quarterly basis yes any other questions okay okay
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command-u can I ask a question just the objective of tonight's discussion knowing what the process we're gonna start off by reviewing a few objectives we're hoping to cover in the presentation this evening which is you know continued in the series of discussions around the Benson master plan which we know infers a lot of other programmatic questions which we've been having along the way and our students and our families are raising as well for all those that are currently on the campus but process wise we were hoping to sort of refresh once again our continued thinking and recommendation and in the hopes of continuing to provide the board with additional information and clarifications and answers to questions that have come up so tonight's PowerPoint actually kind of puts in bold sort of what those questions from our last conversation were with the hopes that we have sort of the best information available for the December 18th vote opening up my talking points I I think I don't have a clicker we thought we'd start with that beautiful front facade of the campus as as we get into all the details and architectural drawings and all of that just acknowledge the significance of and sort of the uniqueness that is Benton Polytechnic School and preserving that as we create a 21st century modern facility to support a legacy of learning that has been there over time so you'll see a few images here and there that I just I think are good to reminder for us but moving into the objectives is we're going to be important to sort of at least list out all of the stakeholder engagement that has taken place to date we know that there's some next steps and opportunities and we've initiated some of that conversation because there are other stakeholders that are on the Bentson campus at this point and so we want to continue to have those conversations and even as we think about the facility master plan there there's some there's gonna be some continued questions that are going to require some collaborative thinking to resolve there were a number of questions so this is the next set of responses by a variety of staff which you're going to hear from an updated staff recommendation as well as the accompanying resolution and also note what continuing questions you might have tonight as we lead into the 18th so those are those are our objectives for this presentation this evening and we're going to share duties here from a variety of staff including our own principal Curtis Wilson who's here with us this evening thank you on a school night I'll jump in first we were definitely a very appreciative of the stakeholders who have given their time and thoughtful input into the planning of this project over the past three years the project team has met with dozens of user groups and hundreds of stakeholders including
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students educators administrators district operations departments public agencies district leadership public involvement groups such as the early master planning committee and the design advisor group and industry partners as well as held public open houses and even meetings in this very room where we invited everyone from the BSC to come join and though it's been a lengthy process the project has been benefited from all of the involvement and has evolved recently to food input from new staff and industry partners the master plan that is now presented as a reflection from the input of all these invested stakeholders and I would also like that that um we're embarking on our third year of meeting I want to say we started in January of 2016 with our master planning committee and that was a group of about maybe 25 or 26 met for a couple of years and now we've now moved forward into our dag process and we had a lot of people that were interested in being a part of the dag it was a very cumbersome process to choose I think we have maybe 26 28 or close to 30 members on our dag and so the commitment from our staff has been huge we have had staff members that have gone to pretty much every meeting that I have gone to over the last three years that's how dedicated they are in making sure that the vision of Bentsen tech continues to move forward so you know I definitely want to applaud those staff members and the students that are paramount as well and participating in these meetings and some of those meetings take two to three hours to to get through but people have been engaged from the very beginning just push for those of you who don't know me I'm Stephanie Cameron I'm the senior director of communications and public engagement and I am just getting my feet wet on this project as far as beginning to assist with the process of engaging multiple pathway programs in schools that are currently call Benson their home and we were able to have one of those meetings that superintendent Guerrero referenced earlier in the in the board meeting but we are now at a point where we want to revisit some of the work that was done in the last couple years especially around Alliance high school and other multiple pathways schools and programs what I'm hearing and what I'm learning as I get to know some of this past work is that some of that dead ended and we are now at a point where we need information to make the next decisions in this to keep things moving and so it's now time to get back in front of these communities learn more so what that will mean is we have to make sure we know what are the key decision dates and what what does that look like what decisions have to be made because the purpose of getting in front of these communities is to find out and what's important in order to make those informed decisions so we'll be working closely with Dan young and his team and the project manager and Claire and her team to figure out what's next and make sure that we're getting in front of folks we've already initiated that process yesterday we met with Alliance at Benson and some key stakeholders that will be the first of several in a series and then we'll be reaching out to the other groups that are listed here on this slide and and this was just an effort to kind of talk about concentric circles when we reach out to different communities we start in tight with staff and get information about programming and facilities information and then that has extended to project planning groups which is what Dan just talked about that's taken place in the last three years school in communities and stakeholders were included but now we're expanding that into a broader circle and then into the general public as the project moves forward so since our last work session we have gathered questions from the board and we wanted to make sure that first were addressing the questions that came forward in these three subject areas so we consider we have discussed three options and three possible options and as we've reviewed them questions arose from board and community and we have our senior director of college and career readiness Award or Terry who will respond to the programmatic questions
