2019-02-19 PPS School Board Work Session

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District Portland Public Schools
Date 2019-02-19
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Event 1: Board of Education Work Session - February 19, 2019

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the work session for the Portland Public Schools school board for February 19th is called to order [Music] we're going to I don't have a script so [Music] so we are going to have a it's a pretty full work session we're gonna be talking about multiple pathways location analysis bond reports from the bond accountability committee and also from staff and some beginning information about the process sequence and timeline for enrollment and program balancing we are going to because there's a lot of interest especially among students in this in several of these topics we're going to have an extended public comment period for students we have asked for two students per program that is affected that's part of the multiple pathways or Benson and normally for work sessions we take adult public comment at the end of the session this time we're going to do it at the beginning so let's start with public comments is Houston do we have people signed up and our first two students are trip Burnett and she win who okay and I just want to remind everybody kind of rules of the road for public comments for work sessions you have two minutes at at the beginning the light will flash green halfway through the yellow light will come on and when your time is up the red light will come on and a buzzer will sound and since we have a lot of people who want to make commentary tonight we're going to ask for your cooperation in in sticking with the two minutes the only other thing public comment isn't especially for work sessions the public comment is intended to be focused on the topics for the work session and we would ask that all the comments remain respectful anybody who has issues personnel issues that they want to address should be contacting the superintendent's office okay so take it away so the record my name is Tripp Burnett vur any tea tea I come before the school board today to speak on behalf of Alliance at Benson I would start with reiterating a statement made by many Alliance students teachers and parents we need to be part of Benson there is no doubt that the alliance program helps and is very successful and allowing kids to graduate being on the Benson campus allows us to be successful in getting to and from school but because of our rooms of Benson the facilities we have are very lackluster we have shared rooms one example is the PE room is sharing space with the English class which is also sharing space with our text tech class our office and main classroom area is basically a bunch of high wall cubicles noise transfers from room to room with an improved and adapted learning environment Alliance would be even more successful than it already is in addition to needing a viable campus we also need proper funding with better funding we will be able to expand the programs that we already have and allow many of our class is to exist this program is one of the most if not the most successful programs I've ever heard or seen if it were not for Alliance I probably wouldn't even tried graduating high school in the first place it sends me to know that you did not consider including us in the Benson remail plan in the first place but I could thank you for that because it has allowed us to connect as a stronger community so near future talks on the Benson campus I want you to always
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consider Alliance and the collective voices that make up school my name is Chi Hwan ha I am from China I speak Chinese Mandarin I am a piece a student that is polar international scholar Academy I come to the United State for a half year this is my first year at Pisa I am going to speak my language these are your heart ocean sunlight will put on the couch on type Ortolan pizza has a lot of students from different high schools in Portland woman say Cotati woman Kentucky in you we are a big family we learn English together woman type is a asiacondo bo tae-soo wooly listen we learn a lot at Pizza like algebra physics history title ii t/o man poncho treated as a unit in a gentile permanent indo-aryan turned up is your mother gentle auntie here what helped us the most is how we understand English now we could understand if people talk slower simple you know we can understand orlando young European tea and enjoy on Chaudhary woman bounty hunter we can use English and have a simple basic conversation that helps woman trader posada reads on how you might touch on young yo Jade in math station so he generator P Sasha socio type-ins so we think pieces location is very good because it's centrally located as close to the max line so in the future students at Pizza needs a place like Benson you may wait to ha woman Shou you got a chance to cheer moto Shante you may suit on the hotel because the location is good we want to have a big classroom we could carry out a lot of activities like physical education art and things like that John so Tahoe I don't own that lot you copy and science I don't alert you we want to be able to feel all the activities you know we can have fun and we can get the fun out of racing woman Tony wait on that piece a audience and some total or since in yo Amman Jordan entanglement Donnelly cows on you gotta shower the fashion okay we learn from somebody at Pizza you know we've gained a lot of confidence that made us believe that you know through our effort we can go to a college that we always wanted yaw moment a moment on Guam and only cause I gotta shower on Tadashi yeah Amontillado cause I gotta shower Natasha come on Asik agenda so makes us feel like you know if we have a dream to go to our dream College you know it will not be a dream this is something that is totally attainable today woman's Angela pulls out on she she told me sorry woman she wants y'all write a piece of some nuns ideally waited somehow the pencil don't Jessie so that gives us a lot of motivation to learn so we want future the pieces student would have a geographical location you know such as Benson and we could learn consociational lucky young low cheap enzymes Tony come hard on shishi we could learn and we could obtain a lot of funds through learning and let learning becomes a motivation to learn thank you for listen to the piece of student speech thank you thank you [Applause] hi my name is Alfredo Garcia I am from Guatemala I am thesis student and I speak three languages like Spanish and English now I'm speaking my language it is a Spanish este programa son para los estudiantes nuevas case in Estados Unidos America given any different
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spices I cannot have another English this program is for new students to come to the United States of America they come from different countries in the don't know how to speak English in this country este programa let's bring the apoyo ayuda por ejemplo hacer atilla's in English - a lot noses began in español para entender a plan if occur in English mejor this program brings support and health for example to activities in English and explain stuff in Spanish better so that we can better do this and this is we're talking about Pisa sorry M Pisa Portland International scholar academic essay most muchas Activia SDRT as eating llamas interact almost con los maestros here at Pisa Pro international school Academy we did lots of fun activities and they are diverse we also speak very intellectually with the teachers comment representin today's the program apisa Portland International School academic yeah kept in some relevance on nosotros queremos que el programa Pisa international scholar academic sigue permanency and om Benson I'm a representative of Pisa and since they are thinking of remodeling the school here at Benson we are wanting for a piece of this program to stay stea Benson yeah kissing my whole lugar hirako Jarek well that's the program pero también queremos que lo saloon SMS grandness Tameka Yama's materias como artists because um physically him Matthew this is a great program and it's very adequate for what we do but we would like to add some physical education our classes and a gymnasium for us to do more stuff estimate areas son los que no tenemos pero esto lo queremos para nosotros estudiantes these are materials we don't have or were wanting them for future students como yellow a rich interior meant a cream escapee supporting international scholars academic permanece game Benson SL mejor lugar para is the program like I mentioned before I would like for a Pisa to stay here in Portland it is the first program that we have for all the students in high school yeah cos encuentran medio de la ciudad y de las otras escuela secundaria ya que cerca person was transported públicos como train eva's pieces located in the middle of Portland so it is the best place it's also around all the high schools so it is the best place because it's not just in the middle of Portland but we have access to buses and maxes to get there yes Toph we're not stoppin Union Soviet program a pizza Portland International scored at Academy in muchas gracias por source of things you name this is my opinion about Pisa and thank you very much for all your attention thank you [Applause] good evening lukacs kiss h OT chk ISS I teach construction at Benson high school alumni of that school as well thank you for a chance to talk tonight I read through kind of the report tonight that we're gonna go through I think it's not super stoked about going to Marshall but I think that the opinion of a lot of the sea teachers at the school is that that's a reasonable plan that can achieve success we're all not believing necessarily that we can do a remodel in place in just three years and so I don't I don't like that plan I think it I understand it and I don't think there will be a huge amount of fight I don't want to speak for everybody but two teachers that I've talked to we don't we don't love it but we understand why and so that's that's that's one part of what I wanted to say tonight I'm more concerned tonight about like the long term future with the multiple pathways programs at at Benson high school I saw how you kind of distinguish in some of the plans tonight between like Pisa and pioneer to be integrated into the school and schools like Alliance to be potentially have their own site I think that the plan to have that building their own building in the parking lot makes a lot of sense to me because they're still at our central location but they're distinguished somewhat from the school so they can
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have their own space that's designed for them it's not I think it's important for future business partners for the school and we want to make it to be attractive for them for the next hundred years and a leader in CTE education there's some distinction between what they're in between what they're investing in I kind of have a personal example of one of my students who I taught for three years she went to alliance's last year for us less than a semester and made up I think over a year's worth quirk of credits and she told me that if alliance wasn't right at Benson where it was so easy to go there that she would have probably got her stuff together a little bit because it was so easy to fall back on that option she's a great kid she's one of my hard-working students in the class they just does a really hard time coming to school every time so is that my end of the time all right thank you thank you and Carlos Patras I am my name is Kiana and I'm from Micronesia I just want to thank all the team bands that they helped me for or again how all that stuff and I really appreciated what it gets there yeah thank you [Music] how old is your baby three three months yeah so Kiana is one of our new moms my name is Noelle Harper I'm a school social work with the team parent services program account is one of our new moms and I wanted to just talk about I think teen parent services and so do use your baby and child care sponsored by teen parent what are some of the other things we do a teen parent guy still hoping me so take care of my baby help me to take me today to ease up with me my appreciate [Applause] do we have another speaker okay no more speakers okay okay thank you everybody so I think we're going to we have quite a lot to cover tonight so I think we're going to launch right in and the first topic is multiple pathways to graduation discussion of possible locations so directors are deputy superintendents are going to take the lead on tonight's presentation clearly this involves both the operational side of the house as well as our instructional programming they're gonna be presenting staffs compilation of thinking and analysis based partly are based on a lot of input that we heard and I also want to want to appreciate once again all of the MGP programs that I did have an opportunity to meet with over this past month so thank you for for your feedback and input which was shared with our directors as well as staff so I'm going to turn it over to their Hertz and dr. Curtis yeah we are just waiting for the projector to come on please
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this particular computer just lost power see okay apparently director Bailey cannot leave the room ever again so we'll go ahead and start with the introduction while we're waiting and tonight we're going to give you an overview of the work that has been done on the you now location analysis for the multiple pathways to graduation programs currently located at Benson the Benson campus thank you so much for your help she's so deputy superintendent Yvonne Curtis and myself Claire Hertz well have been working for several months with looking at the programming summary and why we are bringing forward this recommendation to with area superintendent Joe LaFontaine and area director Karina wolf we'll be sharing information there our facilities and operations officer Dan young and their project manager Jensen will in our architecture each other it's a very will be discussing the options of the facilities and the architecture for that work and then we'll come back with next steps and then have a question and answer and discussion period with you so the board gave us a charge to hold listening sessions for multiple pathways programs and with for the board and superintendent and beginning I believe it was before the holiday season we brought instruction and operations together and after those listening sessions and mapped out a pathway of where we wanted to we're at a turning point now and here tonight we're sharing
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our recommendation with the board so I wanted to just take a minute and celebrate that coming together on this project since the last board meeting has been really a shift in our culture we've had so much siloed work before and as we fill in all the leadership positions we're coming closer and closer together so since the last board meeting and with your charge we had the opportunity to bring all of the principles that our principals over the multiple pathways programs peace pioneer program at Benson as well as the Benson principle with the OSM team to hear from one another what had been happening over the last three years to have each of the principles describe the programs and what it was doing for students and then the needs of the program programs and then we have opportunity as the we were getting the feedback from the listening sessions we were able to put all of that together and so we had all these great minds in one room looking at the whole picture and saying if we're building and going to recommend how to serve all of these communities that have been currently at Benson what is the very best recommendation we can make considering all of the variables and there were a lot of variables so you have some information on the scenarios we considered which you'll hear more about tonight what I'm going to do is let you know that we believe we've landed on a win-win situation for all of the programs that Benson and that our recommendation for the transition while the construction is going on we think is the safest it saves money and it enables us to complete the project sooner so we put all of it together in one recommendation just to review quickly what the engagement community engagement process was you can see the dates here oh I move to my computer not you first the dates in each of the programs when those sessions were held and then just to summarize a few of the themes that we heard several of them around the learning environment itself the needs for a lot of the program's to be in spaces that were more therapeutic spaces in a smaller school they needed more classrooms but they needed private offices that had space for confidential meetings but students wanted to feel safe and part of a community that was smaller than than their experiences in a comprehensive high school but they also as you heard tonight wanted to have some choice with electives and also physical education in terms of the facility and access we heard loud and clear number one was it needs to be centrally located and needs to be close to all of the different transportation lines and types of transportation they also need childcare and some of the programs need to have separate entrances depending on how the program serves the students and sometimes the students whole family like you met tonight they need a cafeteria and access to a kitchen so they could prepare their own food and they need a food pantry they also requested that they have separate restrooms enough of them that would be for all the students but that would be separate from staff which we have in all of our schools so a lot of these are fair things to ask about so we brought together the principals and the school modernization team and reviewed all of the pieces that I talked about and created some scenarios so we're gonna transition to another team dan-and-jenn that are going to talk about the scenarios we put together so gentleman Joe Echevarria will be joining us up here and we'll walk through that this scenario the recommended scenario here fairly quickly just wanted to make a quick comment about how the process has been a fast-track process but it's also been a very collaborative in a very punitive process so we've worked very well together with the educators to come up with different options and as dr. Curtis mentioned we interviewed all Benson co-located schools offices and programs recently in order to start the compiling their programming needs for a new facility or an existing facility and then with subsequent direction from our steering committee the team compiled a
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number of scenarios for review ranging from concept one two three and four these these vary from scenario one means no coeliac co-located programs scenario two focuses on everyone co-located in the existing master plan two three the more autonomous programs located off site and four the more autonomous programs in schools located in a separate new building at the parking lot that is part of the Portland Public Schools properties then we reviewed that with all administrators and our principals and then we ranked those and those are all in your packets the results of those rankings so I'm going to turn this over to Joe to talk a little more specifically about the staff recommendation which is scenario for B good evening boy good to see you so we were as Jen mentioned we were asked to put together some scenarios that looked at how these programs could could work on-site and what you're seeing here is scenario for be one of the primary elements of this scenarios that you have in the adjacent parking lot which is kitty-corner to the Benson site and adjacent to the parks and rec fields Buckman field is a new building that would support the independent schools what we kind of heard through our listening sessions there's two main categories here we have those schools within a school which include dart Clinton and Alliance and reconnection services and then you have those programs that are more integrated with Benson that students are taking classes at Benson and they become a resource to those students and so the scenario provides a separate autonomous building for those programs that need that ability to have a separate entry and a place that's a little more protected and a little more autonomous this scenario also I think is providing the space for those more integrative programs you see there piece of virtual scholars night summer school offices pioneer those are in the second floor of the main building front entry buildings so they are not far from the main entrance and they are kind of a key resource for the the school master plan as it was previously reviewed and approved in December the other thing to note in this scenario is that we've by placing those programs on that second level we've displaced some classrooms that we're going to be used by Benson and this scenario adds additional classrooms to make up for that that displacement so you end up with the same design capacity for Benson that was previously reviewed and approved in our master plan in December the other component to this this version is in the lower level where we were originally looking at some scenarios that place some of the programs there we've maintained that for Benson use so that would be CTE or Performing Arts space that could be used by Benson that would support the shared meeting room the multi-purpose room and which is also directly below and adjacent to the theatre space on the main level so I think in summary what that does is it it minimizes some of the impact to Benson by maintaining a lot of the program areas we had planned for Benson it provides the spaces for those integrative programs on the second level it provides an independent location for those independent schools and it it basically results in the same CTE space that was originally planned for Benson which is normally with our document you'll see some pretty detailed cost information specific professional cost estimates and all the assumptions that net up to a total this has been a very fast process with lots of iterations going through so we don't have that level of detail yet but we did want to provide some level of cost estimate preliminary schematic level so we took into account the new square footage which would be the building on the parking lot area the additional classrooms within the Benson building area as well as potential improvements to swing space sites such as Kent and Marshall and also factored in we're in the budget we had some cost that we could see some potential savings so with a scenario of moving all students off-site we could complete construction quicker and without having as many phases we can gain efficiency now it's hard to say exactly what that is now but but in the staff report we we made some assumptions about what that ballpark might be so the total of those improvements were looking at about 19 and a half to 36 million dollars is what we see is the total our intention is we come back in March with an updated master plan is to have more detail around those numbers
