2019-05-07 PPS School Board Regular Meeting, Work Session

District	Portland Public Schools
Date	2019-05-07
Time	missing
Venue	missing
Meeting Type	regular, work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education-Work Session- May 7, 2019

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you this this board meeting and work session of the Board of Education for May 729 teen is called to order for tonight's meeting any item that will be voted on this evening has been posted as required by state law this meeting is being televised live and will be replayed throughout the next two weeks please check the board website for replay times this meeting is also being streamed live on our PBS TV services website student representative pace ler is absent this evening due to his attendance at the family equity Council meeting at Cleveland High School is evening and I just want to point out this was originally scheduled as a work session rather than a regular board meeting so we will be doing public comment at the end rather than at the beginning and it will be six slots two minutes apiece which is our norm for work sessions and if you're interested in taking one of those public comment slots you can come down here and sign up now with rosy okay so we're gonna leap right in and I should also say we have brand new microphones this evening and we are now having to push the button for the microphone to work so forgive us if we forget and we start talking into dead air so big yes just just be kind okay so we're going to start the meeting with teacher and school administrator appreciation week the board is pleased to acknowledge our teachers and school administrators tonight in celebration of teacher and school administrator appreciation week which is May 6th through 10th we are very fortunate to have a school district that is rich with talented and dedicated teachers and administrators on behalf of the board I want to thank them for the work you do every day and superintendent Guerrera would you like to provide some comments I would love to good evening directors and our audience who is here present and viewing at home the success of any organization is dependent on its talent that works within and nowhere is that more true than here in the partland public schools we are incredibly fortunate to have such talented school leaders and teachers who everyday part of their hearts and to serving our students so it's great to pause and on this particular week recognize all of you for your commitment and so we're gonna spend some time doing exactly that and to kick us off I'd like to invite our chief of Human Resources officer miss Sharon Reis who's gonna tell you a little more Thank You superintendent and school board good evening everyone I am happy thrilled honored to be here to introduce a total of 15 teachers in school administrator honorees who were nominated by Portland Public Schools staff and are being honored here tonight during the teacher school appreciation administrator sorry teacher and school administrator appreciation week out of over 4,000 possible Award winners we've received over 150 nominations this year by staff and teacher selection came from the nominee list and involved our p80 partners school administrators selection involved our district leadership and selection I can tell you was extremely different difficult given the many outstanding deserving employees who were nominated so each honoree will be receiving a crystal paperweight inscribed with the PPS logo and an outstanding achievement designation and each honoree will receive copies of the nominations that were submitted on their behalf along with a copy of the school board recognition this evening so what I am going to be doing is calling up each honoree individually and asking them to come up here receive their a gift in their award and if you could please
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pause for a photo with the school board we're great okay first on our list Oh school board come on forward so I'm pleased to call up Kate Allen social worker from Cleveland High School this is our photographer thank you a Thailand congratulation Kimberly Kimberly Anderson school climate specialist at hospital school Kimberly congratulations next is Isaac Cardona principal at Lee elementary Thank You Isaac congratulations next Leonard Edwards a teacher at Jefferson High School Thank You Leonard congratulations next Lorna fast Buffalo horse principal at Alliance high school at me Thank You Lorna congratulations next Mac Marty heard Tosa funded programs here at the BSC Thank You Marty congratulations Tony James berry teacher at Lois [Applause] [Applause] [Music] Tony thank you congratulation Stephanie Kelly teacher dart at Benson
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[Applause] Thank You Stephanie congratulations next sherry Kindersley principal at west of and middle school [Laughter] [Applause] Mercedes munos teacher Franklin High School [Applause] [Music] [Applause] Thank You Mercedes Julie Palmer instructional specialist Franklin High School [Applause] [Applause] Thank You Julie Melissa Richmond teacher Woodmere Elementary [Applause] [Applause] Darcie Rudnick media specialist at Buckman Elementary [Applause] Thank You Darcy Kristen Westfall principal at Hosford metaphor [Applause] thank you to Kristen and all our Award winners we also have some honorees one honoree that was unable to attend this evening so school board members you've are welcome to go sit back down Susan Shea teacher Grant High School was our last award winner and unable to attend tonight I would like the audience to join me in thanking our honorees for the marvelous the work they do each day for the children and families of Portland Public Schools and I want to thank the families and friends who turned out to
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show their support for these amazing employees thank you [Applause] and I also would like to thank all the people who took the time to nominate their colleagues and appreciate their colleagues thank you so much superintendent if you could read our resolution from the school board well appreciate the invitation to read the resolution to celebrate teacher and school administrator appreciation week May 6 through 10 2019 with over 3,700 Portland public school administrators teachers and professional educators through their expertise and passion prepares the nearly 50,000 students in Portland Public Schools to succeed in college and career and to become responsible members of our community the Board of Education acknowledges the daily work of our administrators and teachers and their commitment to excellence in education for all students of bps every day bps administrators and teachers challenge students through engaging in rigorous curriculum and instruction that are relevant to their lives sparked their interests and helped them to reach their full potential every day administrators and teachers build relationships with students and families to develop teamwork and collaboration that supports active engaged learners in school and at home every day administrators and teachers collaborate with colleagues to strengthen their teaching practices and to identify and serve each student's individual learning styles and needs and every day administrators and teachers reach outside the classroom to build relationships with community partners that create vibrant and productive learning environments proposed resolution the Portland Board of Education declares may 6th through 10th 2019 teacher and school administrator appreciation week and recognition and appreciation of the dedicated efforts to ensure the success of students in Portland Public Schools hear hear the board will now vote on resolution number five 877 resolution to celebrate teacher and school administrator appreciation week May 6 through 10 2019 do I have a motion to have a second okay okay we have many moves in many motion many seconds director Esparza Brown moves director brim Edwards seconds the motion to adopt resolution five eight seven seven miss Powell is there any public comment no there isn't is there any board discussion okay the board will now vote on resolution five eight seven seven all in favor please indicate by saying yes yes all opposed no any abstentions resolution five eight seven seven is approved by a vote of seven to zero okay the next item is employee service awards superintendent Guerrero would you like to introduce this directors in tonight's board packet it contains the 2018-19 list of more than 900 portland public school employees who are celebrating a five-year incremental service milestone the full list is also available to our public on the PPS benefit website to give you a sense of the range and the scope of our employees service time the breakdown of this year's recipients acknowledges 363 employees who have reached their five-year mile milestone with the organization so congratulations for for their service in these initial years and that number as you might expect sort of continues as folks have longevity here at PBS and and starts to get a little bit smaller we have a hundred and eighty-one employees who are being recognized for 10 years of service in PPS 145 at the 20-year mark 32 employees at the 30 year mark we actually have eight employees who have 40 years of service in Portland Public Schools but there is one individual in our organization who is going to be recognized for 45 years PPS and that employees name is Eleanor Jensen a Boise Elliot schoolteacher so
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we want to thank her and all of our folks for their commitment to to PPS thank you very much Human Resources we'll be sending each and every one of these individuals a service a service award and a personalized message congratulating them on their accomplishment and thanking them for their service to the district and to the children and youth of Portland I know the principals and supervisors will be personally presenting the service pins to their on to the honorees at their work sites congratulations and thank you for this recognition to this year's recipients and I think there's one other there is one other and since awardees are supposed to get it at their work site I'd like to give a ten year service pin to Roseann Powell the board manager [Applause] twenty tough Duty a picture and a speech [Music] there was some sentiment address that we might not want roseanne to give a public speech about her service manager there's that but we are deeply grateful for all of you work the story she could tell yeah okay next item is policy first readings and information and I'd like to ask director Brennan Edwards who chairs the board's policy and governance committee to introduce the first reading of the student representative duties and the district student council policy thank you so this evening we have a revised version a policy 1.2 0.012 that comes from the policy and Governance Committee as people may recall this was before the board for a potential first reading about a month ago and there were a number of changes that were recommended and we decided to send it back to the committee to make some adjustments which we have done so we're coming back I think with the final final first reading and I'm not really supposed to be the person sharing all this tonight because this policy that and the changes in it really have been driven by the student reps for the last two years starting last year with Moses Tran and then this year with Nick Paisley and so ideally Nick was going to be the person presenting the highlights of the first reading under this new policy but he is in right now at Cleveland High School helping facilitate a discussion at the school so he sent me something that I'm going to present on his behalf so here we go this is imagine I'm down there I'd Nick Paisley along with members of the district student council are excited to share with you and summarize the new changes to the student representative policy tonight for first reading since January we've started conversations and met with students district staff and worked alongside director Bram Edwards to craft what we thought would make this policy more robust and better support student voice for Portland Public Schools after approval through policy and Governance Committee here are the highlights of the new policy language to make sure the incumbent board the incoming Board rep is provided an orientation on board governance and operations a more robust district student council with representatives from all high schools an alternative high schools the student representative will present more opportunities for the district student council to advise the Portland Public School Board the district student council shall receive sufficient funds from the superintendent's office to
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carry out duties of the district student council each District student council representative shall receive one elective credit for holding their position throughout the school year and Nick would like to close by saying thank you to all the PBS students board members and staff that were involved in the culmination of this two-year process we're excited to see this policy first read this evening so with that I present to the board the first reading and we have a red line version and a final version and I want to thank director Bailey for some suggestions last time and following up and working with Nick on those suggestions so there we have it start on the the goal is to hopefully conclude this process before Nick leaves his tenure as student representative for those who don't want to labor through the red line version of this I just want to say that there really are significant changes to this policy from how it has been in the past that changed the support that the student rep will get moving forward but also I think just elevate the respect in regard for the role which is what we were we're shooting for as well and as Julia said much of the language in these proposed changes was generated by the district student council so it was a great process and much better outcome Thanks okay the proposed policy will be posted on the board website and the public comment period is 21 days with the last day to comment being May 27th the board will hold a second reading of the policies at the May 28th meeting okay next item is the budget the 2019 budgets presentation on non-instructional Department expenditures so directors tonight you're going to be getting the next installment and what's a series of both presentations and opportunities for the public and our community stakeholders to weigh in provide feedback input we had a pretty lengthy long evening on our initial budget proposal presentation I feel recall that for our evening and I want to thank everyone who turned out for our world cafe style community process at Fabian and tonight we're going to be focusing on efforts because we've spent a lot of time talking about the more academically oriented portions of the budget proposal and district priorities and proposed activities so we thought tonight we we would focus on the more central operational budget so and we're gonna try to limit our parade of staff though certainly they're available here for more specific questions by having members of our executive leadership team here so I'm going to turn it over to our deputy soup for business and oughts business and operations at the last two board meetings you were presented with a broad overview of the district budget and specifics on the proposed investments for the division of instruction in school communities tonight the remainder of the superintendent's executive leadership team will present our proposed budgets this includes the programs and services under myself and followed by the executive chief of staff and office of general counsel and we will close a presentation with presentation with a reminder of the next steps in the budget development process so starting with business and operations that biz an ops team includes all the support services that support the core mission of educating our students so our services range from transporting kids to and from school safely providing healthy meals with fresh fruits and vegetables making sure each staff member is paid on payday and providing safety and security on all campuses we have plans for emergency response we support families and enrollment and transferring to schools and we provide clean a clean and warm classroom and make sure all of our computers are providing the instantaneous data we require our finance team has 56 FTE in the general fund and two full-time equivalents in the capital projects fund supporting our bond work they are responsible for a 1.3 billion dollar budget and we provide
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fiscal services both to staff and community and students as well they do ask us some questions too with daily operations and payroll purchasing paying bills and investing funds they lead up to the audit and the comprehensive annual financial report and I will repeat that again this year we had a Kaffir with no findings which was quite a celebration and with our finance team it was great moving on to the opposite before I move slides on each of these slides I'm going to want to know what the 1819 number was for each of these budgets okay and what we can do is provide that to you and we won't have that tonight but we can provide that to you in written response it's not in the budget book pardon me it's not in the budget book it's not broken out this way this is by department and what's in the budget book is by program which were you may have a program one program may be in more than one department so do we know on these all these slides whether they're up or down and by more than a 10% Delta we can provide that to you I I can say they're all Oh district-wide centrally we reduced two and a half percent out of our budget at Central Services there are several departments that were not asked to reduce one of them was IT one of them was security services and I'm forgetting the third maintenance thank you maintenance and operations so and so the rest of them have overall had either staffing or non staffing budget reductions okay but there are increasing costs because the maintaining current service level means you know the increase in salaries and benefits are rolled up so that means then we have to reduce down to get to a balanced budget okay but we do have your question and we will respond to that well also will respond to you all right we'll respond and post it on to the web yeah just in the future be helpful to be able to take the presentation in advance so that we could have follow-up questions that we ask them meeting so just to reiterate deputy Hertz's earlier point in the budget book you will find detail going all the way back to 2016 actuals page 178 to 179 it is broken down by Grahame area there but it does give you a sense of the delta year-over-year for one two three four five years time section of the budget book there's also the FTE by program so you can have dollars and have TN both i guess and maybe this is bead later on the presentation but the Secretary of State's audit they are tracking legal and executive administration year-over-year so and those would be and by the program list and that's what you're looking for there and that is in the budget budget book okay be great to get that broken out okay so so the the if you'd like that information for the report for the audit we can get that to the audit committee as well okay so if you would write that down as well thank you Cynthia I'm gonna continue on with the office of technology and information services one more quick note if you're sort of an agreement as to if we're talking about cuts whether that's cuts in actual dollars versus cuts and service levels be right there there might be an increase in actual dollar outlay but it would reflect to cut and service level yeah the reductions are really in service level because overall our budget is up but there's a so our revenue has gone up our expenses have gone up and when you compare the two but that's what we came with the seventeen million dollar shortfall so we needed to redact and reduce down okay thank you all right okay technology and information services it really is very if you think of a large business in the Portland area that's really our technology services here we have 60,000 network connected devices on a daily