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and I'll respond to the facility design questions so as we discussed in a few working sessions we've talked about sort of the three models keeping with the current comprehensive CT focus option that Benson currently has looking at a hybrid option and then the hub option and so at this point we don't think that there's a compelling reason to investigate a hub model or a hybrid model because of looking at the costs involved in shifting at this point as well as looking at the history of the programming and the success that the current Benson model has and in addition we're starting a process for a big district-wide CTE review and so in doing that at that point we could have more information as to why one of those models might be in the best interests of students but at this time we don't have that information that would compel a big shift in the model although just to clarify that a hybrid model the design could be essentially the same it doesn't preclude a hybrid model if that's where our longer-range CTE planning ends up correct from a building standpoint so from the building design standpoint we are creating a hundred-year building again and we know what we know is when you looked at the front of that building that was built a hundred over a hundred years ago that things changed during that time so what we want to do is create that flexibility in the facility to accommodate the program changes that are needed during that your period when looking at the the three different models one of the reasons for having a hub is access for students to different programming and and again in the current programs that we have Benson doesn't have necessarily it has three unique program so students in their current high schools have opportunities for CTE and so again moving forward we can look at alternate alternative programs but at this time it's not a compelling enough reason looking at the amount of time that's been an effort that's been put into the planning of the Venson design Sarah comprehensive focus options slide that just skipped over and just want to clarify something he said that that all-comprehensive all the high schools have CTE therefore students have alternatives at their high schools correct correct except for Alliance eopns and correct is this so these are again some of the reasons for us recommending keeping the current Venson model okay so going okay what are you trying to say voters didn't approve a CT no nor did they approve Benson it's our job to determine the best educational model for
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kids all high school kids in this district yes and they did not also did not approve a rebuilt Benson exactly in the image that it currently exists so both are true okay we're gonna carry on to the facility design question so as we are designing this building it has specific design features to make it flexible for modifications and student programming needs change we spoke about that a minute ago but for right now we recommend continuing the process to build the comprehensive CTE focus option school we are moving forward with the master plan with the footprint of a high school for 1,700 students this needs to be approved in December to stay on track with construction timelines we will have until March to make specific programming decisions in a previous meeting or communication we misspoke and I want to clarify that the 15,000 square feet is needed to reach the size 417 for our 1700 student school so it is not optional it is included to reach that 1700 student size school so the staff is recommending the master plan budget after going through the dag and steering committee processes with proposed 296 million dollar budget so can we go back for a second to your point about the the square footage so the Benson ed specs are different than our other ed specs for comprehensive high schools in terms of square footage per student with certain asterisk allocations for CTE or for makerspace or for other uses so can you talk a little bit about how the square footage per student is different at Benson and why we've arrived at the number we've landed on because obviously that's has huge bearing on cost yeah no it's a great question the square footage of course per student is larger because of the larger CTE spaces what the ED spec contains is a number of different suite sizes that we talked about a little more detail a couple of work sessions or maybe is the last work session and those came about through these meetings that we've had over the three years meeting with the different stakeholders of finding what the right sizes for the different types of programs do that exist now and could exist in the future specifically that 15,000 square feet space that's what that is is when we called before was future CTE space which is terminology we shouldn't have used because in the ED spec it has an area program that identifies if it were to open today what the programs are there today what spaces would be used in what species would be unprogrammed because the current capacity or the current enrollment is about a thousand students it's at 1500 or 700 students those spaces would occupy to either with different programs or large programs does that help answer the question yes but can you clarify just because they don't have the notes right in front of me what this square footage is relative to the current footprint so 364 5 is what's proposed here it's very close to the occurrence up bertin I think it's in the 360s as well when Jen will probably yell at me if I'm wrong but it's pretty close it's slightly smaller some of that based on a lack of flexibility because of the historic designation and so as we look at I wanted to review how we got to the 296 million dollar figure so in October 2018 when we brought the master plan forward cost estimations are at three hundred and thirteen million we know that we can based on our we we can reduce our design contingency we have incorporated quite a bit of buffer from our last experience with our recent
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projects and so we're safe and moving from a fifteen percent to 12 percent the 12 percent is higher than what we've had in the past we also know that we will go through a value engineering process and we've targeted 2.5 percent of hard costs to do that for another savings of 7 million dollars that brings us down to 298 million in addition the original budget included a specific square footage for food clothes closet and a teen parent program but instead of adding additional square footage for that we're going to incorporate that into the square footage that we already have for the 1700 student school so by doing that we're saving the 3 million dollars in additional square footage and we are also making an ad our current ad a access to our field space on the neighboring park property we want to have appropriate access for PE and athletics as well as fire fire drill and egress from the building and in case of an emergency and that would be an a million dollar cost and that brings us to the 296 million dollars so I'm going to ask that the athletics question that we have for every project so the two the two fields are city of Portland poverty and currently st. Mary's has a fair amount of the time rented do we feel with this configuration of what we're putting in the fields that we'll be able to meet our title nine obligations so we're not going back later and sure sure question I can't specifically answer the title nine obligations I'll need some more information exactly what those requirements are but for for clarity's sake the improvements to Buchman field are not included in the scope of this project design of them is but not improvements partially because of the fields usage of other schools or example st. Mary's uses that field as well and we also are looking the options of reconfiguring that so it meets the NCA size but we're not sure that