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okay and I think we're going to turn it over to the next team which I believe is Joe and Karina good evening we found that this plan actually expands some opportunities for the Benson high school students number one it does increase the CTE pathways space it also honors the current Benson high school student participation in the dag group much of the work had been done well in advance of some of the considerations that were making for this new addition also it allows for separate school space for Benson high school students so that they have a sustained identity in regards to being Benson students and its support it does support English language arts learners and special education students by having that space still assigned inside the main building in giving them direct contact with the student population and similarly supports for multiple pathways are met in this facility design by adequate we're no longer we would no longer be doubled up teaching two courses with two teachers in the same classroom space we'd have appropriate science labs for both dart students and Alliance students and we'd have confidential meeting spaces we'd have creation of trauma-sensitive spaces we'd have de-escalation space we'd have a Learning Center just really enhanced ability to meet a wider range of students needs warm spaces to welcome families as you know we welcomed more than a thousand families a year at reconnection services and so this would provide us an adequate space for families who come district-wide to come to a central location in an appropriate space and then wraparound services so we heard a lot and thank you again those of you who attended various listening sessions many times that the listening sessions part of and our leaders have brought up part of what's needed is you know showers laundry food pantry what are the wraparound services how do we have IEP meetings in a confidential space how do we welcome you know just case teams or teams around students a lot with our community partners that care community partners showed up at the listening sessions as well in our community stakeholders and so providing space or we can be welcoming to the communities that our families represent and then academically so there's been questions about programs so with regard to program similarly as you can see in with the facility space is we've really focused on personalized learning looking at our project-based learning that we're expanding and through our prep grant as well as CTE options so we would be able to be near the CTE facilities having flexible schedules Alliance high school at Benson is our day tonight high school we would maintain that we could also maintain a appropriate connection as we're scheduling students tonight by the way is the first night of our second semester for Portland needman scholars many of our students in this location would be able to contain right there and if they needed to pick up a night class at Portland Newton scholars we'd be able to maintain that flexibility of meeting an individual student needs through their through their scheduling needs we'd have a childcare for teen parents and again that central location we have a lot of pathways to PCC with our PCC Career Pathways program and it puts us still in between our South East 82nd PCC our Swan Island and our Cascade campus so again that location helps with our programming and then one of the things that we are really lacking currently is a space to have whole school gatherings so whole school gathering and family engagement spaces and so just having a larger space where the entire school community can come together for things like assemblies other things that other communities is kind of a basic but other communities take for granted that we have not had the privilege of having right now it's about we've we've managed it but it's been harder and this way academically we could get those guest speakers and those things in our space so there's a lot of things both facility that meets a facility need but it also would really enhance our programming and we strongly believe that it would enhance attendance retention and graduation I think that's and I will say that we have the leaders here to answer I know we have questions and answers a lot of the leaders are here there are specific questions Thanks okay hello again next steps are I'll go back real quick in the Benson master plan was approved in December of 2018 with two
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deliverables one is a location analysis that was to be completed by the end of February and then an updated master plan think floor plan by March and if we were able to hit those deliverables will able to stay on schedule and start construction and an open per for the master plan schedule so the next steps are to finalize the location analysis we have documents prepared tonight and we have a draft forward resolution as well and then immediately to turnaround update the master plan based upon that data and come back here in just a few weeks to a work session where we'll review the detailed master plan and then come back for a master plan approval so those are the immediate next steps certain items that are out there on the horizon are being our construction manager general contractor on board or out procuring that right now I expect to have that finalized by May and continue to work as there are some changes here with updating their project schedule and updating the project cost estimate so that's that's where we are right now this is a tool that we use and is in your packets to compare the different scenarios I think it's 12 or 13 and total are really based around four primary concepts with the variations of them and this just identifies some of the different variables that were in play we didn't originally start with this many options we started with two or three and then as we work with the educators and work with the team they just they just expanded and as needs became apparent they became more detailed and more varied as we moved along so this is just a tool that's in your packets that might be something one references we answer questions and that is it we were here answer my question about with the combination of the multiple pathways programs not including alliance high school in the current master plan does that assume that the Bentson enrollment would stay the same and if so where does that square footage come from to accommodate those programs are what walked me through sure your talk is specific to the recommended option for B yes yes so some of the spaces that are in the master plan that was approved to excuse me in December is occupied by some multiple pathway programs that's why there's additional classrooms added on into it's really next to the existing Benson building now so that allows the capacity to stay at the target at 1700 does that answer your question yeah did you look at reducing the square footage of the current master plan and thereby reducing the cost as a trade-off with the construction of a standalone building for Alliance we looked at at a number of options including some that housed all the programs in Benson so that would you know if any reduced per se but kept the same footprint and what that did is it reduced the capacity size of Benson Polytech so those were options that were on the table as well as basically taking additional students additional programs of putting into that existing footprint master plan and could one assume that the cost there would be the same - the additional cost for the Alliance building or what yeah it would be largely the same there might the differences would be de minimis we're not building a standalone building for these other programs and taking it out of the Benson master plan correct correct so Benson Polytech effectively stays whole in these programs are you have additional square footage so this second went down is the space for a future of visual and performing arts program kudex explain sure the master plan that was approved in December had some some caveats to it one of them was to find some space for additional visual and performing arts and so you see the options that we believe that there is space to to put those those additional programs in we still need some more detail than exactly what those are and where it's going to be but I think and for B we're looking down on the lower level okay but if we did for C or for D it's like not gonna happen correct I'm just not seeing space weren't there another question I have is
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so it's which MBG students would have access to Benson CTE programs good question I'm not sure the best one to answer that you know all these are our last two speakers we're walking away out yeah so it's there doesn't appear to be very much integration between any of the programs in Benson right now like this alliance in a separate building meaning the Alliance kids never set foot in Benson or what how we doing that or is that still to be determined so so I think so some of that might still be determined I think one of the things that we've heard loud and clear is that how do we maximize facility usage if we have in in all of our bond conversations there's been there's been conversations about how do we get to a hundred percent utilization certainly we have teachers on any given schedule that would have a prep period right or a variety of things and so when we look at how when with the facility be available and what programs would be avail at what time we have not gotten that far but there certainly has been conversation around how could students at Alliance high school in Alliance s MTS with Alliance CTE teachers would there be benefits or to what degree would there be benefits of that facility so I think that's a standing an open question I don't know that there's it's been finalized so that sounds like to the extent you've contemplated this yet which it sounds like you're still early days it sounds like you're you're talking about alternate usage of space within Benson rather than correct okay has there been any thought to allowing alliance or or dart students for that matter actually plugging into existing programming at Benson so that you could actually have some level of integration so what we heard loud and clear and have heard loud and clear from Alliance students is that as a school community how do they stay together as a school community what we have also heard from dart students and dark teachers over time is what's an opportunity or is there opportunity at different points in times when students graduate up with their own programming to take a class or to mainstream that hasn't been a practice that has happened very often but it has happened with a dark clinton students and at Benson high school but it would but it's been pretty very fairly infrequent I think these are great questions that we're gonna want to explore dr. Terry if you could just hint a little bit about how what we go for are some outcomes of our emerging CTE plan but we want to be respective of the type of customized facility that meets the needs of our multiple pathways students and we also want to make sure that Benson and its CTE programming can continue to grow but that doesn't mean that they should be mutually exclusive we're not interested in building sort of a duplicative small comprehensive right next doors when there's lots of rich opportunity that could be explored around partnership in many areas whether it's childcare or physical education or any other area are Visual and Performing Arts but can you hint a little bit about you know these are questions we're asking ourselves as well absolutely I think one thing that we need to explore that we haven't yet is that idea of shared FTE so right now I think one of the struggles that we're facing and and the reason that there's not necessarily a mixture of suits and CTS that we are staffing our Venson CTE programs to meet only the amount of students that are currently at Benson so if we looked at including the students in other programs that would just change class sizes and different section needs and affect FTE meet so that's one of the reasons that I think that there's that problem right now but absolutely something that we can look at in the future for that opportunity for integration and especially I think as we all know right with the really impressive CTE programs at Benson that it would only be better for us to expose more students to that so the the very at this point is just us looking at
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scheduling and FTE but nothing that's out of reach so while Benson has a four year CTE track the footprint recommended allows for undesignated CTE space to be determined so that could be an opportunity to design something that may be an upper grade high school student could get some exploratory in a different kind of pathway these are all questions that are up for exploration one I think there's a cultural issue that's been a huge barrier and that's not okay with me and I also don't want to see the Oh every once awhile it accidentally happens it just you know listening to the students the MGP students we want more electives you know if you've got that new international students who the student who happens to be a killer violin player why can't they be in the band of benson or or more and i think it it's something we want to try to do as opposed to more the rule the exception than the exception in terms of absolutely I don't think it has to be you know twenty kids are gonna come in overwhelm a class size necessarily so I think as we reintroduce and build a visual and performing arts department happens and these are exactly the kinds of opportunities that would be rich for some integration among programs to collaborate so I thank everybody for listening to the students and I think coming up with a positive solution for both Benson and all the other programs I'm interested in making sure that we continue to have things coupled together so that we have so Benson is you know often often running is that we are sort of figuring out how to accelerate the work on this piece so that we are doing all the work at one time so it's the Benson project and all which is composed of both Ben Benson high school but then this for peace so I'm looking at the the resolution and I think there's just some ways that we can I think really be clear that we view this there's a trailing project that may drop off so for example when we talk about the Full Faith and Credit for Benson just to be clear that that would also extend to the multiple pathways program up is right now the way it looks like well maybe Benson could go and then we wait for the other piece so I think just maybe a tighter coupling so that we're really clear with intentional with both both communities I think myself staff and all the stakeholders involved would really appreciate clarity explicitly stating that you know all projects inclusive of the MGP dedicated building it's the last sentence in the draft resolution if we need to be a little clearer elsewhere in the resolution certainly we can add that if I could just add a comment that was something all of the program administrators said in our very last conversation that you know this certainly meets everybody's needs but it does have to look be looked at as one project it's also why we thought that through the transition having everybody swing off first of all everyone's being treated the same way right and and the sight is clear we even talked about safety needs if you still had part of the kids on the campus and you know where the staging was going and all of that so we really we talked about Ally in a short amount of time but that was certainly something that was really important to all of us that this be looked at is one one project and everybody swings off together get the buildings done everyone swings back on together so this is a question maybe for Dan so we have this the Benson high school is on its way and then now to add some a piece into the the overall project how do you see sort of the ketchup happening so that you then when you're ready to go have like one integrated project although it's serving two different student bodies sure yeah it's a great question we are in schematic design for the master plan as was approved in December the the changes that we're proposing now we will be able to catch up it will probably take six months ish to catch that up we have a schematic design for the main
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component and this summer we have a professional cost estimate that will come with that in July it'd be great to have them caught up by then it might still be lagging a little bit but that's kind of when we think that this other piece will be able to catch up so dr. Curtis I think you're probably the right person for this question so one this is pretty exhaustive examination of a huge range of issues both academic and operational but one piece that I'm not sure we've sufficiently addressed is that in the original resolution for Benson for 1,700 students that was predicated on research being done about whether or not that 1700 student number includes the current the students currently on the campus with the multiple pathways program or not that was sort of the was still an open question and I just feel like I'm not sure that we've gotten the sufficient response about the effect on the whole system if Benson does move forward with 1,700 students that are just in gay enrolled in the comprehensive high school you also did just mention that there's sort of a placeholder that or I guess director Bailey mentioned that possibly some of those students will be part time accessing Benson from other high schools so I'm trying to remember which report we send you when but there was one where we talked about the fact that we actually can control that enrollment right so we're looking at a building that needs to serve for a hundred years we're looking at wanting to bring all kinds of new programming into PPS and now we have this opportunity to make sure that this building is including everything that we thought could happen in terms of how does it hurt maybe other high schools or whatever that would be on us as staff to be making recommendations along the way as we look at the data as we look at the other high schools you know as those high schools have been replaced their enrollment is growing anyway so it hasn't turned out to be you know kind of a downward continuing downward slide for those buildings so I mean once people see the building's everyone wants to be in those schools so I would anticipate those things keep happening but we know that our enrollment is dropping right now fifty years do we know so I think what we thought was let's create the best scenario we possibly can that allows the most flexibility because there is additional space you can put Visual and Performing Arts and you can look at what other options I mean we hope we're gonna be improving this was the other conversation we had just recently is we're gonna be improving all of our high schools and insuring all of them have more of the kinds of spaces and services that students need so we don't know how many will need in those programs either but we will always have students who need to be served by those programs another example was the piece of program we said well maybe do we move it out to all of the high schools well the truth is we have four or five high schools we're having a Welcome Center is the place we're moving to but we have other high schools that don't have enough al students especially around one language where there would be enough to make it feel like a Welcome Center right so the needs continue to change but this allows us to include anything we can think of right now and then everything else is our decisions to make along the way based on our data in terms of how you utilize that right I mean right now we could say no we're not going to increase the enrollment at Benson because that potentially could be harmful to other high schools but we don't know how long that will be true so this that was our last discussion on this topic is just we control those capacity we can turn the dial up or down what's different when we get to that point is we will have a long term CTE plan Benson will have an opportunity to think about how it grows into its new space hopefully we'll have an arts education master plan we'll have a clear vision for the school system we'll have a strategic plan in place that sort of operationalizes towards it so I think we'll be in a better place to think about what makes sense about what rate of growth makes sense for Benson in a way that also permits other high schools to similarly thrive so but just put a fine point on it Benson is gonna be built for 1,700 students the additional supplemental building will be built for