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cases so that 60,000 so when you have 50,000 students 8,000 employees volunteers everyone's killing carrying a cell phone that connects to our Wi-Fi we end up with 60,000 connections on a daily basis so managing that we have five so 50,000 student users 8,000 staff and adults 83 schools a hundred plus total buildings three hundred and forty terabytes of storage and backups we do records management and archiving with our student records we've digitized that we have 900 managed printers and copiers throughout the district we make 95 million copies with 35 million copies produced from the print shop ok so it's really a large business when you think about the size so we have 61 the FTE that support all this all this work and really that what's amazing is with the staff that we have is how we keep everything functioning in terms of such a large network with all the file servers and the data storage and the networks which is just keeping everything running and serving with a smile when staff need help and figuring out the latest software update right so the what I want to highlight here in future years we're really gonna need a upgrade and refresh and that's something that we're hoping to bring to the 2020 bond conversation one of the budgets you said that there's no reduction so is there's no reduction the dollars is there a reduction in service so this is not an area that we reduced personnel or non personnel dollars so overall IT was because of the magnitude of the work they have to do they have were kept at the same staffing level and they had a significant reduction last year I just mentioned out loud that the level of staffing for technology has been a real concern of the community budget review committee have been very articulate about that and I expect we'll hear about it in their report but it's good to hear that at least it's not being tested thank you moving on to the operations department we with starting with our custodial and maintenance department they maintain over nine million square feet a hundred and four properties 266 buildings and 3,000 classrooms they respond to 15,000 work orders annually and average 66 in a day and have 11 emergency work orders per day we've been interjecting but do we want to save sub substantive questions til the end of the presentation or hit them by departments we actually every as before every number of slides have have a number of intermissions to take your questions I mean well whatever pleases the board but we've built those into the presentation as well so my preference is to do it since we think the presentation in advance while we're going through it just so we have to go back so I have a question about the operations department and specifically custodial so do we apply our equity formula to custodial services no because I was having a hard time making sense of the staffing allocations for custodial services because they don't correspond with the number of students in the building when you look at high schools so what is it that makes up for the huge variance that we see so for instance high schools have a lot more nighttime activity so that requires more more staff to run a high school in terms of custodial and because there's not only cleaning up from the data about cleaning up from all the nighttime activities and they even run into the weekends and the certainly the age of the building the the style and how the building was built will certainly did to determine differences in custodial staffing so because I would like to drill down into the staffing allocations by high school building and I don't know if now is the time or its I can submit it through our Google Doc and maybe get a more thorough response but we have you know staffing for example Jeff has nine point four five FTE for 675 students and
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then you see you know Lincoln and Cleveland with less FTE for fully twice as many students more than twice as many students and it a lot of the allocation is by square footage for custodians certainly students are a component of it but the square footage and the size and the age of the building all those things are added into the allocation for custodians but if you want to submit a specific question then we can respond to yeah and just to I would like to learn more about what standards and guidelines you're using because generally I think I'm gonna need to advocate for more FTE for our larger comprehensive high schools because we know it's totally insufficient and it also there's just so much variation here two thousand dollars to the custodial maintenance budget and they're still determining what specific positions they're adding okay so it's partly being driven by requests from our building teams and our custodial teams well it is certainly one of the things that we're looking at is the number of work orders and how long it's taken to complete them I know our HVAC area and our pipe fitters is probably the area that we have right now the big backlog of work orders so that's something that we're considering but pipe fitters are also we're having trouble filling the positions we have so we're ending up having to contract out okay okay I'll submit some questions okay you know Amy brought up an interesting question though about the equity allocation so so in my drives around in looking at schools sometimes I do notice that our title one schools look particularly rundown and you know overgrown lawns and some weeds and wondering if we couldn't consider that I think it's even more important you know in some of the areas that serve underserved populations that the schools look very inviting and tidy I mean I don't like to see the differences that I that are just visible by neighborhood so wondering what can do about the staffing is very limited I will be really quite frank about that both the maintenance and the custodial staffing is at a limited basis and it is I think that that it is very difficult for us to maintain what we have in terms of buildings with the staff visible just to you know driving bicycles it's there's a distinct difference you know that stuff to consider that I thank you just it really it's weeds and lawn and there's just a distinct difference I think they're all bad you'll recall the first comments our superintendent made in the opening interview was about been driving around town and knows how crappy crappy the lawns look and the just overall okay well I'm noticing that there is even there even worse in some of the yeah and I know they work hard I'm moving on now to project management and we and manage construction projects across the district these are outside of the bond fund so the are funded from other sources of funds they maintain project design guidelines they monitor energy usage and set goals therefore headed for savings they also just opened the two middle schools this year Harriet Tubman and rose way heights so it is they do some substantial projects for a district moving on to planning and asset management this is this area supports our land use and building permits with all the projects that we do in our schools require a lot of work with the city and getting them through the city processes they support planning and transportation through a GIS geographic information system modeling and they support classroom and building moves and the civic use of buildings with 7,000 permits annually and they are currently underway with a facility condition assessment that year we'll be receiving it later this summer as well as a transfer plan transportation plan update that has to go to the Oregon Department of Ed in terms of where students walk and where they write their bus to school also the office of school modernization has large projects going with Kellogg Madison
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Lincoln and Benson and the health and safety projects are being completed across a district that includes seismic up upgrades roof replacements water fixture piping replacement security upgrades and every school in the district will see capital bond improvements in 1920 okay so on the planning and asset management is that an up or down number well it would be a flat in staffing I should I have to get back to you I don't have a comparison window no I'm sorry is there somewhere in the larger book the benchmarking against other districts I know that was done for some of them but was it done for the sort of non-academic side of the I have my book but is it in here it I don't it believe it's in the budget book but what we can do is offer you some comparisons of how other districts in Oregon are spending on these areas thank you and I'm moving on to security services this security services department supports classroom teaching and learning by screening individuals will have access to our students and staff they supervise the campus security agents who provide security at our high schools and they're dedicated in providing excellent services through partnerships with the Portland Police Bureau and other community organizations to provide a safe and secure learning environment to our students we are committed to delivering equitable service to our schools and an effective responsive and professional way and they are also the ones that just respond to every emergency that comes up during the day every day I forget is is this the department that has the sort of natural disaster preparedness VA emergency planning yes thanks moving to transportation one of my favorite places to visit is a bus drivers are really their heart is with the kids and doing the work and getting them to school safely on a daily basis we support 200 routes from home to school through first student in the big buses and 100 in our own PBS transportation for special education we offer support for field trips after-school activities and athletics and we have an inclement weather team that gets up at 2:30 in the morning to drive the roads for us and support the decisions that the executive leadership team is making it 5:00 a.m. a total budget of 28 million and we receive a 70% reimbursement through the state school fund for all true rotation costs so is that with the state pool no this is the total that this is a PPS costing this is the total cost including our contract to first student so the non personnel would show the first student contract and the personnel is our special education side and so the total amount is 28 million for all transportation and then we would get 70 percent of that back into on the revenues side can you tell me how long it takes to get that reimbursement from the state we get monthly payments we estimate how much it's gonna be okay and does this include trimet passes for students make sure this all high school all middle school I'm not sure about middle school I know it's high school I believe it's high school could you confirm how much the city is contributing towards that for the coming year I don't have that man I believe that would be zero that would be zero thank you what strung out putting in doing three I don't know my understandings for splitting in half and half with trimet from this point on I I thought it was one-third two-thirds I get that information and won't bring it back to you yeah look at the answer Courtney she's she knows I misspoke this is fresh because we're working on the IGA to come to you soon we're putting in 1.9 3 3 3 3 3 which is what we've always done trimet is an it's an in kind technically but it's a third a third a third and now 2/3 and 1/3 so sorry does that make sense it's we're doubling what we used to pay right people this is picking up that
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portion that the city is no longer that the city used to pick up yes does no longer yes yes and so the in kind from TriMet is I mean they technically saying anything right it's it's about a million deferred revenue or that they're foregone revenue right we're getting a discount exactly yeah and a reminder that we do get state reimbursement 70 percent what 70 percent because we have a waiver to offer this instead of yellow bus okay moving on to enrollment transfer the enrollment and transfer office supports our families in enrolling schools students in schools as well as offering support and transfers to educational ops options and students transferring into our district and students transferring out of our district a total of nine FTE at 1.7 million dollars maybe I'm missing it but the numbers don't add up you're right there I'll have to give you correct numbers is it just a million or is it actually the 1.7 I I cannot give you that answer okay okay moving on to nutrition services Nutrition Services Department has a break-even approach that we really want to put as much food and spending the dollars on food on the plate so we receive money in through federal grants and self-pay from students and staff so our goal is truly to break even and we have 240 staff that serve 9,000 breakfasts 18,000 lunch and 1800 suppers and we also are a year-round program offerings summer programs at sixty sites like parks and schools and libraries and at this point I'm almost afraid to ask are there any questions on nutrition services specifically in years past there in the last two years we have been hearing a great deal of anxiety from nutrition services about their growing deficit we're no longer able to go after what we Road do we know where we stand on that this year it's actually we've been working hard and it's was much smaller than we expected what we had to write off so there was to general fund so the one thing about it is the the balance does get carried forward into the next year so it isn't being lost when we have graduating seniors that's when we no longer try to collect and obviously because I've left the district so well there it is larger from the change in the legislature it is a larger balance than it has been in the past in prior years it we've gotten better at managing it and doing a lot of communication to parents directly through especially when they're connected to our nutrition services and our school messenger we're able to connect with parents pretty more regularly and provide that lunch balance information directly to them just getting better it's it's it's not still not perfect can I just get follow up on that one um so the last time I heard an actual number was probably close to a year ago and the anticipated deficit for last year was around three hundred thousand which was ten times the amount from previous years it's significantly larger but I don't anticipate at growing past what in a sec the first year of implementation people getting right you know so that would that did increase but arsenic Nutrition Services staff have been working hard to collect those debts but I can consider this a question and ask you ask what the current status is and can I ask Courtney so this is a it so correct me if I'm wrong there's a piece of legislation out there about universal food for students
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on the state's dime and I have not been following that so yeah so the nutrition issues are gonna be in the Student Success package that as you saw the news is stalled out a bit right now it's I just got an update today it's a little complicated but basically included in the length of the current language and the 3427 bill is a pretty big investment in school and in school meals what it looks like and I'm gonna refer to my notes so I don't mislead you here it is so the investment is forty 1.6 million a year increasing access to school meals by expanding CEP community eligibility program and then also increase justing the rate the reimbursement rate for up to 90% and then the other piece is increasing the poverty threshold to 300% for those non CEP schools so we're looking at a pretty big expansion wouldn't hit every school but it I'm told it would be the most I think the the biggest sort of investment in any stay in the country so it's a big deal but it also wouldn't take effect in this budget year right all right and it prot ok it's not gonna so it's not going to impact this year's budget so right but still good news that it could more than double the number of schools with universal school meals so CEP it would rates I'm gonna just read these bullets raising come out that an eligibility for families and students in the remainder of the schools to that three hundred percent of feel and then standardized the best practice of offering breakfast after after the bell that was the other piece I wanted to make sure I mentioned okay which is the idea that once school begins you could offer some kind of packaged food in the classroom for example there there are ways to do it that are not you know every school doesn't have to do it the same way but they're gonna be options and then a grant program that would allow for schools to apply it to get a little money for equipment if they wanted a rolling cart or something like that so there'll be a little of that too okay so if it passes when would it kick in I'm not this coming year but the following year yeah if they keep saying July 2020 so okay I mean we have to see the revenue coming in first okay it'll take a while so it's exciting okay but not for 1920 I'll hold off any further questions on it okay thank you so a question I have on it just based on this budget is there any sort of service or change at the composition of the meals of what students are gonna get based based on this budget like no more ala carte milk or anything like that or is this pretty much a carry-forward of current practices versus changing somehow the composition okay okay at this point I'm gonna turn it over to executive chief of staff Stephanie soda good evening Stephanie Soudan so I think this photo was chosen to represent the fact that a PPS we are always running but we are running a marathon not a sprint so bear with us as we work hard to move our work forward that's the best I could do Guadalupe so the exective chief of staff team is represented here we describe ourselves as the outward-facing team of the central office our mission is to provide exemplary customer services to our students and families educators and administrators business government and community partners and our employees each of these functions have their own budget detail in the following slides but there's a small remainder that falls directly under the executive chief of staff but we are a team of three the director of government relations courtney Wessling you just talked to the complaints coordinator who also serves as a confidential executive assistant to me and then me and so I want to point out this is a reduction from four FTE last year and represents the elimination of the district Ombudsman we have plans underway to provide equivalent services to families through the work of several teams in the central office and we will be communicating about these plans in June so the first budget you are most familiar with the Board of Education budget it includes four FTE including