that can even happen considering what the property size is so we do know that they will eventually need to be replaced and it'll have to be a negotiation with the city but at this point it's not required in order to carry forward with the construction of the building so I would just hope that just our lesson learned from some of the other ones that we would look at what the specs are that you have the ad at the school look at the specs so that we because if we're telling the community were spending three hundred million dollars on Benson that we can also share that there's we're looking at gender equity and if I could just mention aside from the fields there are going to be considerable improvements to the interior it's specifically accessed at locker rooms girls access to locker rooms in Benson has been pretty horrible principal Wilson hides his eyes at it and two other indoor sports that we think are going to really improve the situation I should also mention that the Benson community and I are very grateful to the superintendent for having raised the issue of comparability to the other high schools which made us look at the fields at all some real problems we have had with access had been completely off of our radar and these could make a huge difference particularly to student safety just one other question about the so and I think maybe this is clear and Dan question the new number is 298 to 96 so the the number that the that was before the board when the previous board wind
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it was voted on was 201 so sorry so I'm so that's a 30% direct appeal II can correct me but so we've got almost a hundred million dollars more in addition to the Cardinals thank you talk through this sort of thought that continued value engineering so the same things that we asked of Madison and Lincoln to really continue to while we want the schools to be hundred year schools and built as ed specs how are we continuing to have this sort of tension also around trying to get the best value for our dollars given the fact that it's so far sure yeah so we will continue to do value engineering throughout the life of the project one of the things doing on here is we note that we're always going to do value engineering it's just a part of the process so we specifically call out a target that we have of two and a half percent of the hard cosmos nets seven million dollars here so that's one of the strategies that's we're giving ourselves a target which of course will look to beat but we're calling that is something that we think is achievable but we do that through a number of means one is by getting our when we get our cmgc on board we'll be able to have a constructability review from that contractor who is invested in the project we also do third-party constructability reviews we're bringing in another contractor to take a look at the plans and just look for potential cost savings or things that could be done better we do independent cost estimates and we also in certain cases do peer reviews by other design firms similar process that we talked about last time with Lincoln and Madison where we compared their costs by construction division to look at what that range is on recent projects that we've had to see Benson lies within that range or fit for is outside that range identify why that is is there a reason that it's higher say in in concrete or in structural steel and if there is what's that reason or if not is that an opportunity for cost savings so all those methods that we've used on previous projects we will continue to use how does the two-and-a-half percent value engineering target compare with other projects that's a good question I don't know offhand and I would hate to throw out something but I can follow up on that and give and give some specifics at some point before we get to the 18th I mentioned deputy superintendent Hertz that I'd like to get the B ASA bond accountability committees point of view so we can arrange arrange that it's so we'll work with chair more to work with the future board meetings to see what makes sense they're not convenient before then that's correct I think this is the conversation we had before that they felt constrained to not offer their opinion beforehand because of the charter for variety of other reasons just it seems like if their responsibility from the the levy their the bond was that there to hear it before we actually vote I concur beforehand is better than afterwards yes can that's a clarifying question director brim at words yet talked about um the feels and the equity with title nine and you had referenced that something had happened in regards to other projects can you elaborate on that so we can have an idea so for example at grant the baseball field versus softball field so the baseball field got baked into the original design and you know thanks to the staff afterwards we're able to bake in a softball field which is creates the equity but at the beginning phase that that wasn't contemplated to you were gonna have a boy's sport have a field and the softball team not have one and there's some similar things that some of the other schools at Franklin whether what what got finished and what didn't so just on the front end making sure that we're baking in here's what the program programmatic needs are for both
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equity so they were all sharing the same field it was just that some programs weren't actually put into that designer plan dan may want to answer this but but the baseball field was baked into the larger plan on the school site and the softball field there were a number of options but most of them were actually on the the grant campus so one was at Wilshire Park and the other one somewhere else and just the question of whether that's an equitable thing to require you know wide softball having to go off-site versus the boys program being right there on the campus Benson's likely in the same scenario as Lincoln where you're unable to meet the whole expect for athletic facilities so just making sure that in looking at where those compromises because right now we we all share everything on one field baseball softball football soccer it's all on one field so there's probably an opportunity because Saint Mary's agreement with the city was for a limited time relating to that to that field and but at the time that the field was done PBS chose not to make an investment in the second field and st. Mary's did which is why they got the enhanced usage so that'll be a future negotiation outside of this project but something we we hear the advice thank you so one of the questions was the difference between a comprehensive high school ed spec and a focus option high school with CTE enhancements what was the difference and we did give a detailed analysis of that in in the board packet to the board and now we'll turn it back to the superintendent Guerrero so since the initiating these discussions on the master plan there was this question of you know what are the different ways that school systems often play CTE programming in their school portfolio and so we've talked about what each of those look like thank you dr. Terry and in this case particularly given the years that we're kind of down the road in some cases but also given some some past board direction also and the engagement that's taking place and given the programming that Benson has continued to offer its staffs thinking that a comprehensive focus option high school with enhanced CTE programming is as the direction to go