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the existing other students so this is this is a added capacity it's more likely a 1,900 student complex yes because you're it's on top of the 1,700 yes not it does not include me right now it doesn't no okay more students that's even bigger building okay kid can we talk about that so so you mentioned Pisa I'm glad to hear that we're thinking about maximizing that as a resource my understanding is that it's pretty significantly underutilized and that I'm guessing that we have a number of schools that have a sufficiently large population of new immigrants that you know having having satellite programs in their neighborhood high school or even middle school I would probably be a better model well we think we're gonna need both yeah I mean that's why the proposal from the department was to just move them all out into schools but as we started thinking about the students that we were serving and those who still needed all the services that are gonna be there and the the fact that we have these other schools that don't have many incidents of ll students and who knows how that will shift across the city in a hundred years right but it's with it's our intention to continue to develop staff to be able to include all students regardless of their needs whether there are social emotional needs whether special education needs whether they're English learning needs we have a lot to do to get there so in the meantime we have to continue to support the students we have and what those needs are right anyway I mean couraging you to think big thank you along the same lines so I'm curious so it sounds like this is not a unified alliance a plan for unified Alliance No can you tell us more about that why not well by the time we put all this information together and we're meeting the timelines we really just didn't have the time to explore what would that take what would that additional cost be and could you actually fit it in that space it's certainly not something we couldn't explore but right now it was a really short timeline to get all of these variables answered and to me all the knee I mean if you look at the needs that were identified we've answered everything and that's what happens when you our whole team together of bright minds right so if we had more time we're gonna add a few more okay because you know this is the curse of competence thank you so I mean this may be this may be me but I have never really understood what the rationale is for the division and Alliance and it has always felt to me like it was more a a response to very limited facilities than then grounded in some fundamental pedagogical approach so if if I'm even close to write that that's how the two programs evolved I'm I mean in for a penny in for a pound if we're gonna do this I would like us to do it as well as we possibly could if if there is a pedagogical reason to have Alliance split into two programs well okay I'd like to hear what that pedagogical rationale is but but we have an opportunity now to rethink how we've been doing these programs and if it would be more efficient effective it would if it would be better for students to have a unified alliance now's the time so I'm just gonna make one general comment I've never been so in my 38 years in education I've never had the
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luxury of not considering the facility itself in most of the schools and programs that we do because we all inherit these old buildings that were designed for a different kind of student different education but I'm gonna let Karina talk about how the schools are different and I just want to say remember one our goals was not to delay this project because that just means more money as well so we know that we can't always do everything we want to do all at the same time but I'll let Karina talk about the programs so with regard to so with regard to program some of the things that have happened as and many of you know this but Alliance at meet was the former vogue village and so when voc village closed down it was moved into that facility one of the things that is and so we have four CTE programs at Alliance at meet Alliance that meet by program runs from 8:30 in the morning until 3:30 in the afternoon it's a five period block we accept students six times a year we do six six-week terms and we're focused on social emotional learning we're focused on CTE and we're focused on college and career prep Alliance at Benson has has always been our day tonight high school and so we have ten periods Monday through Thursday and and really look at how do we meet the needs of typically older students not always but typically older students closer to graduation and then we're doing those things where we're really looking at their programs so flexibility for working students flexibility for parenting students flexibility for students who have sometimes kids come to us and they have I'm just going to pick math because it's not unusual we take care of a variety of things and then we get students with a whole variety of content area in one subject area and math is an easy example because it frequently happens so how do we do that in a schedule at Alliance at Benson's often times some of the times using our Portland evening scholars to just look at how we work with kids schedules so one of the things that we've done I think I think multiple things are true we have looked at facility we have never been given the opportunity to say what would you like or what would ideal a facility be for alternative for an alternative high school I know our superintendent has started that conversation and talking about few bonds and I appreciate that that that that conversation is happening with regard just to answer your question with regard to program we have with intention looked at how do we keep more often younger students at Alliance at meek in a social emotional programming academic programming and how do we do Day tonight for not always but typically our older students at Alliance at Benson we could conceivably do those in the same building on different floors or different cohorts but we have also looked at how we could make the most gains for our academically for our students in the two facilities we currently have I appreciate that this is not meant as a criticism in any way and let me just be clear about that sure but we have an opportunity mm-hmm and and yeah there's no free lunch and yeah we're already in the hole but you know I mean if we're gonna we have an opportunity and so I think I'm hearing chair more that I mean we serve at the direction of the board you may want to see options five a B and C think about the other half of the parking lot potentially accommodating a unified Alliance program there's a lot of questions we would we would have I'm conscious our Alliance administrators are here we are clear that that would certainly result in an added cost I know our deputy supervisor ball what resonates for me is hearing our students and alumni that night at Alliance talked about how they've really kind of outgrown and it's not a fully adequate space that they're at at meek so they certainly deserve an improved facility there I don't know if this is the place to do it but it's something we can take a look at it might not work on the same timeline but if that's information the board would like staff to to work on then then we serve here at the pleasure I mean I would agree that we on that question and I have two kind of conflicting thoughts on it one is that we also hear from our students that the small nature of those programs in their separate buildings is part of what makes it work for kids and part of what makes
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it comfortable for kids and if you get to you know 350 or whatever maybe you lose a little bit of that magic but the other thing is if you continue and and build this new facility at Benson and the disparities between the two sites are exponentially greater than they even are today which doesn't seem defensible so I do feel like we need to at least have analysis and and have thoroughly considered that a unified Alliance before we make any decision I mean it's conceivable to me that you might decide you know what we need two different sites okay but but I I'd like I'd like to ask the question I'm gonna dissent as the right word but I don't when I look at the differences in the programs when I think about you know CTE being one of the Centers of Alliance at meek and are we going to build another garage to work on cars at Benson and at a a much bigger building doesn't make sense to me unless unless colocation allowed us to use one auto program for you you know one auto facility for two different programs which I don't think it would I think the Benson one would be fully booked up with Benson kids or that that would be my guess then and on the limited space yeah it doesn't make much sense to me to go forward there and also Wow making one school better does it yeah and increasing a disparity doesn't gosh let's keep all our buildings the same old option is not that you wouldn't build that new building it's that you would give more students access to this well there's still space limitations and program limitations and that's you know when I think about Alliance at meek and what it would be you know I get it's a little kid school that we've done the best we could with it needs its own site and I just don't when I when I imagine that I don't see that happening on the Benson site because of the constraints a lot of stuff happened apparently when we vocational village was sizing sizing the unsafe and we retrofitted the meek facility which had been an elementary school for vocational village to be renamed Alliance I think it's worth asking the question three hundred million dollars is a lot of money to be spent so my Michael so I think it's it merits a sort of due diligence review my question would be how long would that take and what would the like time and staff staff time in the cost be - but that's what I'm trying to figure out but like we're building the most expensive high school probably in the state in detail what I think I would like to say now is I think it's totally fair to look at that it makes sense if you're going to go after and build this this new facility that you're going to take a minute to say okay are there other programs that would really benefit from being there as well and is there is there some economies of scale it will take a little bit of time what I would think proposed now was to say continue on with this path in that we're pursuing right now with with the clear intention that that will get looked at and if that is the right decision that's sort of a late-breaking ad if you will but this continues on its current path they want to start to very much worried about the entire Benson schedule being jeopardized if we don't continue down this I think adding one program to an existing project is one task that I think is doable I think it's doable to do that when you talk about mixing up lunch programs that becomes much difficult so I think it's a doable task I'm not sure how long it would take I would say we continue with this path and say come back again and tell us what that impact would be and if we want to
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do it now that would what those ramifications if that makes sense I'm just gonna ask you a question would we be able to do that before then we decide the next package for the next bond so that if so that that cost would be included the whole thing for the next one yes in terms of the program and what the needs are I'm sure that our program staff I mean they did this one really fast this is just kind of putting you two together I think that that part we can do I think it's just looking at how do you build move forward so we don't slow anything down and then look at that package as an ad but we're certainly willing to do that because we we to see that this is an opportunity and we appreciate that the board at least at this point looks like is favorable to our collaborative solution which is really not something any of us thought about originally I mean I know a lot of loopy had suggested thinking about it but we didn't see any nods in the direction of yeah you should take a look at that and yet when you put all of us in the room it made so much sense and so the same thing could happen here and we we all believe there's a way to figure it out it's I mean just to that this kind of collaboration is is I think what we've all been longing for for quite a long time and it's I mean it's great to see I think this has been we have great high schools and I would like to see more this so I'll leave it at that you will the other thing is given the experience at Roosevelt with phasing this sounds like I mean I am Lord knows I am not an expert in construction but not doing it in phases seems like a perfectly reasonable option a better option than trying to because it was gonna be what three three different phases and at the end of it you're gonna have to try to stitch everything together and yeah it's going to be cheaper there isn't going to be staff and students on an active construction site it's going to be significantly safer and then tying those systems all together we working on today is a big challenge not to mention the cost to students of living with living in a connective construction zone well and the impact on faculty that was a very grueling experience for the Roosevelt community and if we can avoid that for our schools going forward I think we should make every effort and I appreciate that you you're raising the possibility we've been since heard for about five years that there was no way that Marshall would work if it does that would be fabulous I had a couple of comments on different issues that have been raised as we look at alliance of meek I hope one of the first things we'll be looking at is does a more centralized location actually help the cool and the kids or not I think the multiple pathways programs that are at Benson have done a very good job of demonstrating that that's a real need for them I wouldn't want to impose that on a community without asking if it's really the right thing to you wonderful thank you and I certainly appreciate the history of the two programs that you and principal Matt's buffalo horses have shared which is quite bewildering as a history it's been a lot of different decisions made and I appreciate how hard it's been on you I do want to say particularly publicly to miss some and mr. etcheverry how very much I appreciate all of the work that you have done on this I think
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you've done an extraordinary job of really squaring the circle and we appreciate it and thank you the the one other thing I wanted to add to the discussion about Pisa at this point possibly beating a dead horse but over and over again our immigrant communities are not monolithic and yes as we have heard tonight and as we've heard many times there are some communities and some individuals who are perfectly capable and who profit from coming to a centralized location for ISA and we also know that there are other communities particularly our recent African immigrants and I know our Somali community they really have significant cultural problems sending their kids across town and would really want a piece of program that's in their neighborhood I hope that we can be looking at that very broadly and looking at serving much broader section we will continue to watch that but the other thing we have to also think about is what is the readiness of staff in the buildings to educate our ll students and we are going to be changing that model but it takes time right so as we bring more and more people on board to more integrated approaches then it makes it easier to do that especially serving multiple languages so we definitely have a great department to keep watching that and they're excited to know that we are all favorable about these kinds of changes as the board and senior leadership have been talking about becoming more outcomes focused the outcomes for our students in Pisa the outcomes from our immigrant students who are not in Pisa I think are really things I want to see us following closely I think you hear that for many of us your initial thoughts about what CD programs we can provide at Marshall for Vincent is there so the two programs that were concerned that don't have necessarily the exact facilities would be radio and auto but all of the other programs that Benson offers there's been some variation of that from grant being there and what Madison will have going in there so okay so there's two programs that we would be looking into auto and radio for potentially other locations so we wouldn't have to move a bunch of sometimes really really old equipment across town what I have heard is that yes we are going to have to move a great deal of very very very old equipment across town the one of the flexibilities in thinking that I have really appreciated is the realization that you don't have to have same kinds of space at Benson which is of course typically very broad very open enormous areas if we're gonna off-site to Marshall that we can split things up split shops up into smaller classrooms managing those is going to be a challenge for faculty and I think we should continue to say that out loud but it is doable we are we think now okay I'm going to okay just women and would that impact I mean its cost of moving all that stuff we do have in the budget numbers we do have a range in there okay the money slide just looking at the swing the swing savings so moving to Marshall and cutting a year off the schedule
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and all the associated issues of constructing the things on site only saves you five million dollars is that so it's 11 so is that a net number or is that so that's an assumption and I do wanna be careful and I think it's in the staff floor I want to forget that so if we move students out site we can definitely do the project quicker right now is proposed three phases plus in an additional site work phase after that I don't anticipate where we're going to be able to pick up an entire year for example grant right now is going to be completed in about two years with considerable time for as acceleration or overtime and that's going to be roughly a hundred thousand square feet smaller than Benson so two-thirds the size so we don't think it's going to take a full three years but let's just say for sake of argument two and a half so there will be efficiencies gained by doing it quicker and also efficiencies gained by not having these multiple phases and having to take certain trades and have them start and stop multiple time what exactly that cost is is we still need to figure that out what we've put in here as an assumption we just said to have some sort of number in there to know that we're thinking about it we said one year of escalation as a five percent estimate for construction causes roughly between eleven and twelve million dollars so that's the assumption that's in here so it's a it's a net 11 million current estimated and so it's actually 11 million off the Benson project which then allows us to with 8 million dollars more to graduation facility it does factor in the offset to that is what the cost will to be to outfit Kenton and Benson and again those numbers are really big and round so it would be great to get just drilled down even more on that absolutely and then will this also go through the value in engineering project like you just did on Lincoln I just want to appreciate again the OSM team all the work that Jen did and especially in putting together the options oh my gosh my brain doesn't think like that and I thought what are we gonna do with all this information and then it was really literally the 11th hour when we thought it was worth it to put together this recommendation because honestly the the presentation we were bringing you was we were just gonna throw you all the options and say this is what it looks like and then we went why would we do that when there's one that sounds really obvious and then we didn't even know about the savings so I think it was in a day 24 hours that Dan went to work to say how could I really think about this so I'm sure we can get better numbers for you when he has more than 24 hours so this was a really fast timeline but it was exciting because I look at what we were able to do when we weren't collaboratively when everybody is invested in all kids and we know that the board is and that's what our charge was right so we can get better at all of this especially knowing you know that you support us coming back with full recommendations that have all those factors figured in to the best of our ability okay so I'm thinking you want to leave tonight with some sense of whether it's a go or not I don't think we need to take a vote but no does anybody object to them proceeding with further so I just have a question whether the bond accountability committee is gonna have reviewed this and whether they might have an opinion because I think we're gonna hear from me okay so I guess so my guess my only caveat is I'd also like to hear I mean I mean yes this is not the end this is the beginning so we're gonna be hearing more right can you give us a ballpark the next time we're gonna hear about this so the the deliverables are the location analysis by the end of February so we want to bring forward is an update to the board resolution next week and really what that's solidifying is the