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two new positions the district internal auditors this year's board office budget is focused on your commitment to improved student achievement through strong and effective school board governance the majority of the board office budget continues to be personnel costs the focus of this team is to provide staff support to the board in order to work towards alignment with the district's vision and strategic plan this budget prioritizes professional development for board to gain a better understanding of how to measure district progress through data and metrics this will be accomplished through full board training with the Council of great city schools and through the Oregon School Boards Association I want to note that in a previous presentation on this budget we received a request that memberships to those two associations be split with the superintendent's office so this slide does not yet reflect that split but the adopted budget will so we have noted that change we will note that change it's just known on the slide so next is office of the superintendent which includes 3ft e which is the superintendent obviously the senior equity senior advisor on racial equity and social justice excuse me and of course the wonderful Cheryl Pittman there are a list of priorities that would be set aside to be covered by the non personal side of the budget so publishing and communicating the newly developed vision develop it developing and operationalizing the new street three to five year strategic plan continuing to institutionalize the racial equity and social justice work across the district targeted investments for schools or departments as needs arise careful planning to evolve middle grades redesign planning to offer equitable access to programming and then discretionary dollars to address operational challenges as needed so I think I asked at a previous meeting I'd like to see the line-item of that budget and also the like their revised line item of the board office budget since the last time we saw with a year-over-year comparison okay thanks we can do that sorry so next I'll focus on the communications department you heard a brief overview on April 23rd it just reminds you that the department's responsible for PPS is brand messaging and identity creative and multiple multimedia services media outreach and content both owned and earned and a communication strategy for both internal and external audiences the team also manages the functions of public records fulfillment as well as language access services there are known new investments proposed and the team is focusing on leveraging resources to accelerate outcomes they're in the midst of implementing a new team structure that will enable us to be responsive to school communities our public and the news media with timely accurate info they will also allow us to remain focused on proactive storytelling and content development because there's a lot of good stories to tell these days the department will also focus on improving multicultural communications until livering relevant approachable content to those we serve we look at improving communication channels messaging and reach the team's adopting a more project management approach to how we provide services and support for central office departments and schools and this will bring efficiency and consistency to our messaging and brand representation so one major project the team will be working on this year is an overhaul of the content of the district's website you can cheer now about that yes can you give us any any sense of the cost of redesigning the website so there was a discussion about including a complete overhaul redesign new content of the website it's very expensive as you can imagine that did not make the list the priority list for the team so instead this is so I would look to Stephanie but the total amount we anticipated for that our back-up plan given that the it was about a two hundred thousand dollar expectation to do a complete web redesign and update all the content and it wasn't one of the
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priorities that we chose this year so instead what we're gonna do is probably spend about between ten and fifteen thousand dollars to work with our current blackboard platform provider to organize the content differently and to separate out a lot of the staff facing content and information and put that either behind the login reduce it down update it there's a lot of stuff on the website that hasn't been touched in a while nobody's looked at so we're gonna clean all that up we're gonna roll out a new governance plan as far as how we manage our content and then we're working with the content strategist which is where that ten to fifteen thousand dollars comes in to reorganize how we put the information how we structure it it'll use the same functionality so no fancy bells and whistles but just organize it in a way that makes better sense for the user and our user our primary user that we're focused on is our community member so we're thinking of things like when you when you get to the home page how do you navigate through that and a lot of people go into our website and should through their own school portal and how do you connect from there so that's the focus the project the community altar the content here or do we still have the system where somebody remotely has to alter the content so we have access to alter our content here and a little bit even the function some of the functionality within the framework of the platform but major web redesign requires either web developer and the platform and some cost so we're gonna do as little of that as possible but just like load up basic document sets oh yeah you can do all that here and multiple users can do that can you also let us know with this particular budget where it is relative to last year our current service level if you're to compare it to last year we did have a change where we will spend thirty thousand less of what will go to the Engagement Team budget with our FTE that went to our chief engagement officer - Jonathan Garcia so that portion was is shifted over and then we've also recoded some of the expenses that are probably rightfully coded to communications but had to exist in another department so the payment for the web platform is now coded to communications so it looks like an increase but it came from another department just to recoding and the same thing for some mailer pieces that we did to update the community on where we are with bond projects and that will come out of the communications department and then we did a 2.5 percent reduction in our non-personnel costs and then what about contracted services are they in here all contracted services are in here and and we will have our contract for example with David Roy our communications consultant that has been backfilling vacancy positions is not included in here because we expect to have those positions filled I forgot to show the Sun sorry can you talk a little more about to focus on multicultural communications and I'm wondering if that's mostly print communications if there's oral in there so just what does that mean exactly it's mostly in the way of a position that will be focused on a couple things on helping us establish the right channels to reach those communities that we know we don't reach regularly with what we're currently doing it will also involve some metrics and measurements and figuring out are we reaching them and are we using effective messaging and between those systems and those metrics there's a strategy piece to this and this person will help us engage with all of our experts here in the district office our community partners and and anybody else who's a resource for us to make sure that we're packaging our messaging up in the most appropriate way to reach our our multicultural communities okay so it's one position that will kind of reach out to the languages the communities yeah it's a rework of a current position to give a different focus thank you are there because performance outcomes for the web so for example I'm looking at a school website I want to say which school while the principal's message appears to be up-to-date the first thing you see in terms of the news is almost two years old yeah so are we are we gonna have some standards where we can expect every school webpage to be we will have some standards yeah we'll roll out a framework for kk5 or k-8 middle school in high school they'll each have different because they have different needs and that will be our template that we start with and then we'll set them up for what are they
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responsible for updating and and some of the information will be evergreen but needs to be checked periodically maybe its annually or quarterly and then the others will be other content will be evaluated by a power user or someone on my team who will evaluate that regularly but we're gonna do one swipe through and do a massive cleanup of anything that's outdated and then at the Leadership Academy in August we're providing sessions to teach our principals and secretaries how to access how to get given templates how to use the information or use the templates to update their information on their websites so in terms of stories is the basic is the responsibility primarily on that school staff to populate that we take the lead on the storytelling but we want to build that capacity with our schools and we want them to get comfortable highlighting the great things that are happening so that we can also then repost those or leverage them so we're kind of try to come at it from two ways but right now I think the storytelling component mostly is housed with my team right now and just because I need to be able to answer this question to the community the 17.5 communications can you just break that down into just general chunks yeah those teams are four point five of those FTE our language access translation interpretation services reps and then there's three additional FTE on the language access team who manage our request for translation interpretation services and then we have creative services FTE and a web content social media staff writer so that's two more we currently staff the reception desk that's our FTE we'll have an administrative assistant and if it's the last thing I do a public information officer who will be joining our team hopefully here in the next few weeks the Director of Communications to multimedia services positions a project manager and a public records fulfillment and yours truly so what was the difference between the first two you set the 4.53 so what ones yeah the four point-five are located in our schools and we have one for each represented language the we have a full-time employee but we fund 0.5 Russian language interpreter and then the other point five is funded from our DLI program but they're in the schools and then our three FTE in the bes see here handle all the other contracts and and the requests that come in through either schools or the district top in the translation TransLink axis yes so the ones in the schools date the roof from it they're based out of they have a home school and they're based out of that school and then they do go to wherever they're needed okay I'm gonna ask a question it's actually I'm gonna make a plea okay and it's in the weeds but this may be the only time I get a chance to say this so I'm going to say it so whatever we do on the web on our web site can we ensure that any existing links to information and documents will remain live because relatively recently we did a complete change over in website and all of the links now go nowhere and it's been extremely frustrating it seems like a very reasonable request okay thank you and another question about the interpreter translator so I is there a separate cadre paid out of special IDI if they're the the translators for IEP meetings so are like there are interpreters in different departments that are funded from different budgets yeah I'm not I'll look to Brenda for the detail on how our special interpretation is managed what I know is my team often applies a chartfield to whatever services we're providing and I my understanding is we don't have other staff who are paid to do interpretation and translation now that said we have a lot of other staff that speak multiple languages and serve our community our community agents and things like that but I don't believe we have other staff so maybe it was actually it provides the chartfield she says the chartfield it not necessarily a trained cadre that is knowledgeable in the content of special
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education versus just somebody that's knowledgeable of a language and I can get you more information on that with the contractors that we just had respond to our RFP we did ask for some special skills to be included in there and I think how we assign that work is based on what the need is but I'll find out more for you okay thank you so on to the human resources department on April 23rd our chief human resources officer presented the HR department priorities in conjunction with the division of schools and instruction she spoke to how our employees are the district's most important asset and the highest priority in HR for serving students is taken care of and maximizing the potential of staff so this means hrs priorities must be one meeting our legal contractual and other obligations effectively efficiently and without creating distractions from serving students and number two focusing on the advancement of our human capital hrs staffed with 41 full-time employees and as was presented on April 23rd we are not increasing the HR staffing or budget instead we are focusing on thoughtful investments so with the limited financial resources we are making some key investments in internal communications and improved HR service delivery this improved systems of employee feedback and address and addressing employee absence management including our relatively complex leaves offerings and administration and disability accommodations you'll notice in your budget books the cost of our substitute labor which is budgeted separate as a school related program next year that budgeted amount is thirteen point four million dollars the substitute office administrative costs and staff which is two employees out of that 41 FTE those are absorbed in the HR budget represented on this slide not represented on the slide are both the costs of our 14 dedicated substitutes known as site support instructors and deployed to schools that consistently face challenges to fill sub jobs as well as the thirteen point four million separate budget for substitute labor costs onto engagement earlier this calendar year we transitioned the responsibilities of student Family and Community Engagement under a new chief engagement officer position as a team they're focused on playing a critical role in shaping the strategic direction for public dialogue listening to and valuing the expressed needs of the district's diverse community the team is in process of designing authentic community community engagement processes systems and structures that allow for input and district decision-making politic making and policy changes excuse me we're committed to strengthening the district's capacity to build relational trust through authentic partnership with students families and our broader community because we recognize these collaborations have the potential of maximizing student outcomes of course we expect all employees to prioritize meaningful engagement with our students families and school communities and this team is responsible for working closely with these internal departments and with district administrators to build their capacity for effective and authentic engagement oh yes before you move on from that one so I'm noticing that there's only $30,000 of non-personnel costs so when we have some sort of community event and we provide child care or food or something at that is that in the 30,000 or is it somewhere else it is for most events we are we are trying to get disciplined in our project management and project planning so for example if there's a large initiative that's going to occur district-wide that's going to have a key an engagement component we will want that project to include budgeting for it that's not the case for most projects so we have a very limited budget for Community Engagement and it goes very quickly oh just the translation and interpretation costs alone can be very expensive for one event so oftentimes those costs are on a case-by-case basis as requested by the office of the superintendent they're covered it seems like just from a budget management standpoint it'd be better to have those costs just for terms of transparency to be able to understand that they sounds like you're moving to that but it travel with it versus having different pots of money around that
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people are tin cupping or you know trying to find the resources but dosages from a budget management standpoint it's it's hard to effectively use your resources if you don't if they're just dispersed all over across I think CEO Jonathan Garcia just said a silent amen we've continued having this conversation around if we're going to do this you know to to an excellent level then we should we should resource it adequately because we do want to make sure these engagement activities are actually supported adequately and I want to be clear if we ask like for example the boundary enrollment process that contract has engagement included in it we would anticipate that Jonathan's team will lead that not someone else so other budgets would fund it but they would deploy his team the the true experts in community engagement so hopefully we would be tracking that very closely so just along that same line and all these is travel all are all the non wage expenses married in these budgets as well or do they exit exist somewhere else this is their total non personnel so travel is included its overall these budgets correct so strategic partnerships Department the core function its responsible for building and accelerating the identification cultivation and strengthening of strategic relationships with those leaders organizations and businesses who will serve as funding partners in a citywide movement to create a world-class public education system this team of three has done an incredible job of creating coordinating and facilitating private public and philanthropic partnerships that have fostered new opportunities and benefits for PBS students in the last year they have raised mostly through competitive government grants well over 4.5 million dollars and have galvanized philanthropic partners to invest in PBS very proud of them and as you all know we are in the midst of creating a new fundraising nonprofit vehicle the fund for Portland Public Schools which will serve as PBS's backbone organizations solely focused on strengthening and expanding private and philanthropic investments on behalf of the district it will also provide administrative support of the 42 active local school foundations question what's the cost-benefit analysis of adding another person there adding another person for what purpose raising money she's given what director Bailey just heard about the return on the investment chair FTE justjust just saying well it's more than paying for itself if ya would adding another person more than pay for themselves under Jonathas direction yes he's reminding us that that would be the case and so this is a budget proposal we there's a few areas here that have been evolving only recently and so we continue to talk about like with engagement activity in this area particularly to give ourselves capacity for launching a fund you know the team has been great about fundraising we haven't really gotten aggressive about it and so folks have been cultivated and so there haven't been sort of those substantive asks that for the last year and a half we wanted to get clear on sort of our priorities moving forward so that we have some ability to innovate on those leading edges so we have a little bit of a discretionary room but if it makes sense after the dust settle to add that FTE then you know that among some other areas would be ones that we would consider can I ask an org chart question I'm afraid I have it in front of me so the student family and community engagements and strategic partnerships are those two different departments second or two to body two different bodies of work within one department what do we have Jonathan describe for you how his two teams all right yeah so the the Department of strategic partnerships could engage in strategic partnerships obviously is managed by by me and then so what I wanted to share there is two different distinct work strands if you will one