it affords us latitude as we survey and draft a more complete CTE plan for the future room to enhance that with new pathways that meat industry projections and that will help to create options that we may decide we want to open up access to for other students in the school system as appropriate but but the program design is to proceed forward with what Benson is and that's a comprehensive focus option high school it may not be the full comprehensive you might as you see in the checklist around how it compares in different areas with other schools but we want to we think it's important to maintain sort of the equity lens around making sure there's some level of access for our students whether it's in arts or any other area who may attend events and focus option school so option a remains the staff recommendation on program design facility wise I think you've seen you've seen the drawings and you've heard described that the facility contemplated is built in sort of a modular way with flexible spacing sort of of different sizes and with some support spaces but that it takes into account that some pathways are pretty space have space requirements given machinery or construction or things like that but that the way that the design is looking that it affords us opportunity to do anything we decide to do moving forward in those spaces whether it's additional CTE pathways that we haven't yet imagined that would fit in the portfolio nicely given a plan or if the decision is made to to host other program placements or other co-located school programs or schools so that's a decision that remains those are the first two recommendations and you're gonna see language that reflects these recommendations and a draft resolution
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for discussion we had a lot of conversation previously about whether how enrollment projections justify comprehensive treatment so can you talk about how those considerations informed this staffer sure and maybe some of the answer response to that question comes in the next slide here around considerations around enrollment capacity growth and projections one is we know it's not growing anytime soon certainly not during construction given the need to sort of work on-site or at least that's the plan right now unless we have another solution for moving everyone off and speeding up construction but we know we can't grow it in the meantime what we what we've heard clearly and we have a shared interest in doing is monitor enrollment and attendance across all of our schools and really have a sense of the trends of entering secondary aged students were an agreement that we want to sustain enrollment in all of our other high schools simultaneously and the good thing is we control those levers and so what hasn't necessarily been a tight function here in PBS is to centrally manage the dials on those capacities and so we have the opportunity to do that to make sure we're responsibly growing Bentsen enrollment over time when we're ready to do that after 2024 after after 20 after construction in 2024 I've lost the audio and and also be mindful of the fact that we're very interested in making sure that our other comprehensives particularly those that are just trying to get traction in their own enrollment but just playing devil's advocate on that for a second you know we do have levers to control our enrollment how its distributed but not how many 9 through 12th graders there are in our whole system so just to get down to brass tacks after construction when you're looking at 2024 if we have 1700 students in that building what are your beliefs about the impact on our other comprehensive high schools so we're not on the presumption that on the day that's not an idea that I've heard certainly staff talked about in that way because there is only a sum total of 9th grade students for instance and so the idea is we've had discussion around what are the PSU projections say what are the metro council projections say we can study those but I don't know that they're going to be accurate you know 6 years from now we may have a clear tally of the number of eighth-grade students we have and how that distribution might need to be sorted in an equitable way as well and just a reminder that this is no different than what we've done in our other high schools we're building capacity in our schools and not not not all of them are full as we're building them we're building capacity for the future like this with more specificity and a lot and something that requires transparency of how the process works because it's very hard for the community to understand how the process works what the what the goals are you know the impacts on them that their high schools it seems so it seems very opaque so I think being really transparent about how we're gonna approach it and especially how we approach it in terms of we're making we're just making significant investments in other high schools that we don't diminish that as well so I think that'll be an important framework that we have much more specific sort of guidelines about how we're gonna approach question yeah I I don't know that you'll find sort of described mechanism for how we're gonna centralize a capacity setting process in the district something I'm familiar with doing but what we can do is signal that we recognize that's actually something we need to do not just because of Benson but because it's part of the broader work that we need to do for a boundary review and program placement and all the other enrollment balances that I that we see and observe occurring across numerous schools not just at the high school level the good thing is that we have an RFP out and that analysis will be commencing hopefully right after the winter break and this is going to be an important part of the solution there is we know we're gonna have to have a very transparent set of criteria and
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guidelines around how we move those dials around across schools in the district whether it's high schools or information that we'll need to make boundary decisions so I do agree that if we're gonna say capacity will be adjusted you know in a thoughtful way we better be clear about what that means and I think we share an interest being able to do that so that it meets some clear goals that the board may have it's the same conversation when we talk about you know can a single strand of a particular program pathway flourish if we're not allowing it to grow you know there's a whole series of questions I would add into that category of why we need to centralize capacity setting our own principles we'll describe for you how oftentimes that's worked out among themselves I don't think that's necessarily a responsible approach having set capacities class level by class by grade level by school by school in a district previously and I think that's that's something we need to get a task force around and come and come and demonstrate to the board what a process like that can look like yeah is I think Benson is unique in that it's catchment areas the entire the entire city and we could do things like the having a boundary process where their recommendation is we move 200 families from Grant to Madison and then you have all of a sudden a flood of Madison students catchment area students going into Benson and you've defeated the whole purpose of the boundary so I I just think we have to think through because this has been the issue that for the last frankly 30 to 40 years has been the issue with Benson of and not