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locations of the program so effectively happens in some within the Benson Polytechnic school parking lot then we will be back in March where we will have more detail about some of the space programs updated floor plans will have an updated staff report I will have an updated cost estimate will have an updated schedule so it's really that target which is March 12 so that's coming very fast so effectively we have next week plenty of time okay where did we land on consideration of a unified Alliance high school so I heard that you would like us to explore that and bring as much information as we can superintendent may we ask that of your staff I think that's the direction will be providing staff okay a couple minutes ago about how Benson to be transferred to Marshall and that some of the programs didn't be provided I don't know why this caught my brain but in the past couple months we've had a lot of conversations about community partnerships and you know reaching out to the community see what the community can do for our students and radio I feel like would be a little bit harder but I'm just thinking with Marshalls location we're specifically talking about Auto it's two blocks away from 82nd Avenue which is largely inundated with auto parts stores and car in car dealerships and everything so I mean I don't know if we're using that lens and maybe there's a building for I don't know but just thinking sounded like I was insinuating we wouldn't be offering those programs I just meant we'll have to be flexible in your thinking so that's a great idea thank you okay I would like to just jump in on behalf of staff to say that we have over the last few years looked at many many different options for off citing things like auto and permitting what the city is an enormous issue staff many of the people in this room have worked very hard at that and it continues to be a real barrier I just want you to know they're trying really really hard okay all I wanted to say was thanks for the hard work I mean it is really impressive when you put all your heads together that some really exciting things can happen that meet the needs of students we have some exciting programming possible now everything I also want to appreciate all our program and school leaders that are continuing to be here principal Wilson we do see you way back there duly noted thank you for for your collaboration on this project absolutely and thanks to the students to everybody in the community that came out and just talked about what their needs and their desires were so thanks again thank you quarterly bond accountability committee report also complimenting the team I was have to admit I was a bit skeptical last year that they were going to pull all this off in time and to keep the project going and so I was pleasantly surprised although I suspect we're gonna have some conversations about understanding the cost implications and how that's gonna work but but at least it's good that we have some direction now so the team can then focus on what they need to focus on so so we're here to kind of give our update I'm covering for Kevin he's off and some exotic vacation in Southeast Asia so you know you're stuck with me tonight and Dana's joining me tonight so she's not newbies so we'll just kind of jump right in so you have the report so I'm not gonna I'm just going to touch on a few things in the interest of time we were pleased to see that some of the vacant positions are getting filled which is good hiring of a new construction manager is a good thing although he's got a lot on his plate so there he gets more help I think that would be better for the team regarding the 2012 program things are going fast and furious at Brant we had an opportunity to tour the school and quite impressive how it's coming together given all the challenges that they were faced with and the fact that
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they were able to make up the schedule is impressive although I suspect knowing how that's worked in the past for my projects it'll probably be a bit of work that'll go on after school opens but nothing too disruptive I hope I one of the things that we learned was and we actually saw was the complexity of that site and the fact that nothing matched so to speak floor elevations were different all the door frames had to be custom-designed and so and that usually leads to cost overruns and so there appears to be one of about five man it's looking like they will be able to do it through some other savings and keep it on budget but there are some lessons learned from from that and it kind of gets to some of your comments earlier about phasing construction as well as a design it's not completed when you go out and bid the work leads to a lot of these extra changes in the field and so some offices acknowledge that this is something that continue to improve on and so to the extent we can keep projects moving on schedules or not throw curve balls the design team that helps minimize these types of cost overruns in the long line so just close out that Roosevelt is still progressing as you're aware there's still some issues with some mechanical systems that they're resolving but they're hoping to have most of it down with exception of tennis courts here shortly Franklin looks like it's going to come in on budget which is good although we did notice that they're still carrying some some money in the budget case it over one so let's hope we don't have to spend that because it's not in the bond program specific to the 2017 well it's all about the budget it's dire but I will say that the team is is really doing a great job of trying to figure out how to control and manage the budgets that they have the lincoln ve exercise being an example there's an opportunity to to see that presentation a few weeks ago is really impressed i think it'll be a great model going forward fact that I've been sharing it shared it with my my woman who took over my job at the port and lunch with Jose you see this program and I also have a group that I lead on the side of owners like the school district and I'm Scott for all bring this presentation to that group so these are their owners in the community can learn from this so really a really a great thing 20 to 30 million dollars off the project but and still be able to keep it in budget I mean in scope very impressive so the team say that it actually improved the design as well yes no it was it was a great great exercise well done we also learned that some of you also have shared some concerns about why is our program so high and can we get some validation on that so osm is looking into that bringing in a cost consultant so we can get some validation that the numbers are right I did hear at one of the briefings bisetti architect was saying that some of these numbers are consistent with what they're seeing in Seattle so hopefully this that will show that okay yeah they're high and they're expensive but it's not out of line but it'll be good to have that validation Madison is getting ready for the big move so they're in high gear right now with the design as is all the planning that comes with the big swap so hopefully the lessons learned from the Franklin print swap will this one will go a little smoother but nonetheless it's a interesting time kellogg's progressing current budgets estimates show that it's gonna be tracking okay well know for sure once we get the bids hopefully the bidding climate hasn't changed too much and those that will stay on budget well you got an update on Vinson so multiple pathways was kind of a big wild card for us I would also say that to
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your questions on the savings by moving the students to Marshall I think at this point it's Toby guesses as to how with the real benefits might be but once we bring that cmgc contractor on board they'll be able to really tell us with more certainty what kind of benefits we're going to see by trying by doing it like we've done the inner two schools and so we may not have they may not have great numbers that they can defend for a while but in a few months once we have contractors on board we should be in a much better position to say hey here's here's how it's going to benefit you because they're a better position to help us understand that so so I would just say people be patient let me who have better numbers for you and and I would just add to that that it beyond the financial impact of it which there will be a reduction in costs is really the safety for the students and for the staff there to the idea of the thousand students being in the middle of an active construction zone is just it's terrifying I just don't think it's a particularly great idea for anybody so just very difficult to manage particularly when you have all of them gathered around the fence looking in yeah doing it wrong [Laughter] regarding the health some safety packages they projects you just talked about closing out oh yeah so I'm just curious maybe this is I don't know if this is a question for you all or Dan but the sort of miscellaneous train trailing projects for each of those like the Roosevelts CTE project the grant softball field the base I feel that Franklin that's not operational when you're like saying these are wrapped up are you looking at those sort of trailing pieces yes I guess we're we're we know that you can't do those simultaneously anyway they have to be done after the projects are done and so the focus right now is getting you know is getting the school done so you can move the students recognizing that these other projects will tail and we we didn't really get a we didn't talk a lot about those projects we were more concerned about the major ones but we will focus on those at the next meeting April oh if Dan wants to jump in no I don't like the answers for you we it's definitely we've had some lessons learned about closing out the broad days I'll be very forward with that it's always a challenge to get to the end and we were always eager to close out a project and move on to the next one that said there has been some instances where we've looked and said it makes sense for us to stick around and get things done right for example we're doing some small work out of Fabien now just some items that ultimately when we got done we looked and said you know what we could do that better or there's a there's a better fix for that and so we are taking on that fix and we are getting that done similar with the Franklin netting which was an original part of the program but when they went out there and said you know we really can't use this field the way it is okay we're so we're adding knitting right now so we do have some of those items and just some things that have just been big challenges the Roosevelt mechanical system has been a big challenge and we literally work on it every single day and we have people out there every day and so we want to get it done right and certainly some things have taken longer than we had hope to what the maker space project is is effectively on hold at the moment I think there was a presentation over last summer about the funding about identifying a different funding source outside the bond program so with the CTD plan that's going forward and looking at other funding options that's effectively on the whole I do want to mention on that that I've been in touch with Roosevelt their faculty their parents their administration have put some really terrific thinking into what they want to see go into that space it is much improved over what they were proposing even a year ago I'm very happy about that and really hoping that we can put together funding put together a plan and make that happen for them I I also like to say is a separate topic I've never been so happy with a report that I
01h 45m 00s
have seen from you and but by golly you people you just you you can't market your way out of a paper bags because you buried your lead grant is coming in on budget and I would love to hear how did you make that happen I don't see it in the report what that would be please Dan if you could what's happened with grant then the the overage in my hearing had been going up and up enough yeah great question not totally gone so the grant project is forecasting over budget but what we have is savings in other areas to offset within the 2012 bond program so the overall program with Grant being the last project of the significance is coming in basically right on target and that excludes not to go down not kind of a bird walk but oh and grant before it moved into construction there was a guarantee for lack of a better word of ten million dollars if and when the project needed it because we saw it as high-risk at that point I'm so it's looking to come in on budget without that additional funds the overall program so that's that's in totality where we are you're here and it's not just Graham it's the entire 2012 program yeah it's like landing on an aircraft carrier basically like just right on the nose so I'm gonna want to get exactly closer update on Roosevelt I knew I ran into former board director Tom curler at the Capitol today and he was asking similar questions so good that some thinking's been done and hopefully that's aligned with the direction will be heading CDE you eyes but let's make sure and kind of try to close out with a plan for that as well okay we do realize there is somebody in the audience who lives right across the street from grant and I think she deserves some credit for getting thank you for your patience neighbor it'll look great when it's done just touching on the two other aspects of that program the health and safety there are some challenges with one of the contractors so they had to terminate him which is always a challenge they've assured us that they've got a plan to make sure that it doesn't totally adverse effect on leading the work they had some other challenges that they're sort of readjust reassessing how to approach some of that work part it was the part of the big climb it couldn't get bids on some work so I think they've kind of learned from last year and and so there's program got planned for this summer for for four sites regular Jackson hit her since it and I the other thing that I wanted to comment on or the other issue so the equity the apprentice goals the safety and the audits so doing a great job on all three of those the equity apprentice safety and I would say particularly on the equity goals not having us disparity study to set your aspirational goal is always a challenge and so I was I wasn't sure how well you would do not having that as a way to help but it done really well your goal was 18% they did they're doing 17 so kudos to the team for hitting that goal given something that are constraints that you have and I do want to commend the partnership between the contracting team and osm in terms of keeping that equity lens in mind in looking at how we're gonna bid projects and whether projects should be bid together whether they should be bid you know at the smallest increment I mean I think it has been present in a lot of the decision-making about how to proceed with the work and how to engage the relationships with the prime contractors yes and as I stated early on where you have negotiated work you're gonna have better equity goals not as easy on the hard good work yeah so those those goals weren't doing as well that was probably because we had a fair amount of hard work which is harder to hit those goals regarding the audits we've got a new performance audit coming out I just saw
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I got a copy of it today so we're meeting Tenzin and I are meeting with the auditors a couple weeks here first part of March and when is that coming to us we're actually we're gonna I had a conflict they were going to present it to us after they presented it to you but I had a conflict in that afternoon so I'm gonna see it before you see it and I would like to hear I think it would be good for us to hear your preamble from the BAC you should present it to us because you Commission it okay anyway so that's coming together but I haven't read it yet so speaking of audits and I'm not sure you have this but we have a summary it's from the January 2nd contract audit is in our packet can we get actually a copy of it we have a summary but can we actually get a copy of the audit and can I go back he's I don't need it right now I just the January 2nd description it's a summary ok so that's a yeah that's a summary two contracts and as a part of that context we were negotiating and gave us best practice markup so we were able to incorporate those but they also included some operational components contracts and so that's a summary yes we can give you the full audits as well great that'd be helpful yeah and then add a question about the health and safety you and threw it so fast oh sorry so I'm looking at this sheet right here I don't know that she in front of me I'm just looking at the I'm trying to get to the the bonds requirement that we spend at least 150 million on health and safety because there's some things above above the line which I don't I wouldn't necessarily consider expenditures on health and safety so I'm just trying to get to where the number is that we spend 115 so I think you're talking about document top-ranked cornices 2017 yeah just help me sure so there's an original budget column in the bottom part you'll see it tools up to one hundred and fifty million dollars and that's so when the the bond was set up after passed we put all 150 million dollars into this area which is effectively just a holding area so as we identify projects that are health and safety projects even allocate funds to those individual projects so if there's a probe project it's two million dollars we will transfer two million from the roof line into that project so with this so what the current budget is effectively the balances so just when I look at this that there's the sort of above the line the blue line so eventually the things that are above the line are not going to be like the contingency is going to be spent and it's gonna it's gonna end up below the line I mean in actual projects in in the end the below the line the current budget those will all be zero because those will all be allocated to projects where they'll be encumbered and spended so the the items above the line are unrelated to health and safety per se right that's what I'm but that's not it those aren't built into the 150 or au builder separate so the additive correct okay that's what I want to make sure okay are you interested in how that money's being spent in a report of course I am but saying but it's hard to follow so you can kind of see how it was spent because he's because he's combining with our work so he's so yeah and you've got projects that kind of two different buckets of money they're being funded in one contract so it creates a tracking financial tracking issue to probably say well this is how much site-specific contracts where a one contractor can take care of a couple of buckets of work right right and then they end up on different line items yes
01h 55m 00s
but you don't see that until it's completed we we can pull reports so we track all we refer to the health and safety the different items as funding sources just how we track that so every one of our projects has is funded by different funding sources so we could take any one of these we could take the Roos for example and tell you exactly what projects have been funded with those funds how much they haven't come word how much they have expended what the balance is so we track all those continually that that's always live information so that's information we can pull from our project management system so I had a health and safety question - in one of the summary areas on health and safety this may be for you dr. Burnham but there was a sentence that said new definitions of water fixture standards from the state has spawned the need for course correction and I wondered with that man he will be up here in a few minutes oh he is who's the injury question person is that you I'm sorry the injury question injury question there's a sheet with super small font so how does this compare their projects PPS that's a good question I don't know that offhand we get to that yeah I think it's things ten accents and four hundred thousand hours it's more than in other high schools on the twenty twelve bond in terms of recordable incidents but overall on the whole bond program the safety record has been tracking much better than it's typical yeah that's a great question yes that concludes our report kind of overlapped a little bit in the dance but that's okay I just wanted to make another comment and while I have um we've had some with the addition of dick Steinberg II from Bieber to school this weekend I feel familiar with what Bieber did did with 13 high school relate to seismic and so dick and I have been acquiring a little bit about how how are we doing going forward we probably missed him opportunity in the first in the 2012 program but encouraged to hear that program is treating all of the new Canadians with immediate occupancy which means they can then be used as a place for for the neighborhood so that was good good to hear that they made that transition an area of concern so it's been something I've been focused on for a long time so glad to see that happening so my understanding is that shift happened a while ago yeah I don't think we were quite clear on it so we were asking some questions at the last meeting about it and taken particular was interested even what he had done at Beaver tenon and so we just thought it was worth getting some clarity and I just wanted to pass on that which really is wonderful I have been making the observation people at the city for many years now that the city's entire emergency management plan in the event of an earthquake is hot-wired through our school buildings and that actually gets a terrific response from them yes by golly that's a terrific way to put it yeah that's exactly how we've done it but up to this point our buildings were not going to be available for that kind of use so I think this is a huge benefit to all yeah well then you have a lot of buildings yet to go so you can really really make a difference as this bond