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again focus on the philanthropic investments of the district and the other one really focus on our engagement efforts so on our engagement efforts we have four FTEs that are fully dedicated to engagement we have two community-wide engagement managers we'll be hiring a student engagement manic manager focus on student voice and then overseeing them will be the director of community engagement and again well we'll be hiring that position here soon and then on the fundraising side we have three FTEs one focus on really the the minor two so investments ranging from you know as small as ten thousand dollars to close to a million and then so that's our corporate and foundation relations associate then we have a person responsible for stewardship and donor relations and this really this person is really focused on the multi-million multi-year dollar investments a lot of the competitive State a competitive competitive government grants as well as investments or requests for for investments from the foundation community and then the other folks the other person is our school partnerships manager that is really working on supportable one supporting our efforts to provide great customer service to our local school foundations are 42 active school foundations but in addition really focused on fundraising to support our title one schools or CSIS TSI schools and so as an example that person this year you know really focus their attention on lent as an example and raised you know a lot of philanthropic dollars brought in volunteer opportunities so this person is really leveraging you know smaller dollars if you will and but really leveraging volunteerism up volunteer opportunities that support again some of our historically you know marginalized communities and really bringing attention to to the their needs and and really providing that additional support so that's what the team is focused on and as we move forward for next year the school partnerships person as an example will be you know doing a soft launch of an adoptive school program and so really again how do we galvanize the business community to to rally around a perfect obviously the entire district but then in particular you know some of the school communities that you know are usually not in the picture because there's they're deep on the east side or that far away that you know the business community isn't accessing so really want to make sure that the attention is focused on those school communities and so do the two FTE for the transactional work of the schools foundations live in the finance department which gift processing and all that the good processing as it functions right now is mostly off obviously operated through all hands raised they have about an FTE that supports that work on our end we have an account accounting analyst and then your director of budgeting Tracy Pender finance they're the ones that meet monthly with all hands raised to discuss the transactions in the future as we move slowly to PPS managing we will need to add support to the finance staff and it will certainly the position will report to finance but certainly you know work very closely with the engagement staff and the strategic partnership staff so I think this is something we should really watch closely going forward I think there's potential for us to be providing support to the schools that are already actively raising money so in some ways we're providing support for the 42 schools that have schools foundations and it sounds like there's plans to help it more No one off way and I just think we should be careful that we're not dedicating future FTE solely for those schools that already have foundations because they already have a natural privilege and benefit and then how do the schools that don't have foundations get an equitable level of support definitely because I think it just could very easily be we're going to continue doing what all hands raised has done and those schools that have something are getting support and those that don't definitely I mean you know so so I think there there's two two strands to that so there's the operational transactional pieces of you know donor you know if writing a letter or thank-you letter that those processes you know processing gifts and and so but
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they on the other side you know I like to say that my team leads truly leads with race and truly leads through a racial equity and social justice lens and so as we have our weekly conversations as an example we are always thinking about you know who are we supporting you know truly supporting in raising or bringing in those relationships so again as I think about our school partnerships manager they're really focused on supporting the lengths and the wrigglers and the Belmonts and the schools that again have a historically either don't have strong fundraising PTAs don't have LSF and we're frankly the business community isn't isn't you know looking to to be at and so so again there's a number of examples throughout the year where i can point to you know our efforts have been really tailored at supporting the school communities that don't have that have historically not been supported or don't have the the capacity or the you know the capacity to raise those type of dollars oh yeah turning on for example your work at Lent I know his bin just it really turned the school around so I'm excited for your you know these approaches going forward because we have a lot of work to do but you know the work you're doing is really apparent so it's been great so here's a great example of how the senior leadership team is really coordinating collaborating what Jonathan's team focuses on is what Craig chief of schools Craig Cuellar tells us are the schools that need focusing so we're not doing what we think is right we're working directly in conjunction with the instructional side who's working on school improvement and there were that was all strategy and you know a reason behind that because we knew we were gonna give lent support and in various areas including this so it's really exciting to see what happens when we all work together so just an example just because it was this Saturday past Saturday a member of Jonathan's team Robin Peron who I want to give a shout out she organized over 300 volunteers to be at lent and I was there with them so thanks to Big Brothers Big Sisters Urban League Comcast Comcast scares who was the host of the whole event they were there to take on a whole punch list of items to support the school there's been a lot of work this year to really put an emphasis on providing some more white-glove attention and so that's a multi department effort but for sure I believe the the narrative is shifting there and it's felt and members of the community very much have continued expressing that over the last number of months but to director Bailey's point you know yes so - you know - director brim Edwards point yes we'll take you know on the management of those foundation dollars but you know as you heard earlier the four and a half million that we've just started raising or squarely oriented towards our underserved communities as much as possible and this is the last comment i'm gonna make about it but when it was outside of PPS we could say what's outside of PPS and we may not agree with all the decisions they've they've made in terms of how what schools get things and what they don't cuz I know over the years has been a lot of discussion about sort of who ended up with equity grants from the foundation but we're gonna we're gonna own it if it's more integrated and we're actually providing support and while volunteers can do a lot of things many foundations also buy FTE and we're just gonna have it's going to be incumbent on us to continue to look at what FTE or mix of volunteers schools are getting because it's no longer gonna be an external party that we're just the the recipient of the services and the funds but we are going to need we're gonna be owning the the responsibility the benefits but also the making sure that it's equitable both that's important that we we balance I mean this is why in our first staffing cycle last spring and again this spring you heard us implement an equitable staffing model and so you heard dr. Cuellar and team describe how we tear our attention or interventions or supports our FTE distribution I think as we get better resourced you can continue to expect that a heavier weight of allocation towards our neediest schools we don't want to see any of our schools designated not just with the label but we want students there to have you know the level of equitable educational programming and so we we're all highly conscious of how do we make sure that there's a balance and distribution of not just private resources that come into the district
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which we welcome anyone out there listening we gladly take deposits but that we're also at the same time being mindful that our schools that may not have that capacity that we're also taking care of them too and I do think one of the general improvements in this budget book and budget process is that we can see the total dollars per student in every one of our schools aggregated from all different sources so Foundation money equity grants others external sources I think that's really helpful yeah I would just say that you know this budget book has been really helpful for our conversations with parents because I think you know there's a general you know I think there's a lot of assumptions that have been made over the years I think without data and I think this data is really helping the conversation to be more realistic and be more more of a representation of what's actually happening in our school communities as it relates to an FTEs and then director of Rome Edwards I think I just you know we share that policy Governance Committee we are going to be you know in the fall launching a really intensive engagement process to really look under the hood of what you know has been going on for 25 years right so 25 years ago this board you know allowed for the establishment of foundation you know which led to where we are now and so I think for 25 years we we have very rarely looked under the hood of some of these issues right whether it's the FTE whether it's the formulas whatever you want to talk about as it relates to this and so my my commitment to you and the commitment to the to the broader community is that we're going to look under the hood as a community and make those hard decisions and so we are going to own this as a community and so I think that's part of the reason that we want to take you know take ownership back and again we'll have I think on the 21st of this month have a more in-depth conversation as a book with the board about this but you know that's where I'm I'm excited I mean it's scary but you know that we're gonna have you know a conversation that you know it's long overdue but I think I'm excited to tackle it with you all there with us so just to clarify the the school budgets at the back of the budget book well it includes foundation money am I missing it or it doesn't separate it out or doesn't separate it out again the foundation money that's there is what's been doing into the school district it is not complete Foundation money so it's something that we Jonathan and I have been talking about a method to expand our understanding and getting better data collection of all the nonprofit's that are supporting all of our schools because you think in the past we've had say bye-bye school how many FTE they purchased so that you could actually see what was local option what was general fund what was foundation funded and which is captured in the individual school pages so I don't see the foundation is on the towards the bottom of the page you'll see the foundation number the local option levy has not been broken out thank you but we have prepared I'll be emailing out to the board and then it will become a part of our final document that has the local option levy by school how many teachers are at each school supported by the local option living and and and we just had a meeting with your amazing team earlier today to actually talk about this line item in the budget book and so for clarification when it says foundation on there it is strictly looking at the local school foundation efforts and there are a few exceptions and those are schools that receive Qatar funding for Arabic you know class or whatever I'm sure there are a few so that's the only addition that would be captured in the the line-item Foundation super helpful thank you so while we're talking about this um my understanding is that there are a few schools that in addition to a local school foundation they also have an entirely separate nonprofit that also purchases FTE so I can I get seconds and again I don't know if this is appropriate time but I'm happy to answer that now I'll look to the superintendent so so okay I'll give you a quick rundown okay so our local school foundation efforts are efforts to raise dollars for FTE and the dollars that a local school foundations raise is only to be used for
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FTE funding there are obviously exception so the look that's most that's the are affiliated foundations those are the ones that use in current in our current contacts all hands raise CIN and services then there are seven independent school foundations those are foundations with their own board of directors their own ìin etc most some of those so again their efforts are to raise FTE dollars unless you are a Friends of you know so as an example Lincoln High School has a Friends of Lincoln High School under the Friends of Lincoln they what they went ahead and did was bring in the Booster Club the local school foundation and the PTA under one umbrella and so the Friends of Lincoln then is raising money for again FTEs you know using kind of LSF brand or model and then anything additional is what a PTA would raise so then PTAs raise money and the monies PTAs you know pretty much every I would say a majority of our schools have some sort of PTA whether they raise money or not so then you have PTAs there are some school communities that have maybe a third foundation if you will a third entity and my understanding is that these schools actually use that as a Organization for after-school programming so I may have just confused you but I think there are multiple FCE outside of this but the only way so the only way that we that schools can buy FTEs outside of obviously the general budget or crayons is through dollars raised to the local school foundations okay cannot raise money PTAs can't do it booster clubs can't do it okay so let me just cut to the chase here so the number that's in the book that's an all inclusive number for any FTE bought by that whatever the mechanism that can't be true that's a proposed number and so when we were at that budget point that's what we had to date we will be updating that number because it has grown since then so what we put into the proposed budget is what we knew was confirmed at that time and fund raised from the schools we had additional donations added after that point so we owe you an update to that but I'm just looking at the numbers here for Lincoln of the foundation and over the last five years they have 0.3 and that so that's the third non-represented so if you go above it's four point eight or three point six five six are accurate so these are so those two numbers so you have to take all the foundation numbers together and that gives you the four FTE right and get inferred I just want to make sure that it's you know you said it right the current for this upcoming proposed budget in there for example at Lincoln you have two point one seven one seven that is a moment in time right we got an award letter from the Friends of Lincoln saying we have enough money to pay for this number right that may have changed and your team is working yeah we we have received additional donations after the printing of the proposed budget the other thing I wanted to say is that you know historically all hands raised has tracked all the other sources coming in to schools other than just the foundation dollars it's definitely not perfect and there are a lot of channels that I don't think are captured accurately but the whole framework for determining the equity grants is based on looking at all the dollars that are coming in to schools from a variety of forces but absolutely that that can use a little looking under the hood so you're actually preparing method so that we have a partnership with whatever organization wants to be a nonprofit that's going to support one of our schools that they actually will register with us we'll know who they are well know we'll ask for their budget we'll ask for their financial report at the end of the year so that's our future state not our current state that's very that's a very wise thing to do because I have been part of an auditing process for all hands raised and the only finding was ever that there the arrangement is too loose for these organizations that are under your umbrella but not under your control so the some dual language immersion have outside funding for classroom assistance is that included in here I can't answer that right now but we'll take that question down and report it