a negative issue to Benson but just how it impacts the other high schools it's been a many times a safety valve for students who wanted to get out of out of the neighborhood high school so I just think we have to be thoughtful about and we may decide to have a differentiated capacity setting process it may be number of seasons by cluster that might be something that the information we glean from sort of designates that maybe that's an appropriate thing to do and and we also though can't let the past predict the future because we have a lot of other factors at play including you know investment in our other comprehensive high schools that we already see with Roosevelt really drawing kids back to their neighborhood schools as well as the growth of CTE in all of our high schools so we don't we don't know how that will affect demand for Benson but we know that it will yeah so those are those are all issues we're sensitive to you want all of our schools they have the opportunity to grow successful and thrive so the fourth area speaks to the program placements of multiple pathways and existing schools that are local co-located on the campus and as we've said a few times today an important part of the equation around what's best what it was what kind of facility needs would really best serve all of our students is an important one to have it listed here or some of them you saw them earlier on the engagement list as well and there's a few ways to go with that one of them is you know even as you know if we were to move forward with the master plan and flexible modular you know we could determine what goes in those spaces that could mean a continued colocation you know perpetually or for some number of years but also if there's an openness we also want to be able to explore the potential of you know as we hear from other stakeholders and you could dream a little bit since we did ask that question of our site leaders what would a camp a custom-tailored campus look like in particular for some of our students who are very eloquently spoken around what their needs are out of a facility and if we explore that and do a bit of analysis and feasibility around it what kind of resources would that take is that a new dedicated building is that a reconfigured building but more importantly does it meet the criteria that our students are bringing up things like accessibility central location and some of the amenities that are going to be important to them remaining engaged and having success in finishing their k-12 diplomas so so that's a remaining that's why you see the recommendation there sort of open-ended because we're we're just at the initial steps of of that process and what so reminder that it's the December deadline for the master plan for the building footprint and then March deadline for the program and just to be clear with those two bullet points they're not mutually exclusive you could also have a
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dedicated custom-tailored co-located option well it could be co-located on the Benson complex property I may be a new building on the parking lot for example or it could mean literally co-located within the existing facility that gets modernized so I mean these are the things that I think we need to brainstorm and if you know being open to finding creative solutions that actually would be a celebration for all communities involved I think that's that's that's the goal we're sort of aiming for in these conversations particular that any decision that we're making now as you said it's not going to make a decision about their future and we're so good and continuing to very carefully study that with their input so so those are the kind of elements of the staff recommendation I mean the subsequent slides just provide some suggested draft language that you see appear in the resolution one is just affirming is you know given all the option discussions around this being a comprehensive focus option just to elaborate that includes spaces for vapid visual Performing Arts and array athletics as much as is feasible we know that that's a constraint on some of our campuses this is a very dense property as well as a lot of support spaces that I've heard are equitably important to have at all of our high schools and so an example of that for example a pantry teen parent center etc why you won't see dedicated new square footage you know we've spent some time and partly and trying to find efficiencies is work in those spaces be integrated into the existing square footage of the design so as an example to try to meet as many of those high school edge specs that we would want to see it all of our high schools sort an additional statement in the resolution draught is again around sort of that goal of the same one we have for all of our high school campuses getting to that sort of capacity number in a responsible way obviously we would maintain those enrollment levels for the you know the next six years and that'll give us a little bit of time hopefully with all of the other steps that we're taking to think about enrollment and boundary and program placement well we'll have we'll be in a much better place to stipulate sort of what an annual process will look like to responsibly sort of grow those high school attendance levels we don't we don't really know how how dense the city of Portland will continue to grow hopefully it means a lot of clients for us but hopefully we find ways to sustain all of our high schools as well as grow benson over time and we'll also hopefully have some deep new partnerships with industry folks where we know the sector is growing and you know we can decide to grow that CTE pathway accordingly the other language is is just to call out explicitly here is part of this process is to value all the stakeholders there and so I know we've spoken quite a bit about that today but our staff students and parents of all of the programs that are currently on the on the campus to learn more deeply around their instructional program needs clearly there's some more specific wraparound service needs that you know I would argue even today we could do better with and talk about what some of those options might mean first one a dedicated building the other continued colocation which would require some facility modifications or to another PPS facility that meets that criteria that we hear stakeholders say is important things like accessibility for example this is a question that that we've heard public comment and and students speak to also is this notion of during the construction phase itself we know we can only the during construction we can only maintain a certain number of students on campus so whatever combination that is but thinking to date would be there there could be there would have to be some relocation during construction and I think that's a conversation that if we're open to having can think about you know how do we accommodate all students during the construction point we know that there are some sites that will be available in twenty twenty and twenty-one within the school portfolio they may not meet the criteria but that's the discussion we need to have or we may need to explore another location in the vicinity of the Benson campus these are these are the things we need to look into but we've got to do the