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program progresses so yes on the bond of course okay thank you thank you very much thanks for your service okay so next up is the quarterly bond report if there's anything left leaving board superintendent I'd like to introduce as you all know our chief operations officer dan young and our new director of construction Dave Ruth who joined osm in the last five weeks six weeks six so in your packet tonight we can have three kind of agenda items that we will work through as OSM i we see following the BAC presentation you just saw will answer any questions you might have so we have all their information and then our - we have the water fixture or the lead in the water filtration pilot program that we'd like to bring before you to talk about dr. Byrne we'll be talking about that and then as well as the Lincoln High School Update presentation so I know we're kind of short on time tonight what's up going on so as far as answering any questions and follow-up to the BAC presentation or the general update we be happy to answer any questions you might have at this point before we move on to some of the other pieces of the presentation focus by your subjective standards so one of the biggest things that we're working on right now is obviously we're working through budgets working through things like the value engineering trying to make sure that we're on track the trajectories for these projects are on track to get to where they need to be with whether it's the value engineering ahead of time or as we're working up to Kellogg being a is going to be a bid so obviously that project will be very far along in the design process before we actually will get the confirmation of where numbers are at so those are all areas where we're working significantly to make sure that we are on target as we're going forward we are also tracking things such as where's our Schedule one so continuing to monitor obviously things like grant and Madison the relationship between those we're very focused on the work that needs to happen there at one point grant was approximately 120 work days behind schedule about six to eight months ago so we've been focused on things such as what is it going to take to deliver the schools on time on schedule because of the ripple effect of if grant were to slip it's not just an impact to grant it's an impact to Madison it's an impact possibly to Benson and so working with the project teams to understand what are those we know what do we have to do to get it back on schedule and what do we have to get creative about as far as how we address the scope of work how we're approaching the the conversations how do we address the conflicts as well as things like with grant and the budget over on of where are we at why are we at where it's coming in well what is the reality of the we can look at if 100% of the risks come in that's one number if we get at a very minimum number you know the bare minimum up we know we're going to incur that do we carry each one of those will not really exist not the reality of where we're going to be so focusing in on where are we gonna be so that we know that we're like you've mentioned you where is the bond program going to come in out how are we maximizing those dollars making sure that we're not gonna leave a lot of either money on the table or having to come back and scrap other plans somewhere else to be able to finish the project it's trying to come in right on time it's all these pieces and parts have to having to come together all at that same instant which is that quintessential you know when the kids come back to school and that experience of coming back to the new facility no delays that the staff feel it's been communicated well there's that seamless transition there's a lot of moving pieces and and it's taking an army in the background to try to make that all work I think the number of beings are doing just in the transition of Madison and Grant I mean they've had multiple meetings we have a transition team that were standing up to talk about we had a leadership discussion about okay what are all the things we need to think about even just the idea of who are all the people we need to talk to and include in the conversation I mean when you know we get up to 50 60 people you know those are the sort of things we're trying to think
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about as we look at things making sure we're not we're trying to identify things everything we need to think about so we don't drop it through yeah he doesn't nothing drops through the cracks what is the date for the contrary you know for the district's access into grant grant for move in what's the target date July 26th no it's not and so one of the active things that I onna and Jamie have been actively working on is how do we have how do we make that transition work so that it's not well once grant is accessible okay well now we have from just July 26 through start school so they're actually working through the idea of at one point grant will be in semi-trailers Madison will be in semi trailers moving around each other in the city trying to make space and how do we not how do we get all of the right sunrise to the right places in the right order it's a monumental program in and of itself and staff have got this dialed in and you know you start listening you just listen to jamie Ayanna talk and stuff at some point it blows my mind of their they know down to the decide to this this is how this is how it's gonna move and at some point you're like okay if I say anything I'm gonna mess up them up so I defer to staff any other questions just that I mean I know that we've done a good job of integrating lessons learned we're in a much better position than we were the first time we did that we got two more items related to so SM Update so thank you so like to introduce John Burnham he has a first of all I want to thank the board for taking the time tonight to listen to a water quality proposal to conduct a pilot program of six schools that has the potential to substantially reduce the lead levels well below the 15 parts per billion which now is a state rule was passed in January and the same time potentially reduced capital expenses substantially to it so once again this is a pilot that means we want to show that it can actually work before we start spending very much money so why are we interested in doing that well we still have about 500 drinking fixtures that have been tested and most of which have were actually the fixtures all replaced like ch2 asked us to do and yet they're still at or above the 15 parts per billion the next step in the process we adopted back in 2017 is to do partial pipe replacement and that means ripping into the walls replacing pipe not knowing for sure how far you can go how you for you should go even to replace it so we're faced with that dilemma and that's going to be an expensive endeavor now that was plugged into our budgets our budget back in 17 for the bond though but if we can save some money and do it better why not give it a shot the other reason is in the passion here there has been this kind of growing incidence and interest in lowering the 15 parts per billion so it's may becoming a moving target on us here's what well here's what I know in the past year the EPA has changed their guidelines from 20 parts per billion down to schools should lower the lead level to as low as possible no numbers our own organ Health Authority in finishing up that rule not in the rule but then some statements related to it schools should reduce below 15 as they are able and if they're able CDC in Oregon Health Authority you're on record upon paper there's no safe level of
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blood led the American Academy of Pediatrics is on paper in public I know because I've been interviewed about this issue at one part per billion we found out recently that two states in Washington DC now have regulations at five parts per billion and we also found out recently California is targeting to go down to five parts per billion in many schools are already attempting to do that in that state the two states that are at five were illinois's in Michigan so there's our reasons for wanting to do this pilot potentially so what is the pilot you had a chance to read that that's great if not that's fine too we're talking about picking six schools the schools are the the batch of handful of schools where there's an extensive number of elevated fixtures having at least 15 drinking fixtures in their data that we have that have elevated lid we're talking about choosing those six schools those six schools are Aleta Dunaway Jefferson Llewellyn wriggler and Robert gray what the proposal is to take those schools and install 32 what we call drinking water stations let's call them des is that's what it is all the way through the proposal and to investigate early investigate do work and do our science and find the right NS certified filters that are designed to last a long time and also reduce lead levels to very low levels we found so far that there's only two filters that fit our qualifications and specs and our specs are we want the filters to last for at least six thousand gallons and we wanted the the NSF testing specs which we now have for one of those I'm looking for the other one to fit it settled can reduce the lead levels down to 1 ppb for the entire six thousand gallons now NSF is a National National Sanitation foundation I've worked with them in the past at OHSU I'm very for me or what they do they're a third party independent testing group that's been around forever they test all sorts of things lead filters is just one of many many things they did they're very professional and very respected so the manufacturers provide their filters and say please test these and show us the actual results that way the manufacturer can advertise that as being the facts so you've got to get past NSF so once again we've only found two filters from suppliers manufacturers then actually do that the six thousand gallon limit if we can attain that is thirty eight thousand four hundred twenty ounce bottles of water if you do your number and your calculations you know entry school with 425 students if you install for the drinking water fixtures and we can make these things work over a ten point five month school year that's about one point six bottles per day per individual so the filters theoretically could work for six months to a year maybe a year even total with just four of these stations so what about costs if you look at the report or the proposal we actually compared the three possible ways to deal with all these these 500 fixtures one of them is to do what ch2 recommended and that's through partial pipe replacement there are some unknowns in that and even though the budget was set up for that purpose so there's one for that if we did all of that nothing but that another one is to simply forego the existing plumbing and install plumbing on the walls in the building so there's cost estimates for those and then those cost estimates for the pilot study and then what it would cost for the entire district if you look at those numbers the pilots gonna cost about $200,000 for the six schools the other ones are gonna cost six times it and I think the other one is more like 13 times it so it sure looks good on paper that's maybe something worth doing to see if we can make this work so there's some of the bout the numbers the looks like the plumbing on the walls this is just through the roof expensive
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to do that so we've already run these ideas by the forms by PBS maintenance and also the area superintendents and we're now talking to the board that's part of our communication plan and so that's pretty much it save us some time that's a real quick exactly their summary so the schedule in the in the plan - if you want to look through there so I was trying to figure out how this work is relative to the work we've already done when we've replaced a lot of fixtures yes we have and in most cases were below 15 we have to be below 15 parts per billion yes we have a bet we have about 1600 functioning drinking fountains and kitchen fixtures that are below 15 that's correct and is there like an average level but they come out to our it ranges all the way from non-detect all the way up to 14 14 point 7 what's the range the average is probably I've not done averages but the average is probably 5 6 8 somewhere in that so if we if the pilot works and then we're gonna replace or close down all the fixtures in the buildings except for the decision to me bait that's correct but that's that would be what we're moving toward I mean because it's sound like what you're saying is that even though there isn't a new standard below 15 parts per billion you're expecting it to go down no significantly lower so we would have to put the WHA the water stations the only way to guarantee if the filters work well I think the certified filters may be the only way to get down to low numbers that's what I think would be replaced by the for water stations yes if that was it that would be a choice we could make yes that we had to get everything you know have every building down at the lower new standard yes then use the water station I mean that it is well you're what you're tapping on and referring to is I thought I've had several times and that is that if we were to make this work and get down there one or two then what choice would we have so there might be a situation where we would keep this is where I'm getting confused so the next step is to find out obviously how the pilot study works yes you know to what extent it reduces the level as low as possible right and if it's effective then decide it's not just potentially about the schools where we have pipe problems it's potentially having a mixture of the fixtures we've already replaced and the water station correct or we could decide right now to shut down even the new fixtures and just stick with target potential moving target for lead level 15 that's one of our greatest concerns because we could reach to the point of finishing what we already tried to start doing and three years from now we wind up with much lower levels so we can't control that what we can control maybe is getting our lead levels as low as possible dr. Burnham thank you very much I really appreciate this I heard from a lot of parents about as I'm sure you have to concern with the 15 billion I didn't want to ask just because I'm sorry it's not clear to me from the cost estimates I assume these are totals for installation and the first years worth of filters what's the cost per year thereafter that's what the pilot we can determine for us oh okay so the what we've done so far to address that as best we can is finding the right shelters once again you can purchase these these EWS is but filters already installed but it's going to be whoever manufactured the drinking station they're going to have to live with their filter and it's going to be far below 6,000 gallons it may or may not have been NS to NSF tested so that's unique here is that we're looking for very specific fixtures of filters that are NSF certified and there are lots of
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those but not that fit our specs what we want to do with this especially the 6,000 gallons so there's some homework yet to be done here and the pilot is the way to do it and the other thing we're going to do by the way to see if this is feasible for the pilot even is done is we're planning on taking these two filters that maybe some other ones too and actually try them in existing drinking water stations so spend very little money and find out if they can work in these in these stations that already exist and get some idea very quickly with data as opposed to waiting for contracts and all the time that's required to plan and design how you install the filters then finally you get to test the next fall we can find out fairly quickly before we do they'll let that effort and let money and see if this is even feasible before we spend any money well you need significant amounts of money so really there's three phases here there's what we call the pre pilot the pilot and then the actual district-wide if we actually were to get to that and I also like that I've really appreciated you using the term moving target that's exactly how this has appeared to me over this last year as we've seen all of these different different standards different adoptions rolling out in different places in the country and I have been feeling what little hair I have left fall out so I have three other events I can relate to you and why I'm kind of here really today I went to a presentation behind the professor in the University of Massachusetts who took on the responsibility to test all the school fixtures in the entire state of Massachusetts he made a presentation to PSU a few months ago at the end of the talk he said that basically 10% is what we're seeing across the entire state and getting it down much lower than the 15 is going to be difficult but he did say that that the you know the state of Massachusetts is considering going down or excuse me he said they are promoting the schools to get down to one the other thing this happened to me is that I had a meeting with the local municipality drinking folks here when water folks here a few months ago they learnt an update on where we're at we didn't talk about this plan at all and at the very end of the meeting is there's a very straight court question since they're regulated by EPA and let's call it lead and copper rule I asked them a simple question is EPA talking about in doing any discussions or planning to reduce the 15 parts per billion for their world the municipal world they immediately said yes they are the other thing has happened to me as I've given two interviews in the past few months about this not about the pilot but about the issue of where we're at and both interviews asked the question posed the question isn't it 15 too high so that's just been coming at me right and left you can see from various sources so that's that's one of the reasons I'm here one of the reasons we push this direction I mean everyone is known you can put filters on drinking fountains that's nothing new right the issue is can you do it more carefully more thoughtfully more scientific based you can get the right team behind you to do it so there is quite a bit of science and physics here I'm in contact with some engineers at 3m through yemen's Wireless suppliers and learning from them not suppliers manufacturers mourning for them but what they knew about this countrywide to the understanding that they're not going to get any business mas we just wanted to talk about the facts of what they know so I'm getting information inputs on them to pilot programs when we start thinking about a pipe replacement protocol and having two basic essentially chase the pipes into the walls the the level of impact to the operational schools what it would take to accomplish that and the UH the risks that we might be engendering in as we try to chase these things further and further in the ability to avoid much of that as a excellent risk mitigation Paul approach to not get in to start and deal with all kinds of issues especially in these schools that have been built over multiple phase you know grant was built over six different phases over the course of four years and you find all kinds of interesting things as you won't all been brought up to speed on over the course of the last year of what we find when we start opening the walls up so so
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you know I have to say in the age of Trump they're not really moving in the direction of great of regulation generally speaking so the fact that it's a moving target always going down that says something so I did have a question about what exactly are you testing for in this pilot are you testing for cost are you testing for durability of the you know lifespan of the filters are you testing for the ability to get down to one with these filters I mean all the math okay so far all of you have okay that's why they'll be designed and also practicality ease of replacement of filters and so forage would be a factor too and other issues like what about the particulate that might be in the water in some schools we don't want it coming onto our nice field our good filter so those are the things we're talking about also installation how do we and what's the best way to install these things there's a variety of things we'll test so Portland continues not to condition the water right which which may be increasing the degree to which lead is leaching out of pipes can we quantify that cost for us at all the cost of one so my understanding you know I'm I'm not a water scientist either but my understanding is that because Portland doesn't condition the water and we often have iron pipes and and lead solder thank you that there's more leaching of lead that's possible and Portland has refused to do it primarily on the basis of cost right can we quantify the cost that we are incurring because the city refuses to incur that cost you know that's because of the lead and copper rules with that from 1991 I was involved in that process with OHSU back in the mid nineties when that rural found had got implemented pretty well by EPA and the city of Portland has very very pure water one of the purest waters in the country because they're coming out of the mountains and so well-maintained along alais and the more pure the water is the more acidic it is and therefore more corrosive there was quite a bit of resistance and this is just my memory I'm not pointing fingers at anybody I'm just going by my memory back then there was quite a bit of resistance with the city because they didn't want to now put other materials in their water they gave us a list of things and put it in they wanted to know how but effect process at a which issue we answered I think I'm almost certain that even back then the city of Portland did take steps to do a limited process of treating the water and they have done I think one step since - in the meeting with the municipality here a few months ago they have a plan to go much much bigger step in the direction of making their warrant less corrosive it's not will not be implemented until 2023 as far as quantifying our costs from that I don't know how I would do that but there is a cost there's no question about that any other questions do you need something from us to go forward with this thing comment about what's happening at the federal level that's part of my other professional life I monitor what's happening in states all over the country and while the federal government is not moving at a quick pace on regulate regulatory changes environmental limitations at the state and local level there is a pretty fast moving wave of regulation lots coming from California so I think if we're looking at what other you know sort of early adopter