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back to you okay so I'll just say I'm very glad this department exists I mean I I think we're going to be getting a lot more reliable information about which schools are getting what through what mechanism I think it's going to be illuminating and I think it's gonna help us really attack all of that equity question in a way that we've never been able to do before so anyway thank you for being I'm gonna skip right over that and pass it on to the office of general counsel [Music] well I think relative to the foundation landscape that you're all talking about this is gonna be really straightforward my picture I think the this is the challenge of the BLT is to take a picture that someone else selected for the budget presentation and on the fly tell you what it means I actually think what's not represented here is the concertmaster right the legal departments it sits in the back provides support for the harmonious delivery of music for the orchestra general counsel for someone who has been the concert master in a Symphony Orchestra that's the first chair really is what she won't say cuz she's much too humble is next up is the top brass it's good to be last boom so the legal department and the budget that you see reflecting it is an in-house team that provides a comprehensive suite of legal services for the district both at the building level and in the central office functions we do our work best when we are partnering with teams across the district to avoid and then mitigate any risk and a legal risk and expense that comes we work hard to manage when when there are legal issues that need to be addressed we worked hard to manage cost effectively those at every stage this this budget reflects certain investments that I think are worth highlighting I think some of the basic services we provide year over year are not dramatically different so I want to highlight some of the work that we're doing reflected here one is continuing the work of the Whitehurst one some of the Whitehurst investigations related to employee incident tracking and the ability to identify when there's been an incident how do how to bet manage it through technology tools at the time and then also over time have a broad view to data or multiple incidents involving common players that's a cross function initiative to be sure but the the legal department has a key role in the implementation of the software and frankly more importantly building the business process that makes that software effective so this is a big piece we as you might recall from the Whitehurst updates we expect to go live this summer with the big component of the the employee incident tracking in those in that new software but there is a lot of work and training again to build the business process so that that works effectively and gives us the visibility and tracking tools that we so want to have we also are making investments in the policy review and revision process this is to support the work of the policy and Governance Committee meeting policy and Governance Committee they go to those meetings often it just rolls off the tongue and that involves we've added a point five FTE to help support that the policy manual in general does not reflect entirely current law or best practice and nor is it terribly accessible it's a heavy lift and we've done the the board committee has done a lot of work on that and this is the investment in staff to help support that work to go faster better I would I would circling back to some of the the part of the cost effective management I think what we're what you'll see is a legal team that is came in to the district with significant expertise from outside the district but is actually growing in tenure and expertise inside the organization that makes it smarter more efficient reduced reliance on outside counsel you'll also see that we are continuing to try to max
01h 50m 00s
as our use of fixed fee agreements not just on litigation side but on some advice side as well to help contain and manage those costs and we are always looking for the ability to assess liability early and and deploy whatever strategies we can to resolve cases quickly time the longer cases run the more expensive they tend to be just have a question generally sort of best practices they have a mix of in-house counsel on expertise and outside counsel to add it on as needed or to bring on special expertise do we have a sense of like based on benchmarking or what the optimal sort of mixed between in-house and external counsel is and are we getting close to it I know this has been sort of building up the bench in internal EES and we just cost for us but I'm wondering if are we about the right point now or I think we are one answer that in two parts I mean when you look at the core business the core operations and legal risk of the district I think we have staff to those areas so that those are embedded in the organization general ed questions special ed questions labor unemployment and so those are at the ready and then going outside when we need particular lized expertise or sometimes just capacity right sometimes you're just stretch them some things urgent so I think when you look at when you map the the profile of the operations of the district with the profile of the the work of the in-house team I think that's a very good match when you have when you want benchmarks on that the closest I can tell you off the cuff here is when we looked as part of the secretary of state audit we looked at some comparator districts in terms of numbers of students served and our total legal spend was remarkably close so and so the policy revision and review does this reflect we're still using no SBA right yes we are okay and does that reflect it in here that's being paid out of this year's budget so got an FTA he adhered but the fairly nominal fee to owe SBA is actually being paid out of the current budget I think this slide in particular it would be instructive to see the trends over time because if I remember some of the numbers from say last year for example I think the trend is going very much in the right direction because the costs were skyrocketing and I think I mean I think you have done a remarkable job and containing costs thank you I mean we're as we've talked about before legal costs particularly as they relate to litigation litigation is a lagging indicator of a number of things and so we are we have been working to manage historic claims as well as slow down new ones and we're continue to do that we expect to we expect to see lesser spend in the 1920 budget than we did in the current year budget and and just to sort of put a fine point on it so one of the issues in the past has been kind of over reliance on a very small number of external law firms and as I recall you made an effort to diversify the portfolio and that's still continuing right continuing and expanding I mean we continue to add high-quality firms at various size and price points so not just expanding them on large firms but also looking for midsize firms to match the right level of expertise with the most cost-effective management we can do to get that expertise and so are you current I'm sorry go ahead yeah so are you currently staffed at or near that 8.75 or do you still have some positions that you need to fill no we are staffed at that level currently for the first time since I've been here yeah great and and that the last person just started literally this month as a policy person the second bullet points on investments an initiative focused on student safety including new case management incent
01h 55m 00s
writing processes and software so the old system of files and closets is that all getting digitized and we have a or is it a future capacity yeah are we trying to move concurrently both there are a lot of closets in this district so I wouldn't want to represent to you that there will be no cycles in them I think I would think about the implementation of this system as setting the platform and the structure to implement to input new incidents as they happen that's the first layer the second layer is the data import from some existing systems we have the pro-law system that both HR and legal use the migration of that data we will capture more on a go-forward basis and try to bring as much historical data as we can in we're gonna start at the first level which is what's the business process to make sure that when something happens with a student at a at a building that that gets called in immediately that that gets inputted that there's communication out to everyone who needs to know that and that we capture all the information we gather along the life of that incident and retain it over time there should be no more new files in closets and we hope to get them all out and there's there's a separate and I can't speak to all the details there's a separate effort underway to digitize documents along the around the district I know it started with student files as I understand it and I should stop talking because I'm going to say something inaccurate but there are other initiatives that may run parallel risk management also provides an enterprise or district-wide scope of services really focused on student safety employee safety and claims management as well as a portfolio of property manage and not property management but property insurance and protection right so the I think almost because we want to focus on and should say 24/7 I don't know why that's so I caching to me it 24/7 employee injury reporting line let's start with students that what muscle work really hard in PPS yeah and they do it's a it's a small hard-working team that covers a lot of areas with very few people when you really break it down a lot of I'm going to give a little press to some of the work they do on the student side even though it's probably not the biggest dollar expenditure up there but the risk management team is lead on the safe Oregon tip line and monitoring that is works with chemistry labs kiln safety things that people don't think about in in helping address student safety issues very significantly when we get to bigger dollars we talk about employee safety and again workplace safety issues are paramount to not only protecting the really valuable people who work for us but also managing the significant cost that employee claims bring to a district or frankly any organization so not just trying to prevent them on the front end but also managing claims on the back end by providing the 27-7 employee injury reporting line that's staffed by an RN really helping to get employees safely back to work as soon as possible that's not just good for the district it's also good for the engagement and the for the employee we want them to be healthy and we want them to be back at work there's general claims management that the risk management department handles as well property claims general liability claims at a certain level sometimes legal will will partner or take claims that are significant but there are a lot of claims that are managed day to day by the risk Department quite Abele that don't get a lot of press which is the indication that they're managing them quite Abele they they also administer then a broad portfolio of insurance coverage the most significant lines of which are property general liability or self-insured when you see some of the big numbers under there under non personnel under the general fund those are premiums and liability and defense costs for general liability and property lines and then 601 is the workers comp and we are self-insured up to a million dollars per workers comp claim so you'll see that's what that three million dollars represents a big number but actually compared to going out on the into the insurance market and insuring through a third party it's about 50 percent of the cost
02h 00m 00s
all right so questions at the end that was presuming there wouldn't be interjection can I do a sum up question and this goes back to the at the beginning two of the areas that the Secretary of State's office looked at was the executive team and also legal and they came to a number of conclusions and instead of having that come back to the audit after we approved the budget I'd like to see what we think it would look like now if we say we extracted if we take what the secretary of state office what their work what they included in the executive team and what they included in the legal and if we took this budget what it would what that number would be so that we could anticipate you know what we know whether it's up or down before we approve it and be building out I think some explanations because for example if we make an investment in student safety through the legal department things that we think actually protect our students and maybe reduce litigation and legal costs and the Secretary of State's just looking at it as a increased cost I think we need to be able to tell a story but I think we should know that before we actually approve the budget so we're thoughtful about what that looks like I'm certainly we should sort of do an analysis to the questions in the audit of course they don't tell us if the capacity we're recommending is sufficient or we're not to actually move for student outcomes in the state of Oregon given they're not educators but I think we should go through the exercise of making sure that we can clearly sort of have a have an answer to the kinds of questions that it did raise I think it's gonna be important especially with the new investment so the other day for example in the House of Representatives there was a reference to the PPS audit and just as they were not in a favorable way so I just think we need to be able to make our case and we should be looking at it before we approve the budget versus trying to come up with that answer afterwards oK we've captured the question thank you so next steps tonight was another installment as I mentioned earlier March 14th I know that we are intending to set aside a very extended opportunity for the public to come out and share their direct input and feedback I want to thank our community member who's here with us this evening thank you for representing the city of Portland today thank you to the executive team for representing really what is a lot of work for from all the people that are also here present tonight they're required to but they're they I know have put a lot of work into their proposals there will also be the remaining two opportunities on the May 28th board meeting again with public comment opportunity as well as a budget tax rate approval process and then a final discussion on the 25th which will also include RT SC C required hearing as well so three more opportunities but of course in real time you can continue to post your questions so we can come you know work at offering the best complete answer we can for for the board's information that concludes our report this evening thank you we're not gonna move on to the board review of the racial equity and social justice Lin's senior advisor Danny Ledesma so as promised I'm back so before we begin what I thought we could do is just talk a little bit about the lens review the lens and then it's actually really timely that will be sort of having this discussion because next
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Tuesday the superintendent's leadership team will be reviewing all of the lenses that have been completed across the departments today as well so we'll have this information from you all so in your packets right as you receive the extremely large budget book two weeks ago we included the blank racial equity and social justice lens as well as a draft that the senior leadership team completed just to give you as a prompt I think what we want to accomplish in the next twenty minutes is an example for is an opportunity for you all to answer these questions as a collective and to sort of practice as a body sort of going through these questions in relationship to the adoption of the budget so I think we go to the first set of questions so before we begin so I have the questions here so what I'll do is I'll go ahead and kind of facilitate your discussion and then I'll record the answers in our sort of centralized document that will then you know you it'll be sort of available for folks to see all the answers later before weekend just a reminder so the racial equity and social justice lens is a decision support tool it's just a tool it's an opportunity for you to sort of flex your critical thinking muscles and to really interrupt that sort of ladder of inference when you get taken information as human beings you start to sort of make meaning of information and select observable data and you sort of like travel up this ladder of inference where you might be making assumptions and so what this tool does is it just sort of interrupts that thought process and asks you to think critically about a set of information that you've been presented with there really are no right answers to any of these questions it's just an opportunity for you to reflect to think about sort of like what these prompts bring to mind and I would say that we could talk about the whole sort of like all the information that you've seen in the budget and sort of go from there so so before we begin does anyone have any questions about like the tool itself or sort of the discussion we're about to have all right seeing that there's no questions so the first question really is about adoption of the 1920 budget that you as a body will be focusing on so I'm gonna go ahead and talk about the question number two and I think I'll just go ahead and take notes and if you guys just want to I guess popcorn your answers or if chair Moore wants to call in people it's up to you so the first question is sort of thinking about how stakeholders are involved in the process specifically members of affected communities and sort of how they're engaged in either the budget development or the budget sort of adoption process so in terms of individual board members is there anything that you would say around like your intentionality about involving stakeholders in this process there are no right or wrong answers this is just an opportunity for you to think about sort of you students families school communities stakeholders that you regularly come in contact with so I continue to believe that when we do outreach that we when we want to engage a broader community in decision banking we need to do big tent meetings and we need to do targeted outreach to historically underserved communities and I don't know that we've done any of that in this budget process and I don't think we have in the past either in terms of budget process I made me stand somebody has a correction of that please make a correction no but I mean your question was if we've done anything as part of your question and so of mine relates exactly to that thinking I haven't out reached enough to like the Latino community and particularly non-english speaking parents and you know we've done some broad outreach efforts like the cafe which was great last week but there what I saw there was like one non-english speaking mom there so thanks for bringing this episode just reminds me is I haven't done my work