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engagement process to see what's going to work so does this I'm sorry I was just gonna say so I want to just push back a little bit on the word is required so I thought what I heard from students the other day from the Alliance students is you know in the in the scheme of things why are they the ones I'm right there with you I heard it we heard it again tonight so I just think we I'd like to see what the options are of them having the ability to stay there I mean I think to me it's not a foregone conclusion that they are the students that move and you know what what are the options so what I heard very clearly they shared with us a scattergram of where the students live and you know Marshall is Marshalls not in the center of anything it's at this the outer you know southeast corner of the district and what I heard students say is you know in effect this especially you know for a three year time period this is just be pushing a lot of students out of PPS so I just want to challenge the is required not in a sense of there's any bad intention but just maybe that was the original assumption but I'd like us to think about it a little bit this PowerPoint was submitted to you prior to our conversation we we've heard that loud and clear a probably a better way to word it is some combination of students and programs up to a thousand is what the temporary construction phase can accommodate and it sounds like there's an interest in figuring out how can we make that happen because we also need to acknowledge that we're in a unique situation with Benson we're because it doesn't have a geographic catchment enrollment of ninth graders is completely at our discretion so there are a lot of different ways there's a lot of ways to get number the the next resolution draft language there is some signal to the broader community you know for valuing all of our students our schools and our programs is a we we know that we're gonna require a bond campaign to complete the Benson campus construction so that's something I think that we're all committed to but I think equally if there's a colocation or relocation involved that we also honor the fact that there's other schools and programs there that may require some level of resource as well and if we're going to do that for alliance and the other alternative programs we also have some other dislocated programs we don't yet have a long term solution for that are living split temporarily right now already and so don't want to be silent on that either and we haven't talked about Pisa at all which fluctuates in an enrollment for many of our newcomer students but it really as we get into the enrollment balancing across the district and looking at all school facilities and all programs in looking at how when we look at overall the number of facilities that we have and the size of the facilities in the number of enrollment of students we have enough space we just need to make sure that we're using it to the best of our abilities so I comment on this language so one board can't commit a future board so there's a board resolution that commits to something is not legally binding and I think if we were to support something like this it would be with good intentions for sure but you know warts change the economy changes a whole host of things and you know I I would be concerned that we're we would be making a commitment to something that we actually can't deliver on we're gonna have court elections I mean just a whole variety of things could change and you know what a board passes the board can unpassed so there's not there's nothing legally binding on that and I'm I'm concerned that if we we get in a situation where we it seems it it seems like an easy the the easiest path because then we don't have to sort of wrestle with the sort of collocation issue but it may not be a feasible path nor be something that we can promise to happen and I think you know just so much smaller level the Roosevelt CTE space which it seems like
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a small thing but I can't figure out why the board voted to make it happen and but it hasn't happened yet and I just worried that we'll take of a group of students who have not been successful another are been successfully supported and other high schools and promising something that we can't deliver on so that that would be my concern about that and then I guess I'm just the third point I would be reluctant to add other programs is that this this time because for the same reason that it's like access but what about all the schools the students who are not in middle schools now so in outer southeast you know for example I do not want to have that them in that resolution if we're gonna be saying what we're gonna be committing future bond dollars to because they're in a totally an equitable solution so I'm not sure how access and peace I get in there and yet we don't I think it opens a broader comfort a broader conversation about what's going to what's going to be in it and we named in the last Bond we named planning for Cleveland Jefferson and Wilson and Wilson so I just put that out there as a concern of mine and I don't think I could support that i morally kits for it and so if i'm gonna be on the board for to 2020 but do we have the capacity actually make that promise so all points true director of M Edwards there's it's not binding it's a pledge to communities if having a more comprehensive conversation obviously around what specifically would be included in the bond campaign is still up for discussion and there's probably a lot of other similar pledges around sort of what would be included there but we just we wanted to note it here that in some fashion we want to make sure that we're saying to all of our school communities that you're valued - and if that involves some level of resource are we prepared to commit part of this project I mean that's the probably the one thing that we actually have to do we can say I don't really good control we will have a modular suite available that doesn't yet have a CTE new pathway identified and that's the decision of the board to temporarily or permanently configure the space that could be a decision the board decides to make or is there a facility that could have amenities that would be you know obviously and so the closing slide is just a reminder of the beauty of the building and the excitement of restoring magnificent facility for our students for in the future it's just an exciting time for this community and the building is already gorgeous so just being able to restore it and keep it functioning for another hundred years is a great gift to our community could you pause there for a moment director Anthony would you mind expanding on the the frieze there what's happening I can't help it that students boring hot metal in the foundry this is one of the few things pictured on the front that we are still doing at Benson it also has students in the cobbler program that we used to have and I think in the blacksmithing program we used to have there's been a lot of changes exactly like you were saying and I think you expressed them very well we have had a building that for a hundred years has been able to evolve with the changing needs of our students and local businesses and industry and we need a building that's going to continue to serve in that way for the next hundred years and I'm so far very happy with the design that we are getting in the job that bisetti has been doing for us it really seems that we are going to get exactly what we need for the students their future and for Portland well and our challenge is to make sure that all of our schools and programs and students equally have a space that meets their needs so the rest of the slides are just a slides of floor plans but I