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states are doing it's probably they come to Oregon fairly quickly despite the federal government its threshold right didn't did I understand that right that the EPA has lowered it from 20 parts per billion to anything a PA has the lead and copper rule which applies all needs to the municipality not to us right but still they learn and then they had guidelines written in 2006 and that was the guidelines that everything that we've done here were built on in October of last year they reissued those guidelines and did a more sophisticated job there is not a single word in there about action levels they took out the 20 parts per billion it's gone and now they're saying thinking school should should lower their water lead in water as low as possible I've been in the regulatory world now for 30 years I've never seen a major regulator of federal regular use that kind of language that is threading the needle what that is okay politically okay okay my very favorite the Republican posture on health insurance which is that you ought to get some I do have one more data point for Rita or dr. she's need director more and that is that I saw data for many other states in many other cities and a lot of cities municipalities have been able to treat their water to get the corrosion down enough so that the homes that they test which are the worst case homes certain year that there a bill is down around two or three Portland struggles to to meet the 15 so that maybe is a bit of an answer for you okay Senate bill 283 has been introduced and it looks does a review of peer-reviewed literature on the biological effects of microwave radiation and this is a topic that we've had many times I thought you were talking about my microwave oven aren't you listening when when mr. Morrison has been commenting but I just want to note that this is an issue that's been brought before the PBS board many times and I think there's an opportunity to instead of looking at the PBS to provide some pretty sophisticated analysis that this could be taken care of at this addressed at the state level and so I would hope that we would end up being supportive so that we can have Oh H a and other entities at the state level look at it versus this being a PBS specific review so hopefully the legislative committee will look at this and I know you looked at the diss bill yes I have off and on as I had time read all of the literature related to most recent study by the National Toxicology program which is part of NIH it's a sub agency sub sub I think actually so I'm aware of that and what has happened since I've also been tracking you want me to speak pon impromptu here okay so that yeah I've also been tracking the response to a number of states and federal agencies to that study which was a an animal study that it appears that that that is the first evidence of tumor formation from electromagnetic radiation mm-hmm that's being determined so what's going to happen on sis where I'm finished here what's probably going to happen now is there's gonna be a lot of money be put into epidemiology studies human studies to actually pin this down fairly quickly and that's that's this new statute that we know about that's pretty much what maybe should happen now is information transfer advice you won't know the truth
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though for I think for several years in terms of that okay pollutions okay I think I work here is done thank you thank you very much and without all indeed Ruth to come down with a Lincoln team to present the status of Lincoln High School good evening board of directors superintendent Guerrero my name is Eric girding I'm the senior project manager with osm for the Lincoln project here with crystalline principal architect from Borah architects just want to start off just giving you kind of a overall update of where we're at just at least in the schedule for the Lincoln project we are currently in our design development phase and what we've come here to talk to you about is the work we did at the end of a schematic design that kind of kicked us off into the design development regarding the project budget and our pathway to budget and our approach to value engineering and then just overall I know you've seen this schedule before and it's even going off the page here but you know we're we're looking about this time next year to actually start construction we're going to be mobilizing in January and getting in the ground early with our foundation work which is hopefully going to mitigate one of our biggest risk items regarding construction but what we're talking about here tonight regarding our hard cost budget which is one hundred and eighty six point eight million dollars so that is just the construction cost budget that's not our overall entire project budget but we want to talk about where we are in this budget and and how we're working to maintain that we had estimates done at what is our seventy five percent completion point of schematic design we had two estimates done by the team one estimator that is part of the architecture and engineering team and the other is our contractor so we see that the estimates come in came in between 209 million and 218 million which as a range of between twenty two point six and thirty 1.7 million dollars over budget so as our other projects through the bond work we've had similar kind of ups and downs where we do an estimating process at the end of a design phase we have estimates that come in over budget then we go through a value engineering process to get the project kinda back within budget that up until now I think that's been a fairly I guess painful project process we know that I think value engineering has has sort of gained kind of a a bad perception here at the district because decisions were made maybe not necessarily with kind of a full criteria to really look at the impact of those decisions decisions that were primarily made was strictly from a cost standpoint and with the direction we got from the board when we had our budget approved at the master plan you know was to go forward with a value engineering process maybe with a capital v in a capital e that this is going to be something different and so we want to make sure we did that and so before we get into that process I just wanted to have Chris talk about some of the areas of cost increase within the project so you can get an understanding of where we saw those increases sure that's a hard act to follow working with the value engineering consultant that the district hired we looked at this they have a rule that let's look at the top 80% let's focus our energy on the biggest differences and the biggest cost issues so up the cost Delta that Eric explained we looked at whether the components that made up to 80% of that and you'll see for example on metals there's things like structural steel and framing and
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connections and so there's a range there 3.9 to 5.0 and so what that represents is what the low number is you know how much the Lowe estimator was over and then the high numbers how much the high was over so what we're looking for here is wide variances between those and you'll see for the most part I think with the exception of maybe the electrical and communications the the cost increases were pretty close between the two estimates and so that gave us a lot of confidence that these were the categories where we needed to put the most work so for things like metals you know there's there's tariffs and there's the cost of labor for you know steel workers and things like that that certainly was part of it finishes you know I think what we found was in working with both the contractor and with the estimator is that probably the building was not as efficient as it should be maybe had a little extra non-programmatic square feet like hallways and things like that so there's been a big effort to actually condense the building make it more efficient every square foot less that we build is less square footage we have to finish and we've been actually be able to make it we've been made some great strides in reducing the square footage without reducing any of the yet spec program I'll talk more about that in a little bit but these are pretty self-explanatory you know these are these are the things that we've really been focusing on over the past couple weeks to try and bring the project back on the pathway to budget so the the other thing that came out of the value engineering workshop with these guiding principles so it was Eric said we don't want to just cut for cutting sakes let's let's figure out one of the things that we have to do that are going to guide us so maintaining the full as Beck program has been a guiding principle for us and we're still there creating a more efficient building we had quite a few double-height spaces so we've made those single height you might remember the building at a courtyard so we've actually put programmatic space in that courtyard now we've actually dropped an entire story off the building and just maybe need everything denser more compact not as grand as tall saved all the all the program space and I have to say you know like like director constan alluded to earlier it has made the building better in some aspects it's I think more approachable it's a more human scale having one less floor for students to run up and down the stairs is certainly an advantage I think one thing that's worth noting on those guiding principles is that in my opinion number one should not be you referred to it as maintaining the full expect program so I think what you mean is not deviating any more from the ED specs because we do have significant areas where Lincoln is not meeting the ad specs because of space constraints correct particularly on the athletic field side yeah so moving forward we are working with the contractor through a process called target value design so what that means is Eric and Heidi are in our office two days a week with the contractor two full days a week we're all basically in the conference room together and we've divided the project up into eight different categories for example structure mechanical etc we have specialists in each one of those categories and we get together for four hours every day every day we meet with those specialists and we work through every single detail issue related to trying to hone that particular part of the project make it as efficient as possible and it's kind of a whirlwind of ideas there's a lot of back-and-forth and some great strategies come out of that and so for example we learned today that you know there's one group working on what we call the enclosure of the building that's the exterior wall in Windows and when you learned that we're on track to save a million dollars over our last estimate just by making the building more compact simplifying details picking the right materials etc so we hope to find that kind of savings across every every category that we're working in so to kind of kick off this effort then after we got our estimates in we you know we hired a consultant to come in and facilitate this value engineering workshop so this is definitely a different approach than what the project teams had done before usually you get the project team you know looking at idea that I ideas and ways to try to save money that architects would design something they'd send it over the contractor they put new prices on it and
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that process can actually you know take a few weeks to really kind of vet a number of different ideas so this was definitely a different experience for the team and for all those involved it was the first time I think anyone had really done something like this where we were basically in a room with about twenty of us for five days straight with this facilitator where we you know we established a set of criteria which we would follow for each decision so again back to what is the performance criteria of the facility how does it relate to kind of long-term maintainability what is the impact of the space of the quality of the space with this idea so each value engineering idea had its own study had its own kind of work workbook that was made and so they would be assigned to different people and we had over 50 ideas that were studied during that week and we had another eighty or so ideas that were below a threshold we we had a target of $250,000 sort of per idea so anything that was above $250,000 estimated savings we we spent that part of that week really analyzing putting together the alternatives and the potential cost savings then the other some 80 ideas or so you know down to ideas or maybe saving $10,000 we're kind of put on another list to have further work done you know after this five days workshop but we know we couldn't get to all you know 130 ideas and that in that five days we really wanted to target kind of those big-ticket items and and I think this is one of the things that was it was really interesting to see where some ideas that we would normally put on the on a list at the beginning we immediately cross them off because we knew that that it didn't either meet the performance criteria the building or was an impact to the function of the building even though it could have saved a lot of money and through that process then during the workshop let's see we had you have 52 different ideas that told in about 24 point 1 million dollars of potential savings and then the 80 plus ideas post workshop or another 5.3 so the total potential savings of all these ideas tolled up to be twenty nine point five million dollars and as you saw before kind of on the high end of that range we were 31 just over 31 million and so and actually that the team was surprised we did not expect to get that close to what we thought our budget issue was and so it was pretty pretty amazing to see all that ever come through and so this was what allowed us really to continue on the project knowing that were we have a path to budget we need to take these ideas and continue to study them and vet them some of them involve working with the city of Portland or the state regarding certain requirements and so we're still working on those but it it showed that we we could move forward and we didn't have to cut program I think that was the main thing that we just did not want to be cutting educational program to try to keep us on budget can you give us an example of some of the city and state things that we need them to approve in order to achieve the savings sure at the city level there's a new requirement for green roof eco roof on top of buildings in this Central City they acquire up to 60% of your roof area to be green roof and we were we're asking for a modification for that so we're working with design commission - and and BDS to try to come up with an approach that could provide us some savings we'd still want to have green roof we don't want to delete it but we have kind of competing requirements because at the state level there is a requirement for public facilities to have dedicate one and a half percent of a construction cost to what's called green energy alternatives or green energy technology and what that usually translates into our solar photovoltaic array systems and so so we have the requirement then to have these PV systems on the roof as well as an eco roof and you can build them together but it's not very efficient it actually impacts our ability to meet the one and a half percent that the state requirement has so we you know so it's very it's complicated on the design side also on the maintenance side and just
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the feasibility of the systems and so we're in fact we were at design commission about a week ago and they said this was the first project that was coming to them that had the double requirement at the state and the city level so it's it's it's an interesting challenge and so that's one of the things that we're working on but that's you know that's potential you know between 780 million dollars right there so the pathway to budget that we talked about earlier basically our strategy is to accept it every ve item that we can that passes muster meets our principles we continue to look for opportunity to save money there's an idea about bringing on some early trade partners through the contractor that would be mechanical electrical plumbing trades facade contractors potentially to help identify risk and suggest simpler ways to do things and we're big proponents now if this target value design process which is an intense integrated team approach with the owner the architect and contractor all in the room at the same time and then one thing about the target value design process is that as we've split up the scope of work into these different kind of areas or buckets you know we've established a dollar amount that we we were trying to hit for that certain area so we may be meeting budget in another area so that maybe we can transfer some of that budget to another area that we're having difficult meeting that budget but what and and the background or the I guess the back up to that sort of target value is historical information its market current market information and so we're you know establishing what we think that area should cost and then looking at our budget sort of how do we align those and then and that's when we have these long meetings where we're talking about we're tracking all these ve items that we've came up with in our workshop so that when we're sitting in that group what what tends to happen in design development is as design gets more developed a lot of times cost can go up and so we're continually going back to that that log of e items to make sure that we're keeping on track with those and and as Chris was saying and some sometimes we're coming up with new ideas where we can have additional savings and the other thing that this has allows us to do is we as we design we have a better sense of what the cost is so that we don't get to the end of this design phase do another estimating process and then come back oh my gosh all of a sudden we're not another 15 million over or something so that that this this keeps kind of that I'm more of a constant sort of I guess managing of the cost yes early indications from the contractor I'm bored now now heading into schematic design do they have did they feel like they might have areas where there can find significant savings based on their own way of doing things and experience and other projects or is most of that onus still on our team now no they're bringing many many ideas to the table dozens literally dozens of different ideas about you know anything from details on how to connect things together to ideas about the crane and the building sharing foundation pads I mean we were going through this with a fine-tooth comb and and the contractors bringing a lot to the table and and part of that process is they're bringing in the potential subcontractors or installers that are actually doing the work so so that we can hear from the folks that are using the same system down the street on another building okay this is what's working now or your idea it has this material but you know we had an issue with it you should look at something else so it's really kind of getting kind of up to date and current best practice so then we just had a couple images of kind of work what so the massing of the building looks like and this this is kind of where we are with with a floor taken off the building so the tall portion you know we lost a floor off of that from 7:00 to 6:00 and also the the main you know the the main podium and a rapping eraser those three stories and now it's two stories so as we were saying we think it just it helps kind of bring the scale the building down a bit we do think and really feel like it's going to look more like a school than less like kind of an urban modern building that could look like an office building or something like that where we're engaging with you know our design advisory group we're gonna continue to have some meetings with our design
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advisory group working on the design because we know that some things aren't quite worked out and we really want to make sure that we get that community input and buy-in on the project because there's you know they've been years of work behind this effort and these are these are these are sketches it's not going to be a white building just so you know cardinal red it's red maybe not brick so I think that's really kind of the end of our presentation are there any questions for us it sounds great thank you yeah it does just oh you you moved it I had one what what direction we looking at there we're on coming up from the south end of 16th and this is the gym and loading dock area and again these are early the early early rendering so we're looking north okay this is looking from the track and field towards the building any further questions okay nicely done thank you thank you technical difficulties you have the right thank you good evening am I the only one who thinks that it's not comforting that our IT director is back there laughing and this we're gonna download it anyway and while we're doing that let me take a moment to introduce who I have with me tonight again I'm Claire Hertz deputy superintendent of business and operations and with me tonight from flow analytics our consultants Tyler Vick and Clark Werth that are working with us our