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although I would remind director sparsa Brown we have done some work recently you and I met with some representatives stakeholders of our migrant IDI community and yes and we did give them a summary of what we were prioritizing which was good for them to hear because they brought up a lot of concerns about our need to reinforce special education services for their children the the other piece and I think this is okay just barge in sorry this for everybody but again especially for historically underserved populations historically the Bechet is an incredibly opaque it's hard to understand if we wanted feedback how do we structure the questions that we want feedback on in ways that make sense you know what what we see is sort of the key decision points so we and I've kind of pushed for this a little bit but for example going back to I know you're gonna want to smack me the the middle school seven period day we've heard that people see that as a real equity issue we don't have how do we structure that to say you know what are the decision points around this what are the decisions at the margin where if we say okay using an equity lens out of our middle schools that don't have a seven period day where are there three or four where that's score high in terms of equity what would that cost if we put money there where do we where where do we do less because you know we have a limited budget that's the kind of discussion I'd like to see happen and where we have where we can get some community feedback where we essentially say you know there's no there's no free lunch here if you're in the decision-making chair you know help us decide the priorities and we're not saying that's easy to do but that's to me as an aspirational goal that we are able to break it down at some point so I think the short answer is not enough I do think I mean - director Bailey's initial comment so we've done we're gonna have the big tint which is sort of same old same old so we're going to have the opportunity for people to come and and provide input which is kind of how it's been done for as long as I've been paying attention I think there's some utility to that there's an upside in a downside to it I I think utility is limited frankly [Music] however comma we did pilot a new system this time a new a new forum for comments with the World Cafe format and I I mean for the first time out I was pretty pleased I thought it was I thought it was a more productive format to engage with people with you know parents and community members and teachers around the kind of budget related questions a lot of it was program focused but I think that's how people I think that's how people think of the budget so that made sense to me and I think it was a I have gotten good
02h 15m 00s
feedback on it so I think that's a positive step I think we can I think we can do it better I think with more targeted outreach it was a pretty limited demographic I think but I think as a kind of proof of concept I think it was I think it's something we might want to think seriously about um using again and maybe even using and I think I think Julia mentioned this it might be a format that we can use kind of on a regular basis so it doesn't have to wait until budget season it might be a way to actually engage with communities on a more regular basis in a and have some you know kind of authentic dialogue about stuff so I think that was a positive positive move I think we can do it better but I think it was I think was good that we did it exactly so I think that one of you know our questions to ourselves is like when we look at you know the demographics of who attends like is it representative of the diversity in you know are in our district and then asking the question well that may be a good format for some communities is that a universal format and I don't know how we we figure that out but we definitely are not capturing really those communities that we keep talking about that are underrepresented and under you know have been underrepresented there's not a lot of time left for this budget that I would certainly be open to problem-solving and brainstorming and part of it might also be maybe I just haven't heard enough because I think that there's teams that have done some outreach to communities and for example the migrant community which was great I mean it wasn't a large group but maybe that for many of our communities they're smaller events and I think read it to your point about the budget World Cafe where people were really coming forward with conversation in question about program itself I think there was very much a connection between our visioning process and the budget process whether that was intentional or not but that was a more a broader and more authentic engagement than I think we've seen in this district in a long time and I feel like I see a lot of the things that came forward in that process in this budget proposal I mean there was some really especially like deep listening with the special education families several several opportunities for that and I think we see a reflection of a lot of the needs that we heard expressed in the tough decision for added resources they're long overdue so I think it is a reminder that everything always should be feeding our thinking about how we allocate our resources it's not you know it's not just a budget season and so the more we are really authentically engaging with many many different communities across this district the more it's informing these these choices but even in that process which was another really valuable a great process but if we ask that question you know how did the representation of the people in the visioning align or not with the diversity of our district and did we capture you know all of the communities even one family from all of our supported languages for example you know so it's just a reminder yeah so it seems like you're getting warmed up which I love I'm hearing some themes around sort of like feeling like this year's budget process felt like we're making some improvement in the areas of sort of having like more authentic engagement but that sort of moving forward thinking more critically about what are the questions or the ways that you can break down some of the key decision points that would invite more engagement as well as thinking about how it can be more reflective that that's something there Julia did you have something that you had add sorry so I think this is an excellent budget
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document and provides lots of information for decision makers I think it actually is not a very good document though to engage to the community because when when I think about what how I apply this lens and answer those questions it that the answers don't come from the forms that we've had or anything it's the last the whole last year of sort of collective sort of questions from community members school visits talking to parents emails and if I look at some of the theme like the major equity themes that I think have been surface that have budget implications I don't feel this process has I'm trying to figure out how they fit into the process and it's not I don't think lack of interest in doing something about it but I'm trying to think how it fits in the process like you know Scott's issue relating to music I think about we're you know look at that spreadsheet of all the middle schools and the K eights and the under enrolled kids in the middle grades and then I try and translate to the but to the budget and what we're doing and I I don't I see a huge inequity and I don't see the the mechanism by of our engagement addressing that you know like the Roosevelts CTE space pedda bunch of questions from external parties about the disbanding of the office of equity and the lack of equity teams and how that's impacting our ability to help our staff and students address racial issues in the district so the equity issues that get raised throughout the year I'm having a hard time then translating it into and therefore on page 98 you know we should add you know X item in the budget or being able to respond to community members who I think have raised some really important equity issues about you know this to me this is a baked document so if I'm a community member with it's not sitting up here and even if you're sitting up here it's like who's gonna be able to change this yeah and so you know the the question of is there stakeholder support or opposition to the proposal you know I I don't I don't know that we've this process provides an avenue that community members or board members can effectively make changes okay I also maybe ask you to think about some of those some of those thoughts when we go to question two the next question three and four but did anyone else want to sort of comment on the sort of section a around stakeholder opposition or support about sort of given the level of engagement that either you've had outside of the process or within the process if you feel like there's stakeholder support or opposition to the budget adoption I do kind of want to comment on what Julia said about that because I agree that this as a document itself it doesn't it doesn't invite people to come forward and you know advocate for or against the way things are already laid out but I think maybe if we had a way of looking at the budget from from both sides so so there's the document that we and the community are reacting to the proposal itself but then there could be a whole other mechanism which is let's look at it from an issue standpoint which is sort of the point you were just making Julia about all the things that come to us throughout the year are the things we notice with the things we care about look at it from an issue standpoint and then figure out how is this addressed in this budget document for example one thing that I've been thinking about and chasing down lately is I feel like we have a crisis in our district in terms of substitutes and the number of schools that we have that can't cover absences and they generally are our high poverty schools who on any given day will have several classrooms with no teacher in them or some crazy shuffle of the personnel in the building to just keep the kids safe in the classroom let alone learning and so trying to figure out okay what are what are the places and the mechanisms where we can really address this particular problem in the budget and it's not easy I mean there's you know there's contract limitations there's all kinds of things but it it might be
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fruitful if we could have conversations about these are the issues that have really risen to the top as being in equities in our district and how specifically are we tackling them with this proposal about how we allocate our resources for example as you brought up superintendent the migrant community meeting so there were overwhelmingly the comments had to do with special education services for non-native English speaking families and I brought it up individually to people but there isn't really a way to capture are we going to address anything budget wise to make changes in those practices and the way that we deliver outreach and services to non-english speaking families so it's got there is kind of a lack of feedback loop how do we know that we're gonna have a response or how how what are our choices of you know what has to go in order to make that happen so so the three of you who've all sort of like kind of got into this sort of like next question right so this lens is a way for you to sort of think to is to sort of do that next level of thinking deeply about different stakeholder groups and sort of or demographic groups and how they might be affected so our question number three I'm going to jump us there is sort of thinking about how the proposed action or some element in the budget how that might expand opportunities for racial equity and social justice and so that first question is around you know sort of asking you to identify like who who do you think are demographic groups that might be impacted either positively or negatively how do you think that they will be impacted are there any unintended consequences for those populations and you know is there are there any sort of plans that you may know of or that you saw either in the document or in the the process or your conversations with staff that might be able to mitigate some of those so I feel like you've talked about substitutes you talked about the migrant population and sort of done native english-speakers in special education Julia you you brought up several different groups and several issues so does someone want to maybe talk about those that this is really an opportunity to to sort of do this review as you think about the budget and sort of how those particular demographic groups won't be impacted Scott if we don't deal with it what impact it could have like for the broader group or I think it's the general question is sort of the decision that you're contemplating is the adoption of the budget so I think you can you know sort of tie that together and however you'd like so given so if we look at the special education issue and if you know in a cut budget it's difficult than to say that we need new positions or difficult position or different positions but realistically special education and the legal implications we as a district are at risk for not better meeting the needs of some groups of students that could be potentially you have bigger budget implications than if we were to now you know work ahead and really try to mitigate some of the negative impacts of continuing to not give the services appropriately to those families others so I I think the flipside of pointing out where there might be some equity issues that we're not dealing with in this budget there certainly are some equity issues that are being addressed or if we're making cuts where the where the equity lens was used in and whose less impacted or more impacted by cuts so if if kind of and I think that's what Julie what you talked about in terms of here's sort of the issues of the day that have popped up around equity having that that complete picture laid out would communicate where we are in this budget and taking a bigger step back and looking at as we move towards a strategic plan as we think about logical steps of rebuilding our foundation and how you know we're not ready to put the roof on until we put get the foundation done and then put up some some framing
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having that three to five year here's where we're going peace and communicating around that and yeah that's a burning issue but before we can really take that on well we got to do this first but seeing that it's in the you know in the pipeline for not this year but next year and having that explain why I think would help tell the story of the budget I'm gonna agree with you and say that I think we need more than more than that because when I'm looking at this so I guess my question back for the district staff is so we surface these issues and there's negative impacts and the answer is like so what are we going to be able to change the budget are there options because otherwise then we're just sitting or talking about we see that there's negative impacts and we don't have the ability to change it and you know I think there I'm just going to use the Roosevelts CTE space as an example I think a community feel like okay we we raised this issue the the board did something and yet you know somehow we we can't get any traction so no matter and it's because of you know we're in North Portland and I think you can take any number of issues like the the middle grades is like it's because we're in historically underserved communities where there's the k-8 under enrolled k-8 and so I guess when I look at this process it's like so what can we do about it because otherwise it's it's a examination of the problem and it almost makes it worse like we know about it and we're not gonna do anything about it right and so I think Scott's yeah there's part of the solution but I also think maybe it's front-loading it earlier in the process so a couple things so I I do want to acknowledge that sort of when you're using this lens and you're sort of like in it and you're sort of like thinking critically there is a good amount of discomfort that comes from it right because I think the natural inclination is that you want to have the right answers as you start to surface inconsistencies or places where there might be negative impacts because you are doing this sort of like deeper level of critical thinking that inclination to want to sort of move to a place of change is is very that happens all the time and it's it's part of the process I think your decision making power happens and that this lens is helping you just come to a decision and the decision that you're analyzing today is the ultimate adoption of the budget in the in the weeks to come so this is really just one this isn't the end right like this isn't the decision this is the critical thinking process that will hopefully help you get to a decision and that will probably if I know you will probably you know surface more questions or bar areas of information where you might want to either you know sort of refer back to the staff version of the lens and their answers as well as the budget document or even sort of make more requests for information so this I think it's it's very I've done you know it when I've worked with groups and when we've worked with with the lens a very common this question number three people are like okay how do we go back and change the whole thing and that's what it's supposed to do but the what this is is that this is just helping you surface those questions so that hopefully you can make a better decision when it comes time to adopting the budget so however you answer on any of these it's it's really sort of just surfacing those questions and that that thinking ultimately the decision is yours at the point of the decision-making which isn't tonight I think one of the things that's hard is that there's rarely a one-for-one relationship between things you are sacrificing and things you are gaining for example you know we hear from a lot of people in the community who have real concerns about creating 3/4 blends and and that that's not a good strategy but if we look at the way that the budget is framed the priority was to hold harmless our title schools and our schools designated for particular supports and so if we were going to do that we had to figure out where to find money in other places and so there are other sacrifices embedded throughout for a certain set of values particularly