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don't we don't have any specific comments on that thank you so I think it's now almost quarter past ten and it's been a long day but I think we're going to be looking at a vote on the master plan in three weeks so and I don't think we have schedules another opportunity to hear about so now's the time to ask any lingering questions one thing is it seems pretty clear from this presentation that we have divorced the processes of considering Alliance and multiple pathways location from the approval of this facilities design but that's potentially worth talking about whether we feel comfortable you know moving forward with the EDD specs as they are because the s pecs right now have gone into development without consideration of the accommodating the needs of the other programs in the building right now so it is kind of a de facto direction if we allow the development of the ED specs to continue without accommodation of of Alliance and so March as a as a goal for that programmatic decision is a little out of sync with the continuing evolution of the the ad specs and the design specifications do you want to speak to is there anything preventing us in March from taking what would be unoccupied space being customized to serving say Alliance high school the the master plan that's going to put forward on in December really sets largely sets the footprint and the layout now there is some space in there that is unprogrammed space that could be used for any multitude future CTE multiple pathways arts programs whatever that is and that shouldn't have any significant bearing on cost or schedule unless there's something that is just completely unexpected or wildly unique to those spaces but there is constraints into that those are specific spaces is roughly 15 to 18 thousand square feet when you break it out of what is available now again there's also other components that could shrink or modify that could make more space available but that's what we're really dealing with between December and March sorry saying that I'm not saying that we haven't engaged the different programs and exactly what their space needs are they can extremely likely be able to to fit all of them but we would need to engage with them to know what their needs are and how they might be able to conform to those spaces right I think I'd be important so can we get that information process that we're gonna that's the process we're going through between December and March whether it's at co-located at Benson and if so what what are the needs and if it's not collated co-located then what are the needs so that's the exact process that we're doing from December tomorrow except that if we determine that we don't need to make a solid decision on the programs until March if that's the only space sets available any sane we want to make sure that we have the option if and the space is there that they need if we decide that we would keep them there or is that if we're going to move one or more of those programs by 2021 that it would be to a nice permanent facility and not we're gonna shove you somewhere and that may be possible for reasonably easy to do reasonably easy and like I know what I'm talking about that might be more feasible for some of the programs that are smaller than some larger ones so we may be able to so that 15 to 18 thousand square feet that we're talking about is about the amount of
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space they have now been so so it's a similar size if they if they want or need more space than that then the colocation in the campus is not likely if if they're so going if they want something that's a more expanded space than it probably needs to be something then rather than in the current Benson master plan and you're talking about dedicated space which doesn't include shared space correct so that is correct to what extent might those students be part of the 1700 student where the specs have a health center cafeteria team parent center I mean all the sort of supports like why wouldn't those be shared resources I mean it doesn't expert standpoint he doesn't make much sense to build like from a student perspective as well I mean right right so again it's the engaging in conversation and processing with the community part part of it also is that colocation hasn't worked very well at all the viewpoint of for example Alliance kids right and I even in the next three years I think that is a huge issue that we need to take on we've heard that loud and clear it's not really a colocation it's sort of like this is your hallway I mean and so I would suggest so even even with that their preference is still to stay in the Benson is it to stay in Benson or to have a centrally located facility and I mean well I think we've had it correct me if I'm wrong but I think to date we have had one meeting with a very small sample of Alliance students and in staff and one parent I think these are questions that we should table right now because we are not in a position to make a decision about this I absolutely support chair Moore's recommendation on waiting until we have more information I do want to correct one little bit of misinformation there was more engagement done by Corina wolf and Paul Cathcart back in 2015 2016 and we're what we need to do is really look at what was collected then and validate how accurate is it still for today and I think that's some frustration that you would that we did hear and that we will hear from these community members that what did you do with what I told you before and and that's why I mentioned earlier that that process dead ended and and I think we're all aligned when we say we know we make better decisions when we're informed we think it's important to hear from every community member we serve and I know we don't have a great track record of doing that and it is and I say this often it's why I came here I want us to do better this is an opportunity for us and I hope that we take advantage of it and we did hear just yesterday from a number of really passionate students and teachers and I think it's it's heart-wrenching to hear when and I just joined the district but I I'm in the district now so the mistakes of the past or the are I oh I kind of go in there like we own them we owe these students more time to hear what they had to say and and the board needs to know that information before making a really big decision so that's what's next and we're we'll be sharing with you what those opportunities are to join us for those conversations we make a decision then all of a sudden we've actually made a decision for around Alliance unintentionally right and so if we're when we vote on the 18th if we're actually eliminating any possibility of Alliance staying there or having some presents on the Benson camp campus like