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enrollment and program balancing throughout the district so we came here tonight to do the initial sharing of Gant you know we've started to gather some information some of the things I want you to be thinking about as we're presenting to you tonight is what is missing what have we what are we not thinking about you guys have brought lots of things up over time and we've been charting them out but I want to make sure that we're not missing something and then as we're going through this you'll see there will be board engagement throughout the process and as we're talking about when and how we're gonna do that I'd love for you to think about does this meet your needs and and what you're expecting in the process okay so if you think about those two questions as we go through the presentation hello math Claire said my name is Tyler Vick I'm a principal at flow analytics and we're pleased to be working with the district on the upcoming realignment process some of the objectives that we just wanted to put out first and foremost as we get into the process you'll see that there's a project definition phase of which we're currently in and we'll talk more to that in a moment but from from resuming a little bit the primary objectives are to maintain healthy and stable enrollment at our neighborhood schools accommodate enrollment growth projections serve needs of a diverse student body including race ethnicity language income gender and special ed and reduce disparities in our educational outcomes some of the guiding values the next slide here that you see are historic and and were included in previous D brac and at least is a good starting point is equity in both in process and outcomes access that is opportunities for every student and then in of course environment where facilities match and roll enrollment and program needs so those are kind of our guiding values and objectives here at the onset again some of these will be updated as we get through our project definition phase I will say this is very small font yeah go ahead I'm just wondering should we all the way through it or just you can certainly ask questions along the way yeah feel free to so I guess my only my comment on the guiding values I think is a big overarching sort of set a set of values they are fine but I think they need a lot more detail because equity and access I think can be described very differently and I think in this process it's going to be important that we describe it because we may have people end up opposed providing diametrically opposite arguments using you know their definition of equity or access in the process so I would hope that at some point we have as and not everybody was involved in D Brack that we have are sort of regrouting and what our collective values are and what we mean by equity and access I think director bro matter which you're right on I think it's going to be important for the board to set out some guiding principles as we embark on this process because you know statements like at PBS we believe a diverse school portfolio should include X Y Z you know what are the bumper rails as we begin this process I think is gonna be important so I've been trying to inject a values discussion into the visioning process so because I kept serving on committees and going well what are our values and we'd have to reinvent our values all over again when we should have a district value statement that we might and tweaked for this specific work that's being done but I'd really like to see us you know at minimum and the visioning process throw out here's a stab at it what do you like what's missing tweaked so that we end up with Community Supported value statement so maybe as you get to the April box you can talk about how that might be part of the process and I will say that we're very aware that there's a variety of district policy in place that gets to some expanded set of values and some of those core principles and those guiding principles that we we intend to use this was a teaser a little teaser as we go into our project definition and definition phase that when we get to the April first one of the outcomes of that is to get a flushed out guiding principles core values document that we can that we can stand by through the
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through the process so this is quite small and I will say I have I do have 11 by 7 I love my 17 handouts if any of you would like slightly larger copy so so here we are in February one of the things that that I know we've been talking to with the with the consulting team with district staff is you know we have we have one year and rolled into that year to get to get some priorities done realizing that in thinking with the end in mind is that we have to get a recommendation to the board next January for those those changes that may go into effect the fall of 2020 and then by March for any changes that may go into it to effect by 2021 so we're being very aware of the timeline ahead of us and also that we need to get off on the right foot and take the time to make sure that we ingest all the appropriate data as part of the data discovery phase and that we make sure we get on the right foot in terms of putting together a well-thought-out community engagement plan so the last thing we want to do in working with through with the district is to is to speed this up too quickly and not for it to be thoughtful and thoughtfully well well-planned so that's our intent with the entire process so with that this initial phase the project definition phase we really are asking between now and April first to define that year one project definition which would solidify the priorities that we intend to tackle the first year and then with that have clear goals objectives and a decision making process that we can stand by and that we can make sure that the community can embrace as well those guiding principles and core values if we just spoke to that we refine those and get those back in front of you and then we also have a community engagement plan at that point as well that speaks to how we had intend to work with the various stakeholders across the district in those areas that we intend intend to work the first year so as we go through this process will be really working with both the board and our instructional leadership throughout throughout to making sure that we're circling with the board and with our instructional leadership so that we make sure that we're capturing everything that we need programmatically as we go through this process so there are some decisions that might need to be made that would engage maybe not this year's first look but maybe in the year two and as we go through with future bonds and layering that layering that work on top we might need that instructional leadership guidance at that in embedded in this process I'm not sure if that's reflected on this assuming that we will get analysis and recommendation from our instructional leadership on focus option programs by January of 2020 when this recommendation comes forward I don't have that specific timing worked out but there will be that will be embedded in this processes suggest that the focus option is second year not first year and I just have a big star next to that that I don't think I don't think that's gonna work has to be concurrent okay great and and I think that's that's PPS work not flow work definitely there's a big part of that that's PPS if you think of the enrollment and program balancing is here and it's really more operational staff working on on those issues and then another circle over here is the board and their leadership in guidance throughout the district as well as our instructional leaders that are helping guide us with programs so both those pieces inform this third process so it is an overlapping and we'll have to we're working that through as we go so the other thing that's not on here for the for the year one project definition in that that lower box there that we intend to deliver by the April first is we would hope that addition to the year one priority solidified that we have a good sense of what the year two
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priorities are and if we can go further out that's great and the reason being is we're gonna spend a lot of time this year doing a district-wide analysis and that's going to come in a form of a enrollment capacity and program analysis report July first so the extent to which we can make sure the decisions were making on priorities this year and any recommendations we bring to the board in January the last thing I want to do is not have foresight to how those changes may affect our ability to make good decisions in your two priorities our experience has shown with districts that this is very much a trickle-down effect and it's easy for certain areas to to make adjustments especially inbound realignment and come back and think that we're able to contain that geographically and then have to come back and effecting similar areas twice that is not what we want to do or our intent so what I have as much foresight as we possibly can beyond April first you will see that that the blue above is says community engagement and then down below says data analysis and then although Clarke made a good point earlier that although the community engagement is on top it does serve the technical analysis and it's really there to involve the right people at the right time on the right topic to that end one of the things we are waiting for on the on the data analytics side is for PS use forecast to be completed in March so we have close relationship with Charles R Anderson at PSU and working with other districts or intent as to get his forecast into March and integrate that into our process so that as we're doing scenario modeling for future scenarios were able to reallocate and update that enrollment forecast on the fly that's something we we've been successful with with other districts concurrently to that on the on the community engagement side we do want to start identifying workgroups and those are those those localized workgroups within regions that we would like to have both district staff and parents involved this may look something like something quite different than a and what the district went through the D Brack we're trying to keep these more regionally focused to the extent possible and again the year one project definition part of the initial assessments at least to an enough initial analysis that we can look at these priority areas and see to what extent a nem do we feel like they're gonna spill over into beyond one feeder for example so those are things we'll be looking at as part of that but identifying workgroups for each of the priority areas we would like to begin constructing them as bringing those together in April and May and then we'd also like to begin some initial committee engagement with parent surveys we've had a lot of success with other districts and actually doing executive style phone interviews with parents a little different we do our surveys a little different because we're ingesting all the student data suit information and mapping the kids to the where they live and we know which kids attend which programs in which schools and we have a variety of other great attribute information on socioeconomic etc we can design the survey so that we're making sure that we're hitting a certain number of surveys within affected areas and across different student populations so that we feel confident in our surveys typically we have got a two and a half percent confidence interval in our surveys these are typically ten to fifteen minutes long we can be we can customize these surveys to hit on specific interest and and touch points for these various areas and we usually about a 95% participation rate so I could I could see Portland Polk for this first year I was doing four to six hundred targeted parent surveys these are actually interviews not go to a website yep correct yeah getting feedback on the upcoming process up on the upcoming process around core values and even though some of that's gonna be a little later than the the project year one definition we always find that it's we there's a lot of valuable information around those touch points for programs or other important aspects at the workgroups and they want to take into consideration some of those could be fracturing neighborhoods they could be around transportation issues and walkability school safety and then in some cases for districts we find there's it's a great opportunity to learn about some other touch points I know in north Clackamas we focus a little bit on mobility as well just because there is a moment there is student populations moving out staying
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in north Clackamas for the most part of it but moving to Happy Valley area which isn't big surprise we also find that parents are extremely appreciative of us reaching out and engaging them that's why there's such a high willingness for them to participate in these surveys and talk to us and then we know that we're hitting certain numbers so that it statistically it's we have confidence and our results district-wide surveys our intent with the year one priority is that if we if we can contain to certain geographic areas and you know the Kellogg Kellogg area it's a great example then we could do target those surveys in specific areas that we know we're gonna be directly working on year one if those if those go broader in year one and then obviously we'd have to broaden those that scope the surveys what is the work you anticipate doing in year one as I look at what you are laying out from from all appearances to me I don't see where there's any difference between the way this approach is starting out and the way the district has done this in the past which is bluntly to pick a handful of low SES schools they want to mess with you it appears to me you've targeted five how is this process going to work we have said for years that we have to be looking at the district comprehensively anything that we touch it's connected to everything else we have to be dealing with the entire enchilada all at the same time and if you give us a little further into the presentation you'll see that we're identifying all the issues and concerns that we are aware of so we want to start with making sure we have the full inventory so let's go ahead and let's let him continue with what the process he's laying out for this year and let's hear more about what we've bringing forward later on in the presentation and then we'll circle back and make sure we're getting your your needs met so we see I'm just picking up on May so we've identified these work groups for the priority areas again to the extent that they can be localized to focus on those areas than grade if it needs to be broader because we do want to tackle broader district-wide issues than them we can also do that we do have concerns about then the timeframe taking on the entire thing in one shot and what's realistic given the amount of work that needs to be done just to ingest and get up to speed on the district-wide is the system it's a very complex system there's a lot going on when you integrate onset of new new building capacities and with program overlay an enrollment forecasting so first and foremost we want to make sure that we have the foresight district-wide that we can appropriately address any of these year one year two and beyond look at our facilities that become available in future years - they're not becoming available to us in one year so we are gonna have to stagger things out over time in May we pick up with these our enrollment analysis and this is really when we start looking at that district-wide analysis and we really we really ramp up to denigrate all the facility enrollment projection information and to understand what's going on district-wide and where there's opportunities and challenges and constraints there will be an enrollment capacity and program analysis report that the district has has asked for July first but that doesn't mean we can't we don't feel like we can't get started with the workgroups especially given that you know we took if they don't have these workgroups operating over over the summer we just can't ask them of that so that the idea is in May we do combine meetings with these groups to give them intro on enrollment forecasting on the enrollment assessment on on the parent surveys on stakeholder interviews done as part of the project definition and get the ball rolling so we don't feel like we have to spend that time when we come and get the process started in the fall the intent is is by August 1st at the top there you'll see specific board engagement so obviously we do plan to come back after April to update the board on the year 1 project definition and everything within that defining kind of box down there in August we would come back to define what we found in that enrollment capacity and program analysis report and we'd also have a opportunity to see what we were always referred to as kind of our first springboard proposal and the idea here
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is that we don't want to start a committee process with bunch of blank Maps and tell people to start drawing new boundaries we take everything we've learned in our enrollment analysis program analysis integration of the forecasting and with district staff institutional knowledge and we we go through a number of iterative process to come out with our absolute best first first springboard posle that's the starting point I will tell you we've never seen the springboard puzzle stick all the way through a committee process it always gets changed and always for the better but it's us taking our using our analytical tools and with district staff coming up with the best first shot at it we envision the yeah that's our first shot at at redrawing boundaries and that's for the entire district or that would be for whatever priorities we identify and confirm we're gonna we're gonna address in 2019 yeah since we'll be working with in the august-september there in october timeline we will update the springboard because we always use October first the most stable enrollment to do this work and it's what it's what Charles is using at PSU it's what we want to use but we will have the opportunity to update that in October before we get started in the committee process we would like to start mid-november and run through end of January which is it's a it's a tight timeframe but it gives us ten weeks these area workgroup meetings in two or three open house open houses during these processes and then of course during those committee meetings we do have tools that we do live scenario modeling on the fly to keep them as data-driven as possible and that includes reallocating and updating forecasting on the fly and we found we have found with all the districts we've worked with it it really helps folks answer questions you know in the moment and on the fly there's nothing we have to come back come back two weeks later to answer we also recognize that while we will be working towards January recommendations for anything that needs to be decided for the 2020 school year concurrent to that we will be starting year to project definition and and be prepared to work on your two priorities as we're wrapping up that committee process and those recommendations in January March simply because we can't afford to wait till March to then switch gears and and start completely over for the next year any questions in general and then keep moving hopefully they'll answer some additional quick questions just a few definitions keeps her in key terms if there's anything that was on that process diagram I think it's all pretty straightforward but we wanted to just give some examples of terms on there that may need to be defined yeah what do you mean by stakeholders stakeholders means really a cross-section of those affected by these interviews yeah we're interested in involving the people who would be most affected by this and that includes internally in the district and also people who are parents and and families that are affected students as well yes so you know something on the process diagram I mentioned the board engagement so there really there's a multiple touchpoints we're here February 19th I'd like to come back mid-april to walk through that year one project definition which includes an update to the guiding principles core values the Community Engagement plan and those clear goals objectives and decision-making process August 18th we'd like to come back and bring the board up to speed on the process and the work done today there'll be a lot a lot of work that will have been done in that process especially in the district-wide analysis with the enrollment capacity and program analysis report in the PSU enrollment forecast integrating that into a report it's always done a little separately and we'll be integrating working with Charles to integrate that and then we'll have a springboard proposal on that meeting as well in which we love to hear feedback could you just elaborate a little bit when you talked about stakeholders that's potentially thousands of people and just because I know how how careful we've had to think about the community engagement process