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around staffing I mean that's where most of the most of our I think racial equity lens is showing up in a very transparent way is the the framework of our staffing and how that's different than it has been historically but there are absolute direct trade-offs for that lens is number four work so maybe that should come earlier it is about student achievement it's at the end of the day you know we're really drilling down to look at how it impacts students and how it might differentially affect across a group so even the four or five blend you know being really cognizant of the data and looking to see if that's happening in schools where it's not going to negatively you know drive down the achievement then maybe that was a good decision but but anyway I think that it always has to be in our decision how is this going to affect students now another example is we've talked a lot about MTS s and we've also talked in the budget that in a cut budget that we have to put our investments in core but when we do that how then will it impact all students group all student groups so the kids that are struggling will they have intervention support for examples if we don't have an investment at that level so it's you know will it only positively impact part of our continuum of students so I mean I guess for me it's all of the decisions it's like at the end of the day what if they're doing for students or who might have been leaving out so that's like a really crude a critical question number four yeah any other thoughts on question three Oh superintendent I appreciate the conversation I think you were bringing up questions and concerns that spend a lot of time talking about we actually have a really long list of observations we've made some of which we know have to wait in sequence but I think what stuff here is everything I'm hearing is that is strategic planning in nature and this is a budget proposal and an approval process and and in a constrained fiscal environment and so what we've proposed is sort of our best thinking about what will what will provide us the capacity to make maximum impact with what we have available and so it would be reflexive to say here's these specific supports or interventions we're gonna target in a certain way say for academic achievement and yet know that this is a district that has no core curriculum and so that's why we've continued to to prioritize that we know staffing makes a difference especially if they're trained and we invest in that and especially if we distribute staffing in an equitable way we could just start reconfiguring schools and that would be reckless and that's why we've proposed to prioritize embarking on a deliberate engagement strategy to be really clear about what we want to guarantee in those middle grades experiences and take the year when we don't have any money to really be thinking about that try to plug some holes along the way but then be able to do a much more comprehensive reimagining of our middle grades experience and so we want to do that thoughtfully and it's hard to have that conversation if you haven't totally defined middle grade content expectations and experiences that you want to have and we need to engage our community and our students in that process and we didn't have a capacity to do that that's why you saw sort of our trying to prioritize some minimal ability to do that in some kind of a thoughtful way and so I tried to capture in my message sort of the need to solidify a foundation to prepare ourselves to make the system shifts we need to make while continuing to strengthen the muscles we're going to need when we start exerting them in particular areas so whether it's middle schools or doing the assessment of our arts pathways or our college and career flash CTE pathway work that that's work or ultimately committed to as a deliverable in the end but we could really foul all those things up if we don't proceed in in a deliberate way there's no staff member that would disagree that Roosevelt needs more learning space for instance and there was some thinking back then and
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there's I think better thinking now and we look forward to sort of having that conversation upcoming but you know I think when we look at this lens we should look at it from the policy perspective do we're glad that the Roosevelt community is electing to go to their remodeled neighborhood high school we're expecting three hundred and seventy-five freshmen this coming September at this pace we will have maximized every learning space in the current building it would be tragic to have to line up a set of portables because we're not thinking about additional classroom space and science labs that they require in addition to more accommodating construction space a makerspace there as a part of this phase four and so we welcome that conversation and we have to bring the community along and sort of recognizing that that's an important goal so that's just an example that and Arts and CC are what you're going to get a presentation in a couple weeks about as well as the middle school work that we want to definitely take on in a comprehensive way but we know and we look forward to having very student outcome oriented conversations because if we're clear about well first of all there was no vision and so I'm really grateful that the board has made that commitment alongside the community to define that because now we'll have a North Star and we look forward to spending the summers really outlining key strategies that'll be the first couple of years of a multi-year strategy to get us towards that and it will become more clear as we articulate our theory of action and strategies in all of these areas how we will stage them so that by the time it's the spring time and you get a budget you'll be able to reference right back to the strategy that we're looking to operationalize and so those questions we all have had an opportunity to really talk through long before you get a budget book and so what we're trying to accomplish here is you know on fly almost in the absence of a strategic plan try to do some of that conversation in this process but what we have you know with our limited means made some strategic decisions about what will help us get through the coming school year that will prepare us for the kind of more audacious work that we want to take on and we wanted to prioritize the visioning this year and I know we want to do some level of program evaluation but we've got to build up our system performance first what we didn't have any data points or metrics so we institutionalized benchmark assessments and culture climate surveys and we're building data literacy in our schools so we can engage in school improvement or revising how we coach and guide our school leaders in those conversations with their communities so there's a lot of sort of foundation building and capacity building that has to happen for us to really be able to have some strategic conversations around ok we see a trend here with English learners or special needs students in these particular schools what how can we what's our repertoire on our menu of some targeted invention interventions that could go into place there so this lens is going to become increasingly more important and Danny's guidance is going to become increasingly more important certainly internally but as we have these policy oriented conversations about the work we choose to do not just providing a more excellent program for all of our students but in particular to make sure we're bringing along and narrowing opportunity gaps for for the students who who haven't yet enjoyed a similar level of success I'll stop there I might also just add that on page seven in your packet on the the staff the SLT looked at two scenarios so they looked at both the staffing allocation as well as the different proposed investments were they answered pretty robustly each of these questions I think another sort of inclination is that you know you are trying to train your your mind if you will by answering these questions to try to find out like where are their where where do you see as a collective and individually as a board member where do you see the opportunities for for expanding racial equity and social justice like what you know either is there an investment type is there specific handling of the budget where you know where do you see that and and sort of then taking that sort of spark of interest and then sort of thinking about all the implications for different demographic groups so I know it can be frustrating because you want to sort of like get to the right answer but a lot
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of this is about sort of like identifying you know something where you see a spark of opportunity and then sort of like walking through and thinking critically about how different demographic groups are impacted either positive positively or negatively and if you do see something positive thinking through you know could there be potential unintended consequences and how am i e mitigate for those so any other thoughts about this question because I think we can move to question four or yeah Julia so I think there's gonna be a tension because if you've been in this community a long time a lot of the things that you know that we talk about that are inequities have been in existence for a long time so the concept of we got to wait to do something or if you're a parent and your child's in third grade they're not you know or they're in fifth and sixth grade and we're gonna do Middle School's in three years you know they're gonna miss out and so I think we need to do a much better job of recognizing well we are in a constrained resource but we have to show people that we're gonna we're gonna get there at some point because otherwise it's like you know but by the time my kid gets out of you know eighth grade you know you the district spent nine years examining the issue and not changing things so I think because you have to give people hope and and make incremental progress because otherwise what I think happens like I just look at this budget it's like okay we are increasing you know we've got seven hundred thousand dollars for out of district travel so it was like oh we're cutting we've cut the opposite of equity or we don't have equity teams like I'd rather spend the money on on that I mean I think we could be here for what you ask for because people might go through and make decisions or make recommendations if to respond to real real needs if there's not a mechanism to do it because I feel like well if I'm not offered up a package of how to deal with one of these issues that I can go through this budget and come up with something that I would propose to cut and I don't think there's a mechanism to address the some of the inequities that are inherent in our system and the and that can't wait just I think maybe the way of looking at that is is looking at okay look at the equity investments that are embedded in this budget which are really significant compared to how things have been done previously particularly in terms of staffing and staffing by program and not staffing by enrollment so much but the look at the and look at you know holding harmless are really highest poverty schools in terms of staffing look at all those investments and then think about okay what is looming out there that is not benefiting from these very clear targeted investments and is there something that we've missed because there really are a lot of significant changes in that respect in terms of much more really focusing much more on our underserved students and our and our highest need schools it's significantly different in that respect but there may be a few corners that we're missing I think you can go all over the east side of Portland and find lots of corners that are missing and having sort of been on the mountaintop on the west side also it's there's not a lot of schools on the west side that have that issue and I think we now have created pockets I think there was some great work that was done around you know getting Tubman open and getting Rose Way heights open and then we've sort of stopped I mean and you know if you live on the west side you all you've always have a thriving academically strong middle school and that's just not the case on the on the east side it you know really just its neighbor is a zip code dependent and I mean to me that's a really fundamental problem and while we have made we have made progress I think it's still we have to show the path of how it how we're going to change it so that no matter where you live you I'm just using middle schools as an example but I think you could apply that across so I'm like respond about sort of like how I think that these are equitable because I want to sort of like honor the process but I do what I might encourage you to think about Julia is because it I warned you that this was going to be you know
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you're gonna feel like this wasn't a toothsome exercise right because we're surfacing what our we're surfacing the issues but what I might encourage you to do Julia is to think about like our analysis and to sort of to go back to that analysis and see if there's some part of the analysis that you think that we didn't apply a sharp enough sort of you know look at the specific issues by zip code so I think to to Amy's point into some of the language that's here is that we looked at his we looked at historical data looking at free and reduced lunch student demographics and and so that was sort of how we got to the allocation around staffing to try to counteract some of those zip code considerations that you just brought up and so so one thing to think about is like is there another way or reserve an additional sort of like data point that you would want us to add into that analysis that might get to a different outcome and this is exactly the type of conversation that this decision support tools is what we want to get you to is to sort of think about like how critical can we be of the analysis that we've done the budget that we've got to so that when you make your eventual decision that's there so read it okay here's where um okay if this is what keeps popping into my head I think it would have been very useful to do this three months ago because I think by the time we get the budget book there's it's pretty much baked and you know and on on the one hand that's not a bad thing because that's why we hire you guys to do that but realistically it's really difficult I mean if we surface something here tonight okay well know what you know like there's not a lot of not a lot of options available - well but but you know we also can't you know we could all sit up here and identify four things that that make my head explode but those are only the four things that I know there are a million other things in this district that I don't know anything about that our head explosion worthy so I mean I am really not advocating for board members to rebuild this budget from the dais because I don't think we don't have enough information and frankly we will never have enough information because that's not our job so we need to be thinking about the big picture yeah okay that being said looking ahead like for next year yeah Claire when we when we start thinking about the budget process I think we ought to think about it and starting in July and have you know do this kind of exercise on a quarterly basis and and that would allow us to surface the issues that we're hearing about but do it in a in a in a timely manner so that we could actually maybe do some problem solving or think about how we could respond or how is this particular issue emblematic of a more systemic issue that we need to come up with solutions for I there is a plan from July to December to do a multi-year finance planning process and that will give us the opportunity to do exactly what you're talking about and we will make sure that Danny comes forward with the lens process with you during that work I think the other thing I would just say is that so this if you'll recall when I came to visit you in February when we talked about the lens itself so this is we adopted the lens in January and we there's a several page long list of protocols where we're sort of applying the lens all over and so we the staff applied the lens at the outset of the budget development process and so I think what we're trying on is sort of like what are ways that if you'll recall
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you've identified three areas and so we were trying to figure out like you know part of this is more art than science around sort of like when is the best time to apply this as a body and said this is our is our first time so we are kind of flexing our muscles so I think it's really appreciated the I'm not complaining oh no no I'm not criticizing I mean I think I mean I think it's a good exercise and I think I think doing it on a regular basis not waiting for you know a very short budget season to do it we might it might be less frustrating and more illuminating yeah yeah well so um why don't we just quickly look at Julie did you have a quote you I guess I just I'm going to disagree that like our job as the board isn't just to approve whatever the staff comes up with I mean I think our job is also to surface issues that we recognize in our communities and I guess what I'm the frustration I'm expressing is there's there's not a met necessary mechanism that allows that to be surfaced because people are like you're you've got a seat at the table you're you've got a microphone of the diet the diet we told you about these issues that are you know tearing apart our communities or you know leaving our kids behind like why aren't you doing something about it so I I can't I don't accept the thing that well we just take the budget as it gets adopted or gets presented to us but I this is why I think the sort of having I'm just gonna go back to the Scottsville the recommendation and the we talked about is like there has to be this path forward of things that we if we all agree our issues that we have a way to presented cuz otherwise it's like we told them they talked about it and then nothing nothing happened okay so please don't misconstrue or misrepresent what I was saying we do have a big role to play in in the budget a big role I mean when push comes to shove short of hiring a superintendent this is what we do what I'm saying all I'm saying is it's very difficult to be in a position where all of this work has been done and now we get to weigh in so I mean I agree with you I agree with you and and I think so I don't want anybody here to here this is criticism I you know every day in every way we're getting better and better and you know this budget book is lightyears better than any budget book I have ever seen come out of PPS in the whole time I've been looking so you know we're making progress I don't we're not there yet I think we there are things that we can do and I think if we think about the budget building process as a year round you know in our role in shaping the budget as a year round function not just limited to you know a six-week crash period when you know we all trying to wrap our heads around a billion and a half dollar budget I think we'll be able to surface the issues that we're hearing about and and help the district kind of craft responses that are gonna be at least more satisfying I don't know if you know and weigh in sort of pedagogical or the philosophical framework like we received the superintendent's preamble which was really the the basis from which the budget proposal was made the educational justification we received that at the same time we received the budget but if we if we conceived this process differently we could have had maybe some preliminary conversations about that where you surface okay well Julia may think it's more important to reconstitute middle schools than to invest in you know more FTE and equitable programming in our you know highest poverty elementary schools I'm not saying that that's where you come down but in a constrained environment it all worried to come down because in a constrained environment what we have