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we can't we can't have this facade if we're gonna get Community Impact January to March and then but we made a decision in December where it's not going to happen so it's gonna be really important that we not closed off options because otherwise then it's not we're not really I think students ask a great question which was so we told you what we needed you put a bond on the ballot but you didn't actually put anything on the ballot for Alliance it didn't it didn't speak to it one way or the other it didn't include it or exclude it and the call was and that was always an open question that was awaiting further staff response it wasn't an excuse but the expectation that they were going to be moved out certainly meant they were I think it's like they weren't intentionally put it so if we want if they if they said here's the separate building we want or something and then we had a bond and we knew potential but we didn't actually put money on so can I put this in the form of a question that we might be able to get an actual answer to between now and December 18th can you analyze whether the current master plan would be able to accommodate alliance yes and also principal Wilson so the dag still does not have representation from a lot the Alliance community or multiple pathways or that is true okay okay so the other question that is hanging out there Alliance is not the only other program that is on the Benson campus so what are we doing for them so we've already initiated - we've sent out requests to get started on the same kinds of meetings like what we saw yesterday and and what I want help with from each of these communities is helping us map out what is that engagement plan looks like between now and March because for me to put a plan together without some input from them seems a little bit like in the same vein of what we're trying to avoid doing so it's to start these conversations and to say what's next who else should we be talking to and I want it to align with Dan's you know the decision-making and Dan's planning like what is it we want to be informed about what's helpful to make sure we know how it would be useful in decision-making so that's work we'll be doing in the in the coming weeks and months okay so I think the other thing hanging out there is especially given these other programs what other facilities what other options might be available okay big process probably can't get right detailed information by December 18 no but I think it would be helpful to get even a ballpark that's what was in the slide tonight was to possibility okay for multiple programs start starting a needs assessment for each of those programs in terms of well we're really trying to look at it holistically for the whole district and I know it's the timing is out of order right but it's the order that we have but we are looking at that starting in January going forward to the following January looking holus to create all of our facilities and all of our program needs so that will be incorporated in that process it just isn't in time for the construction decision that needs to be made for Benson okay any other questions just to add on to your alliance so the same the same thing so that we're not unintentionally making the decision so we're gonna do our best to get in contact with them knowing that we may be challenged to get a solid group of folks together in in time to inform that the 18th but we will definitely reach out and analyze past data as well well it's really it's the square footage capacity and we're in placement it is not the engagement the engagement we still have time we're just we're just wanting to make sure that we're not precluding any
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options right yeah absolutely okay so the last thing that I would but I we we would need from the board is the RET draft resolution I heard some comments tonight we'll take those comments under advisement and come out with another draft and I'll go ahead and take share that with the board leadership interns the next planning session and then I do hear I do recognize that the full board would want to see that I just want to be careful not to conduct board business outside of the proper channels so just given the shortage amount of time I think we have a work session on what next next week that we that we have that so in addition to all the board but also the community so again you know just to be completely transparent so that people know what it is that we're it's impossible for me to have it ready for tomorrow morning's board packet though totally understand and I also wanna be noted that I said hours okay but I also want to note that we've got a full agenda already next Tuesday so we're not going to be able to devote a tremendous amount of time to wordsmithing a resolution here it is sent in your start start forming around many months I mean really right well we should have some mechanism by which the public sees this and we'll make sure it's posted people want to have those be posted late it won't it won't be tomorrow it'll be posted like that's awful posted it will be posted yeah you know send your cards and letters and so if the board would if you have anything that hasn't been mentioned tonight that you're expecting to be incorporated in the resolution I would need to hear from you probably in the next 24 hours would be great Nick wanted to very basic question at this point but this might be more for bisetti as well but was there square footage allocated for more gender neutral bathrooms in the floor plan so as kind of mr. crankypants I think is what turn Paul is used over time I apologize for being cranky earlier my crankiness is not with the staff work which you know I I think this is gonna be a great school there you go what Claire mentioned about you know our timeline is out of whack in about 12 different ways and in my dream world we have enough time to really look at the educational models and come to a decision that that maybe yeah this is the best model we don't have that it's not going to happen it's too late in the game I'm warning that so that's what I'm going through because I passionately care about CTE perfuse provision for all students in this district and I see there I see a possible option that might be both better value for taxpayers and serving more kids with more CTE space that I'm watching float away because it can't happen now it just can't we don't have time to do that other than delaying things and really disrupting a whole lot good news is sticking to that timeline is also in good suit in good service to voters because it delaying would cost additional would cost the project more so unless we have a recession in 2020 and our crazy construction cost dropped 50% which I would not wish for a recession I would wish for a moderation of construction costs and any any events and maybe return to sanity instead of the craziness we have but that thanks for putting up with me and I have a quick request from all of you one of the things we heard yesterday at the Alliance meeting or just what it what it told us is there's not a full understanding from a lot of these students or teachers about what our process is or where we are in the process or how this was not included in the scope you're gonna get questions as we start to bring people forward and and get information from them and we would love it if you could help them
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understand that process and kind of what how we got to where we are because I know they'll have questions about that and we're gonna work from this end to try to help give them that information as well okay last call any other questions okay well let's finish this first any other questions okay if you do send emails okay thank you thank you very much okay public comment he left is he gone okay all right anything else for the good of the order okay I think we are adjourned

Sources

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

2018-11-27 PPS School Board Regular Meeting, Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: Regular Meeting of the Board of Education-November 27, 2018

Event 2: PPS Board of Education-Work Session, November 27, 2018

Sources