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for our visioning process what that takes how how would you envision is there capacity with flow analytics to facilitate those processes how have you typically handled that in school systems taking on potential changes this is significant you know I think it might help if we get through the process here and then talk about that when we talk about how it's focused on the the geographic focus for year 1 and the topics to focus on for year one and then ensuing years so we could come back to that before you leave leave the board engagement slide so just looking at this I think there's some pretty big gaps between there's a lot of work happening without coming back to the board and I'd be afraid that you'd get far down a path I would suggest more frequent check-ins and then I'm assuming when we get recommendations at some point we're gonna vote on them so it'd be good to also like where's where's the expected board action and if it's sequenced or we're just gonna all do the modeling in January or in March just being more explicit about what those what those actions are and how they get sequenced but just knowing the Portland community I think there's a long long time between coming back back to the board and just you know I'm right track wrong track you know we have two wins our decision point and then the process that we need to go through before we can vote has to be kind of when those recommendations are delivered so remembering that there's a lot of public engagement between December to February as well so it's not just within a board meeting but there's public engagement sessions throughout that that section so the only thing I'm going to say about this thing I was like just an observation is I'm concerned this is just going to consume the entire a lot of energy that could be focused on instruction and the schools in the classroom and I think we have to be clear about what what part of this work needs to be done because it impacts student learning and what would be nice to have or what maybe is second tier I can I mean just this is a huge body of work and I just can feel the energy and the politics behind it that could end up that we were not doing anything else so I guess I I'm interested in thinking about how we prioritize it so that we spend the political capital we need to do the work that has the greatest impact and recognize that other stuff may go to year two well we also have to think about our role and I mean if you're asking for more frequent feedback sessions that's an opportunity for us to focus a lot of time on micromanaging this and so we have to and I'm just talking to myself as well because I've been knee-deep in this and I'm just basing it on last year's with the middle school where we you know we ended up walking back a whole host of decisions we made after we we made them so I just that there's any movement we're gonna make that is substantive you know I think it will be hard for the board not to be engaged because people are going to engage us so I just think we should be really focused on what is the highest value and maybe that's part of the very beginning of the process what's the highest value highest priority for moving dial on student learning of all these things kids and programming isn't this about that though I mean we don't have equity in our programming for many reasons and until we do this district wait I don't know that we're really gonna get to that equity in programming which is gonna move the dial for kids so I mean I I hear your point this could be really all-consuming but if we don't do it right and we don't look at the entirety
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of it then we're I mean it's gonna be hard to really rethink and have the programming that we need and the locations that we need in the buildings that we need and I think you're right I mean Scott what you're saying it's gonna be hard not to micromanage it but it's a huge body of work and we have to figure out what that right balance is but ultimately I think that you know believe that the outcomes kids outcomes they're gonna depend on this and for my part I have to say I think that the way we're going to get equitable programming is to decide to offer equitable programming and fund it accordingly this work will help to make it more affordable but ultimately we've got 83 buildings they've all got totally different capacities and we're never gonna be able to equalize numbers let alone provide an equitable collection of students to give an equitable set of offerings of programs I think it has to start with the commitment I wonder before we get into too much further discussion but you'll eat to your point on onboard engagement we're happy to to engage the board is off as the board would like we'd also like to point out there's there's plenty of opportunities for the board to come out to work group sessions to open houses and observe and engage in the process community engagement the key words that we have at the top there are authentic targeted and efficient for the first years community engagement we're interested in making sure that we have an authentic community engagement process and that really means two-way process means listening as well as talking getting information out but also seeking feedback for the first year for the reasons that Tyler has mentioned we envision it being targeted I noticed that the first news coverage of this said it was going to affect 40,000 plus students in the district and certainly the first year won't that won't have that kind of effect the decisions to be made as a result of what happens in the first year will be a smaller subset of that so targeted and then efficient working within the resources that you have for community engagement we're committed to reaching the stakeholders that are should be involved in these decisions the superintendent raised the question of who are the stakeholders will work with the district staff to very carefully identify those again internally teachers staff externally students families neighborhoods involved in these decisions were focused on particular focus areas I'm going to show you in a second year and on topics and programs that are specific to those geographic areas and decisions to be made by you just a year from now and at the same time you have district-wide communications because as it's been pointed out you know this is a comprehensive program everything we do and the district effects some somebody someplace else in some way so we want to make sure everybody understands that this potentially maybe not this year but potentially can't affect them there are families in the future so we want to get that message out as well but not mislead people that to think that you know there's something imminent that will affect them in their lives and where their students lives so here here is a snapshot that that district staff put together on really this this director directly impacted schools multi-year agenda both issues and potentially affected schools and so it kind of gets back to this question of for us as we are initially designing this can we can we do this in one shot district-wide in one year based on our experience and discussions with with district staff we said let's let's find those high targeted high priority areas and start there there's a lot of work to do just in jet ingest and get up to speed on the district-wide on the system and the enrollment capacities and programs and we've much better suit it if we can if we can identify some initial priorities to get done this year for year two and anything that follows and declares point
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some of these facilities also come online at at different times and so being aware of wind we need to make shifts as well and aligning those with our priorities due to year so gets to our year 1 recommendations as I mentioned completing a district-wide baseline analysis on enrollment capacity and program is that absolutely necessary it allows us to have the foresight district-wide to make sure we know what program and enrollment capacity levels are and to make sure that we extent possible we aren't as I mentioned making any make any changes in year 1 that may negatively impact us trying to make changes in year 2 the last thing we want to do is be here back again year 2 affecting the same communities we want to focus analysis on 3 and public processes within three high priority areas and I'll go through these one at a time as Clark mentioned in doing so conduct and authentic and target engagement plan and then really build momentum and support for later evaluate later evaluations and subsequent years of priorities area one is the Franklin cluster Elementary Middle School's area drivers really is Kellogg to be completed in 20 21 22 and then overcrowding it at Bridger elementary and you'll see that we put these as just general areas which it's too too soon in the process and we hope to come back with with a year one is April for us to be able to actually geographically contain these areas a little bit more did not want to try to do that now because we just we haven't seen any information it's hard to say how much we can contain that again experience has shown that sometimes you can't contain it and sometimes there's a little trickle-down effect and it begins it's hard to make the numbers work until you go a little further out than what you initially had had anticipated doing area 2 is Jefferson cluster elementary middle school area drivers are overcrowding at fabien under enrollment its MLK Elementary and then burning grades configuration and then area 3 is the Roosevelt cluster really the driver when main drivers being overcrowded overcrowding at Cesar Chavez elementary school as well so again we're trying to trying to pick what we think it's doable in the first year that's high priority for the district and to make sure that we can be successful because I think it for us again going in and trying to do a district-wide adjustment year one would would be handful at this stage yeah so we've already on its way you do these areas 1 2 & 3 with under enrolled 6/8 we still have left good evening Judy Brennan don't go far you would still have k-8 and well it's hard to say because we're not sure how many of the kids that are in the Franklin Madison cluster that will be touched by Kellogg so that's a really important part of this bike Ellen so it that's where the bulk of the gates are left in the districts and it'll depend on what the scope the full scope and containment of that project is if aster Cesar Chavez are touched and and Vernon all you have left are the larger K eights in the grant cluster Beverly Cleary and so where's Linda Marysville and Harrison Park adjacent to Kellogg well that's so that's the work because so you've got Creston as well you have Creston blent Bridger Harrison Park Marysville are all still in cake configuration we're missing bins made I mean so we used to have a middle school that we haven't taken back okay well I
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guess I have if part of this this is we all have issues so sure we're almost out of art I was just asking a question so your one opportunities we do see with taking a very laser focused approach on priorities is that we can establish again this baseline understanding of district wide enrollment program and facilities which is going to serve us well beyond year one and again if year to PSU updates forecast updates enrollment what we would continue to update that along with facilities to have kind of the real-time view balancing enrollment with school capacities obviously continued implementation of K 2 middle school transition increased number of robust multi strand programs and improve the balance between DLI and neighborhood programs future year priorities plan for school facilities coming online in the future as those are staggered and out balanced enrollment for high schools and in the remaining areas continue the shift to multi strand programs continue balancing between DLI neighborhood programs and evaluate sighting of district-wide focused programs so we're saying those whether those are your two or beyond we're saying those are our future year now you can ask questions and tear us apart I would just like to reiterate my opinion that I can't see any way that it would make sense to postpone the about our internal evaluation of focus option programs on to year two because it has it is integrally related to the analysis that is essential in year one we can't make any determinations without also evaluating those questions so for that not to be included at the outset here is very troubling to me and even though it's our work but a reference to how integral that is and I would say it's not just the siting of focus option programs and programmatic recommendations for focus options magnets I mean you name it which greatly which pull from surrounding neighborhoods and greatly impact where the boundaries should be and everything whole buildings everything is connected to everything else I just want to say I remember at the beginning and Claire asked us you know what's missing and so I think just feeling that we're really negative and I mean reframe all that input so so there'd been an opportunity instead of troubling maybe in the opportunity is we should be looking at focus options in this first year so you know our guests I'm thinking they've come in south to our board meeting and so we want to sure you know our opinions thank you - okay can I build on that just for a second so I think what you're witnessing just just so you know this has been a topic that has consumed this district for many years has consumed a number of us for many years so we all have used most of them are not friendly so with I think we're all gonna try we're all gonna try our best behavior but you should just so you know you should be prepared that you know some of us are going to fail having good behavior on this one and it's not intended to be negative it's just this this is a very emotional topic for a number of people you know I would say that the reason that it's it's emotional for good reason because any year we delay for kids who are in in sufficiently resourced buildings or you know got the short shrift in one way or another is a denial of opportunity for those kids okay here's my feedback so now it's the time I think any plan that doesn't move with the exception of Kellogg which we know that's gonna be
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sequenced when the building opens that doesn't move all of our kids back into a middle school configuration already missed the mark so especially if you think about a man just looking at the map at the district and you know it's it's the kids who need the most support who are not going to be in middle schools so my vote would be deprioritize that as a district as a district-wide priority I'm looking you know the Westside and with the exception of Skyline you know that they're all and you know healthy thriving middle schools and a lot of higher SES neighborhoods have the same thing so I think my focus would be really concentrating on getting that piece done so we can say that we've got all our kids in that equitable middle grades experience for DLI programs and looking at the single strands versus and what do we do with that if it's those single strands that are highly impacted with kids many kids on IEP s or with the issues so how do we prioritize them because that mean they're all going to impact some group of kids greatly so I look at dill eyes I'm a guess I would say I think there's other solutions besides just boundary changes that I mean we we've created those and we created them in many cases without without doing boundary changes but by programmatic changes so what what tool other tools do we have besides boundary changes this is where we need to focus option [Music] so I'm looking at year 1 opportunities and and the first bullet is established baseline understanding of district-wide enrollment programs and facilities balance enrollment with school capacities ok ok so here's my question at the end of year 1 I are you thinking that you're going to have this kind of you know grand vision of what we're gonna end up with like we're where we're headed but you want to face the actual any actual changes or not I think it's a great question I think so our intent with a bit with with the baseline understanding is we have we have to understand the entire system and with that we will know where there's constraints and opportunities throughout the district and with with district staff help well know where there are opportunities or programmatic changes that would best suit the students so with that I think we'll have some ideas of where we think things can be adjusted elsewhere but the intent is your one is to just focus on a subset or something that's tangible your one to get done and then knowing that we'll have a broader perspective district-wide on where there are opportunities constraints so this is what we set out to do 10 years ago right yeah and the first one went fine it was two schools adjacent to each other we moved to boundary and done the second one blew up had to be delayed a year and the third one not go well and and that's part of the PTSD you're seeing them getting the triggered here and we had a lineup of a very diverse lineup of community members saying you need to do everybody all at once when it comes to boundaries because if you change one boundary here that's going to affect the school that's not in your and what's to say that that school ended up short or if you go ahead with a boundary change that seems urgent but then you have to come back the next year and say well do we want that DLI program there or not or that focus we're gonna change that focus option program maybe we'll move it over here that changes boundaries so I I'm still waiting to be talked out of we need to do a plan that includes specifying what is exactly happening in every building
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in terms of the program the great configuration that plan will have to be implemented over a couple of years and we can and and I think some of the hotspots you picked out are yeah those those are the ones that are going to demand immediate attention and in other areas we're going to move a boundary a couple blocks and that's it's it's yes people want to want to be engaged in that but it's not it's not a hair of hair on fire kind of thing so specifically with Harrison Park that's the only available middle school possible building right now in that area we if we make that a middle school the neighborhood k5 is now a focus option so you either leave that focus option there which continues to drain the surrounding neighborhood schools which means they have to have bigger catchment areas and you're walkability is affected and where are those neighborhood kids gonna go for k5 not to mention the Chinese immersion program that's just starting you up there you've got all those parts we got to figure those out all at once and then stage that's that's and I'm sorry I'm very well aware of the trickle-down effect and and how it's it's easy to go in with the best intent and just changing a small area and how you really quickly that's not I would really like to echo what Bailey just said from my lived experience that is absolutely true and I I don't want to belabor the point too much but the different iterations of questions that you're looking at engaging at over time they're all cross connected with the same schools so you're going to end up monkeying with the same school community year after year specifically if you look at bridge or overcrowding again so okay yes yes and it's right next to Harrison Park and again you convert Harrison Park back to a middle school that means you have to go after the Clark building that means that the kids in the Clark building a creative science the second biggest chunk of kids in creative science come from bridger but Bridger is full the biggest cohort of kids from creative science come from Vestal festal is full so can i you know for a minute here cuz we get those for the whole district and describe all the problems so now yes but it is after 10 o'clock and I do believe that it's not helping us move forward at this point so a couple a couple of things that I just ask is there anything else missing on the list other than specific building sites that have issues we've got so we do have a list of buildings under categories are we missing any categories are we missing any schools that need to go on those again I'd like to said focus options category I don't see access on here also there are a handful of buildings on that are conceivably available in the future that are not on the list [Music] well Applegate rice Wilcox Chicago Lea they have different programs in them but we have all heard repeatedly that they may move we may want to move them we may need them for specialized programs certainly if we're putting Columbia on the list we should have those there also okay I I think the other angles is special education where we're hearing a lot of requests to do you know keep kids together in a cluster yep so there's alignment and within a cluster and and if you do if you don't do that all at
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once then we could get in a difficult place that's like a sort of primary decision if we do a piecemeal thing then all of a sudden oh we should have had some self-contained classrooms there so we have to change the boundary we don't want to do that in your - after doing a year one adjustment okay so so this is our first intro and this is your first intro to us I'm sure it is so it's a little complicated and and there's a lot of history here and and there are a great many people who have been very engaged on this issue for a very long time so so I encourage you to reach out to people and and because they're there actually there is actually in addition to the emotion once you get past the emotion there's actually a lot of wisdom out because a lot of people have been thinking about this for a long time so are you have you gotten anything from us tonight that is actually usable I think we should interview each one of you individually and make sure that we've gotten through the 30 so we want to make sure that we have all those ideas out for each one of you so we have that captured but the answer is yes yeah and and we know all too well how interconnected and the district are and how all districts have interconnected they are we just want to make sure we can do it well and that at the end of the day we're making the best possible decisions we can possibly make I would like to remind you of something that director Morris has quite frequently which is that we have earned our crazy and a great deal of that has been from this subject man you know in the movies when they want to show that someone's personality is coming completely apart and there is the room that is covered with photos and every one of them has red threads stretching across to every other one that's what the insides of all of our heads on the other hand after we get through this and really nail it there's gonna be a lot of people saying awesome job you guys I'm gonna try to leave this and on a happy note I'm so you know we've been doing this a long time and we only know what we know and what we know has not worked well so so I think your be prepared for resistance but we need your expertise we need you to help us get past all of this so thank you for taking this on okay it will be interesting that I can guarantee you okay yeah anything


Sources

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