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here is some you know significant investments in our highest poverty schools and so I'm not making a comment as to what is right or wrong but I'm saying that we have a framework in front of us that has a an educational justification from the superintendent's perspective we didn't have an opportunity to you know bring all the things that we're hearing from the community and things that we know have been so historically and equitable in this district into that to say how are each of these other needs represented and how do we shake that all out and and it's also I mean we need to be educated by the educators so you know you don't want me picking a curriculum because trust me you don't want me picking your curriculum because I don't know what I'm talking about but I'm also not an idiot so you know tell me why you pick that curriculum or tell me why you pick that strategy and why you think that's gonna and then tell me how I'm gonna know down the road at some point that it is working I mean so this is a I mean I guess what I'm what I'm saying is we like everybody else out there we need to be brought along and and I think the budget the budget process writ large is one way to do that you know where we can get an explanation for why why those strategies rather than others so that it's not just you know here it is boom there you go you know okay okay so I my question for you superintendent is what do you want from us in this budget decision-making process because what I have now as Ouray I don't think you want tinkering around the edges and I don't want to be part of that but how how are we engaged beyond yay or nay and and I know that we have had input implicitly upfront I mean clearly this is there are big pieces of this that we recognize we have issues that we have wrapped forward that are responded to you know school visits we go to school we hear over and over again need for more supports for kids who are dealing with heavy issues and that's a big piece of this budget in a cut budget a major investment going forward so I think we need to be a bit careful of saying what issues are not being addressed when there are definitely issues that are being dressed all of us are saying you know support the equity staffing that's a huge piece of this budget so I think so there there are pieces there that we should recognize that we've been part of this discussion all year whether it's at board meetings or informally in school visits or you know our informal meetings with the superintendent I think it's important to call that out and now that we have a formal document how do you want us to respond to it in a way and that's kind of when I've been kind of saying you know if there were sort of some decision points you know some menu things around the edges where it's art science you know there are different values here you went ahead as a staff and said X and so we're not part of that part of the decision-making them that might have even though implicitly we may have because of what you've been hearing from us all year on certain issues well first of all thanks for acknowledging that they're actually all year long we're talking about the issues and we're all listening and staff has put a lot of thought and not everything that we do is captured in a budget book and we could talk about it all year long but that does that that's not a substitute for you know the way we see the district moving forward and the theory of action that's evolving for us
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and I'm trying to to find the words right now because morale has dropped in this room probably three or four notches and so you know you hired me to try to move our school system forward and it's been very clear that there are some building blocks that were completely absent and so we've prioritized those things we're not a district like our neighbors that's losing 200 teachers I'm sure you've noticed so we've found some ways to get through this coming school year it will be much easier when there's some substantive resources coming into the district to say to the board we've outlined our strategies in action at every level of the organization there's package a package B package C we could go a little deeper in this area or a little lighter in this area we would be able to would be much more able to be flexible about what is the board hearing from the community that we should ultimately prioritize now in year three four or five moving into this work I think it's important to acknowledge and 15 months I would say there's been years of work that typically it takes districts this size to put into place and so we we have compiled our best thinking and so a budget book doesn't fully explain sort of the thinking behind what we imagine being the work moving forward that's why I keep stressing a strategic plan will help to articulate that in a multi-year way so so the public can can see I think because we share their concerns and you've been sharing them with me all year long one on in groups and pairs in in these Tuesday nights and so it's not for lack of awareness it's just well what can we what can we do in the coming year to address many of those while also wrapping up some foundational work that will help to address the experience for all of our our students and so it I think we're we're moving fast and we're trying to make up for a lot of lost time we would like the opportunity to continue in that vein I can understand the impatience and it's also been a really long time and we just like a shot at continuing on the route that we're suggesting for the for the coming school year I'm sure there are things in in this budget book it's a billion dollar organization after all that we could begin to sort of scrutinize and you know we can go through that exercise but we you're right we didn't we didn't come here sort of open sourcing our set of strategies moving forward we've identified a couple of key ones and frankly core functions in this organization were not operational or not at a satisfactory level and so it's easy to sort of pick out the things that we you know have been wanting to do for a long time but we are just beginning to really build confidence and our school leaders and others that we can play our role in in supporting them so I don't know if that exactly answers your question but this this is this proposed budget is intended to capture you know under the constraints you know some areas that we want to prioritize we've been explicit about what those are if there are other things that the board wants to prioritize at a higher level it's not what we're suggesting so I'll just ask you to take that into account when it comes to holding us accountable when it's not a strategy we suggested at this point I just okay that's really unsatisfactory to me because you're pitting it as us versus you and right right but that's I want to say I know you don't want to do that and that's how you came across when you said that you know morale went down because we're asking questions that's me says we're not communicating and and and so there's there's a fundamental lack of communication on something because that's certainly not the intent of anybody up here so how is it that we're in a spot where we're asking questions that may lead to staff feeling demoralized I I'm not sure I get and so because you know and and if your response is well you know we're giving our best shot and if you guys want a second guess us go ahead that's not where I'm at either and I don't think
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anybody on the board is we certainly recognize you know huge chunks a very positive fundamental stuff that's preserved in this budget around all sorts of things I alluded something before but we're not we're not on the same page right now and I think it's important if we have sighs now if their staff and board I don't you know take take a deep breath take a step back and say wait a minute how do we and we're talking past each other or something something's missing here bring us back to what you said and what we all need to remember is that this work is messy and so that's really what we're experiencing so it can't be that we I mean I think we have to be able to agree to have these conversations without anybody feeling defensive about what we're saying so because it is messy and put you asked for it okay let me try this - okay so we're engaged in an exercise where we're supposed to be thinking critically correct so we're being critical absolutely because because we're very compliant and we do what we're told your extreme case anyone's record reflect that extremely so I mean so it's kind of and I think that I think the difficulty here is when we're going through this exercise that was my only point that that that we are now doing what you guys did I don't know two months ago three months ago four months ago however long ago you did it right and so we're we're of necessity poking holes and everything okay so so lest there be any misinterpretation of what I'm saying I think the headline for this budget is in spite of a seventeen million dollar shortfall because of persistent terrible funding from the state this district this administration has managed to come up with a budget that not only protects classrooms but also makes investments in critical areas that have been catastrophic ly underfunded for decades it's a 30 million dollar shift in allocation and you guys did it without really laying anyone off at least anyone that directly attached to a classroom I think that is a remarkable achievement and I don't know that there's any other school district that can claim that kind of record so so I am I don't know how you did it but that's so ok so I corrected myself and said anyone directly associated with a classroom we have we are not laying off teachers how's that it was a good speech ok never let facts stand in the way of a good story so I mean you know for me that's the headline here and and everything else we're talking about I mean I think you have okay this is a Joe Biden quote you know don't tell me your values show me your budget and I'll tell you your values and I think this budget demonstrates some pretty bedrock values but and one of those bedrock values is that I think this budget is presented with a social justice and racial equity framework throughout the entire thing and does it like do everything that we all want and need to do no absolutely not seventeen million dollar cut budget but we the the explanation for the justification of the cuts and the ads is really all through a racial equity social justice framework and you know how are we prioritizing our highest needs students and our most struggling schools and that has not been the way that decisions have been made in this district before and it's still unsatisfactory because there's still a lot left to do but I think you can't argue that that is the framework
03h 15m 00s
okay so looking ahead multi-year discussion starting in July and maybe explicitly getting to a point before you actually sit down and put on the green eyeshades and do numbers of saying okay so in as we dive into actual numbers I'm hearing a B and C and while we'd love to do D and E ain't going to happen with the money that that would we we would have felt beforehand and would feel next year like okay we've provided some some guidance around there that supported your professional judgment and then you come back with all these numbers and we go yeah good to go the piece I want to add into that is reflecting back on Jonathan's budget for public input is if we're thinking about a multi-month multi-year budget what's the it goes back to what are the ways that we can engage diverse communities in a thoughtful way where people leave those meetings saying I got heard or I may be disappointed in this but I at least understand your reasoning for saying you know what you're not going to supports doing much more with middle schools this year because here's the work that needs to be done before we really nail these and it's a cut here and giving you know giving a little more of a picture of here's the kind of stuff where we might be able to do it and if we kind of just throw money out of this it's yeah and here are the investments we're making in our middle grade students in arcades so um before oh yeah here and here's what we are doing that thank you sorry so before we close out so we didn't get through all the questions and one of the questions I think that's really important is sort of thinking about like the information in the data that you're basing your decisions on it's a good opportunity to reflect on sort of like the data that that we presented and sort of like if you thought that was satisfactory if there's other ways that we can improve on data but also thinking about your own so going back to the sort of like stakeholders that you engage or we're getting information and sort of thinking critically about that like to what extent does that sort of reflect the totality of the you know PBS experience or the diversity of students and Families when decision so moving forward on just the lens application for this body you identified two other scenarios that will sort of apply the lens two one is the sort of strategic plan as sort of once the strategies are developed you were going to sort of look at that as well as looking at a community engagement plan around the balanced enrollment so those are two other times when we'll sort of have a discussion and we can decide if we want to do this at a work session or in a committee meeting it's really a you know we want this to be a satisfactory experience for you all and I guess another question is that if you wanted to sort of take the discussion from today and sort of turn that into an outward facing document or if we just want to kind of keep this as discussion and not necessarily document some of the answers or if you wanted more time to think about sort of as a collective answering those questions I think that's up to you because this is you know this is a process this is their first time around and so you know as SLT will be sort of looking at sort of internally sort of how it's been applied at different times and sort of the information and we'll be doing that over the for the you know over each corner for the year so it's really it for you guys to decide how you want to move forward on this piece right here we could close out the discussion as it is and call it a really good discussion we could sort of give you more time to think about maybe answering you know answering and more adopt these questions and creating a public document or we could do something else okay
03h 20m 00s
I'm gonna make a suggestion that we that we close this out and if anybody has any any specific ideas about other immediate work that we want to do along these lines you know let Julie and me know I think I think it's going to so I'm looking at the the one between the four and the five okay so so I think the thing around data and metrics I think as we as the board starts to make the you know actually do the pivot to focusing on outcomes one of the things that we're going to have to do is really figure out what metrics are we going to use and and we're going to have to apply the racial what are we calling it Rachel Rachel equity and social justice lens to to our discussion around outcome measures and and what kind of data we're going to need to as indicators I mean I I think that's going to be like the crux of what we need to do when we're talking about outcome based goals for the district because a lot of the discussion has been focused on inputs and I guess part of like my just sense of like living in East Portland is like I'm seeing the outputs not happening and so it's wanting to adjust the inputs to get to the output so I think that's defining the the outputs and that's the wrong term because it sounds like a factory but you know what what it is that we want and then how that translates back verses because I say we can talk all about you know I look at how much money MLK gets per student and you know they get twice as much but I think the outcomes aren't twice as much as other schools and so I I think they re framing it that way I think if it's possible to somehow package up a little bit what we talked about because I think a lack of acknowledgment often from the board of decision makers of what people perceive as maybe inequities or somebody's impacted it's not being addressed just furthers the harm because it's like okay I'm gonna have to go scream at them because they're they're not listening or they don't they don't acknowledge that you know there's some harm or something hasn't happened in our community and I think by acknowledging it and there's a path forward changes how people will interact with the district okay thank you so much it's it is really thrilling to sort of have these discussions and I think you all did a really good job of being really critical thinker very compliant and I'm really looking forward to continuing this work with you all so thank you okay thank you okay so so we're only an hour over time so the next the next agenda item is the business agenda at this time the board will vote on its business agenda agenda mr. Powell are there any changes okay do I have a motion and a second to adopt the business agenda second so moved okay director constan moves director Esparza Brown seconds the adoption of the business agenda do we have any public on it okay is there any board discussion on the business agenda I just want to note that we're adding our second community member to the audit committee so thanks and advance the board I think Kate Wilkinson is going to be a great addition to the audit committee okay the board will now vote on the business agenda all in favor please indicate by saying yes yes I know any abstentions okay the business agenda is approved by a vote of 7 to 0 as we finalize the budget process if my fellow board members have any specific budget questions or areas for discussion please
03h 25m 00s
email those to actually put them on the Google Doc please we're supposed to ask you to email it to either superintendent or me but better you should put them in the Google Doc okay and if if anybody needs the link resent let us know okay okay is so at the beginning of the meeting lo these many hours ago I said that we were going to adhere to the practices of a work session and accept public comment is there anyone here who is okay all right so I think our business here is done the next meeting of the board will be a budget hearing next to date May 14th here at the BES see before you adjourn okay I just wanted to make a final comment I really appreciated the conversation tonight director Bailey your comment especially I know I know we all take seriously this urgent work and I don't take for granted and believing that we are on the same team in the work that we want to accomplish but I also understand we have different pushes and pulls and we're trying to accomplish a lot and I think you have clearly a similar vision about where we want to go and so it's good to sort of debate and when we have better days ahead sort of be able to actually deliberate what activities to prioritize over others and we will need your counsel in that particularly when your ears are to the ground life with our constituents and I appreciate the comments because there was a lot of work that went into having to be really creative about what we could do in this coming school year that would still set us up for a better day we're expecting in the next budget it'll be much easier to have a conversation when there's actually money so thank you for your advocacy in that regard but I didn't want to leave hanging out there that my commitment waivers towards resolving what have been historical issues and I want to be thoughtful about it and I've seen over and over including as I watched Portland Public Schools over the last 10 years what was happening when you don't proceed in in a careful way and so those are the building blocks these first couple of years that we we've been focusing on and we're gonna need your partnership as we go about that work so thank you okay you're here okay this meeting is adjourned

Sources

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

2019-05-07 PPS School Board Regular Meeting, Work Session

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Event 1: Regular Meeting of the Board of Education-Work Session- May 7, 2019

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